Disability Form

Good day! I am writing this letter to shed light on a recent incident that I have unfortunately been tied up in. as you may well know, I have been working for Borgota for five years. Over this time, I have been efficient and effective in the discharge of my functions and responsibilities. As fortune would have it, I have found myself in disability for the first time. As such, I was not fully aware nor was I apprised of the necessity of filing certain disability claims in order for me to receive my disability check.This led to the failure of the Department of Labor to process my disability checks for the past six weeks. I have never been one to shirk on my responsibilities and neither am I one to blame my misfortunes on other people. Yet, in this instance, I feel that my predicament warrants my action on this matter. Given my disabled status, I have had several difficulties adjusting to normal life and to normal routines.Understandably, it was difficult for me to adjust as I had to de al with this situation on my own. I am not asking for pity or sympathy but rather the understanding for somebody who is in my situation. Times are difficult and this disability of mine does not make things easier, as such, I am imploring your aid so that I can try to move on from this circumstance and soon pick myself up so that I can once again be a productive member of society.

The Dilemma of Cloning

Our era is considered to be the period of discoveries focusing mostly in the spheres of technical and medical research. Some scientists even dare to call our century, as well as the end of the previous one, the new scientific revolution. Many prominent scientists and researchers gave their lives in order to be heard, in order to keep to their words and defend their views on the newly discovered essence of many things – our planet, Solar system and of course, the complexities of being a human. More so, many scientists and experts have been intrigued by the mysterious nature of human beings and out of curiosity numerous studies have been conducted as an attempt to reveal and discover new fascinating things about human beings. Other experts would go beyond the norm to see the extent of the limitations of humans as living beings. One of the most controversial and most anticipated researches on humans is cloning which is the process of creating of a duplicate genetic copy of another. In an effort to further studies about human cloning, scientists have ventured into animal cloning. â€Å"Now that a cloned cat is a reality, pet owners may wonder when they will be able to duplicate their own kitty or pooch† (Wood 1). Nowadays, people are not scrutinized or criticized based on their scientific views because the present society is far more democratic and liberal compared to previous years. However, relatively recent events connected with the research of cloning have proved that investigation in the cell domain may lead to the whole range of medical, ethical, religious and even political disputes. Present day medical science had made an extensive and significant undertaking that extended the boundaries of human knowledge but breaking the limitations can either enrich mankind with new useful knowledge or yield visible harmful effects and destructive consequences. Stem cells themselves would not have caused such a thunderstorm of critique if not for the source of their extraction. The point is that scientists believe that stem cells taken from living organisms have the highest transformational potential and can better serve as the precursors for the whole variety of cells in the living body of an animal. However, the very idea that these cells are extracted from living embryos, some people considers this a form of a murderous act. In fact, not all the people are aware of the real situation regarding embryonic cell research. It is not a secret that stem cells are taken from surplus embryos, which are more likely not going to be useful for particular purposes in the future. In the article â€Å"Where on the Web Register to Clone Your Pet† by Christina Wood, it stated that the cost of pet cloning is about $895 and up and after there is an annual fee of $100 per year. More so, people interested in cloning their pets have to pay a vet to collect the pet’s skin sample. Obviously, clones do not come cheap. â€Å"The cost, when the technology is perfected, could start at nearly $20,000† (Wood 1). It is important to stress that any science or research should be primarily useful to mankind for the present time and in the succeeding years. Animal cloning and stem cell research should be developed only if it does not harm mankind and if it generates positive changes, or at least reduces all negative effects to a minimum. According to Wood, â€Å"hundreds of people already store pet DNA with GSC† disregarding the fact that there are many stray cats and dogs in animal shelters that need to be adopted. This situation shows that people would rather pay thousands of dollars to replicate the genes of their pets (take note that pet when cloned will not be a carbon copy of the original pet which contradicts the definition of cloning) instead of caring for real animals that are in need of love and care. Furthermore, people should not forget about ethical and moral aspects of pet cloning and possible dangers of this scientific endeavor. According to ethical principles cloning is not accepted in certain countries and is restricted by some government. Although some scientists may accept the risks in order to benefit and stand up for further rapid development of stem cell research, there is no guarantee that casualties can be reduced to zero. Every science is worthy of attention and further development of it should benefit the whole of mankind. Therefore, the first and foremost objective of cloning and stem cell research should be the promotion and delivery of advantages to mankind where everyone can benefit from it.

Sfl Genre Literature Review

CHAPTER II Travelling Uncharted Waters? REVIEWING THE LITERATURE 2. 1 Introduction: Storm in a teacup This part of my research journey was fraught with anxiety, distress and a sense of being lost. Reviewing the literature became my own storm in a teacup, as I found myself dizzily spiralling, being flung between not knowing on the one side, on the verge of knowing at the other, yet continuously feeling out of control, not being here nor there †¦ caught somewhere between locating, analysing, synthesising and reviewing the expert knowledge.Searching for literature and locating the literature, even with support, was a lonely road. Never have I felt that the more I began to read and know, the less I felt I knew, lost and alone amid so many theories, expert knowledge, data and findings. And so this genre journey became a rumbling of thoughts, ideas and theories to be summarised, referenced and sometimes even violently tossed aside. Reviewing the literature and writing up summaries was a cup of tea, yet I was slowly dissolving, losing my own voice and experiencing a sense of losing of my own identity.In robot-like fashion I found myself speaking and quoting studies done by experts in the field and then became aware of another storm brewing in my teacup: what miniscule contribution could I make? Would I be able to negotiate meaning for an expert audience in this genre field? Would I successfully structure the information according to issues pertinent to my research, and would I be able to identify themes that are linked to my research question?As I attempt to write, my teacup torments and reminds me again that I have become the echoing voice of experts. So during this process I am riding a storm of emotions, wondering whether I will remain a voiceless, writing wanderer, I wonder †¦ Yet, strangely losing my own voice, reminds me of our learners and teachers at school who face so many challenges with this process called writing. Reflecting on my literature, I p ondered putting to practice my knowledge of genre theory and this became one of my storm lanterns. Surely, esearching the merits of such a theory should provide me with tools to deconstruct and conquer this silly storm brewing in my tea cup? And so finally, as I begin to let go, embracing this brewing cup of storm, I am steadfastly sensing that many storm lanterns have and will guide me in finding a way to indicate to an expert audience my ability to identify, search, locate and present a coherent review of the literature. At this point the storm is still brewing, at times even raging, never fully abating but it is becoming lesser in intensity.And so, I am realising that this willy-nilly writing storm brewing in my teacup is someone else’s tornado and maybe both of these could be another writer’s cup of tea. This chapter attempts to draw on literature from genre theory, specifically genre theory based on Systemic Functional Linguistics. Hyland (2002) refers to a genre- based approach to teaching writing as being concerned with what learners do when they write. This includes a focus on language and discourse features of the texts as well as the context in which the text is produced.My primary intention is to explore the literature on different approaches to teaching writing and more specifically in what ways a genre-based approach to teaching writing could facilitate the development of writing skills at a multilingual primary school. 2. 1. 2 Framing the problem Success after school, whether it is at a tertiary institution or in the world of work, is largely dependent on effective literacy skills. To succeed one has to display a range of communicative skills, for example, listening, speaking, reading and writing tasks.But, most importantly, the quality of one’s writing determines access to higher education and well paid jobs in the world of work. In these scenarios, success or entry is dependent on either passing an English writing proficienc y test or on the skill of writing effective reports. However, writing skills are even essential in the most general forms of employment, for example, waitressing necessitates writing down customer orders and working at a switchboard implies taking messages, writing down memos or notes.Therefore, learning to write at school should be synonymous with learning and acquiring the formats and demands of different types of texts necessary in broader society. On this point, Kress (1994) argues that language, social structures and writing are closely linked. The written language taught at school reflects the more affluent social structures and thus the standard written variants are deemed more acceptable by society.However, the kind of writing taught and valued at school , that is, poetry, literature and essays is mastered by a very few learners and the control of written language is in the hands of a relatively few people. As a result of this uneven access to the types of writing valued in society, the ability to use and control the different forms of writing brings about exclusion from the social, economic and political advantages connected with writing proficiency. Consequently, in the push for greater equity and access, writing instruction globally has become a field of increasing interest in recent years.There have been numerous approaches to the teaching of writing in the history of language teaching for English as a first and second language, where first language refers to English mother tongue speakers and second language to learners who have English as a second or an additional language (see Kumaravadivelu, 2006; Hinkel, 2006; Canagarajah, 2006; Celce-Murcia, 1997) Not surprisingly, this magnitude of approaches has resulted in many paradigm shifts in the field of language teaching and in developing countries like South Africa, these international trends, approaches and paradigms shifts impact on local educational trends, as encapsulated in educational policy d ocuments. Ivanic (2004) argues that historically from the 19th and 20th century formal discourses have influenced a great deal of policy and practice in literacy education. Such discourses focused primarily on teaching of formal grammar, patterns and rules for sentence construction (pg 227). As a result, these discourses viewed language as a set of skills to be taught, learnt and mastered, and valued writing that demonstrated knowledge about language such as rules of syntax, sound-symbol relationships and sentence construction.Therefore, those writers that conformed to the correctness of grammar, letter, word, and sentence and text formation were viewed as competent writers. Furthermore, Dullay, Burt and Krashen (1982) state that the earliest work in the teaching of writing was based on the concept of controlled or guided composition and that language was seen as something that could be meaningfully visualised in taxonomies and rationalised into tables arranged across the two-dimens ional space of the textbook page. This focus on the conscious acquisition of rules and forms meant that teachers were focusing on parts of speech, demanding standards of correctness, and being prescriptive about what were ostensibly language facts.However, such an approach was found to be extremely limited because it did not necessarily produce speakers who were able to communicate successfully. Therefore, although learners might master the lists, structures and rules, this might not lead to the development of language fluency or to the ability to transfer such knowledge into coherent, cohesive and extended pieces of writing in school or beyond it. During the late 1970s more functional approaches developed. These were more concerned with what students can do with language, for example, meeting the practical demands in different contexts such as the workplace and other domains. Examples of writing tasks included filling out job applications, preparing for interviews, and writing appl ications.However, these involved minimal writing other than completing short tasks ‘designed to reinforce particular grammar points or language functions’ (Auerbach, 1999: 1). Moreover, such tasks were taught in classrooms and out of context of issues that could emerge in real contexts. As the limitations of a formalist approach to language teaching became increasingly obvious, teachers and researchers turned to a more process-oriented methodology. This focused more on the writing process than on the product and advocated expressive self-discovery from the learner/writer through a process approach to writing. Such a writing approach ‘focus[ed] on meaningful communication for learner-defined purposes’ (Auerbach, 1999:2).As a result, the learner is taken as the point of departure, and goes through a process of drafting, editing and redrafting; the teacher’s role is less prescriptive, allowing learners to be self-expressive and explore how to write. As such, the process approach won favour with those who were of the opinion that controlled composition was restrictive, viewing a liberal-progressive approach as more suited for first language classrooms (Paltridge, 2004). This approach was taken up by researchers interested in Second Language Acquisition (see Krashen, 1981; Ellis, 1984; Nunan, 1988), and in second language classes learners were also encouraged to develop ideas, draft, review and then write final drafts.On the other hand, Caudery (1995) argues that little seems to have been done to develop a process approach specifically for second language classes. Therefore, it appeared that the same principles should apply as for first language learners, for example, the use of peer and teacher commentary along with individual teacher-learner conferences, with minimal direction given by the teacher who allows learners to discover their voices as they continue through the writing process. This lack of direction was highlighted by re search in different contexts carried out by Caudery (1995) with practising teachers of second language writing. Based on questionnaires, findings showed that teachers in second language classes had differing perceptions and methods of implementing a process approach.This could however be ascribed to the different contexts that these second language teachers found themselves in, for example, large classes and different ways of assessing writing. One finding of the study was that teachers could easily dilute the process of writing into disconnected stages where both L2 learners and teachers could perceive it as steps to be followed towards an end product. As a result, the writing process became viewed as a means to an end. In addition, learners understood the process but did not explicitly learn the language features associated with different types of writing. A third approach that has gained prominence in recent decades is the socio-cultural practices approach which seeks to affirm t he culturally specific literacy practices that learners bring with them to school.Social practice advocates argue that literacy is not a universal, solely cognitive process but that literacy varies from context to context and culture to culture (Street, 1984, Barton, Hamilton & Ivanic, 2000). As a result, if literacy varies from context to context and culture to culture, then it follows that learners would bring to school different ways of writing. Accordingly, educators in multilingual classrooms should value learners’ cultural knowledge and ways of writing or use them as a bridge to new learning (Auerbach, 1999). Furthermore, the manner in which writing is taught transmits profound ideas to learners about who they are, what is entailed in the process of writing, and what they can do with writing.Therefore, the way in which writing is taught and learnt is a powerful tool for shaping the identities of learners and teachers in schools (ibid, 1999). Proponents of a fourth appro ach, the genre-based approach, have argued that both the socio-cultural and the process approaches to teaching writing result in learners being excluded from opportunities and that these approaches are in fact disempowering them (Delpit, 1998, Martin & Rose, 2005). They contend that certain domains, contexts and cultures yield more power than others and that if learners tell their stories, find their voices and celebrate their cultures; this is not enough for them to gain access to these more powerful domains.Therefore they suggest that learners should be empowered through access to writing the discourses of power, focusing on culture, context and text. Such approaches also enable an analysis of how identities, cultures, gender and power relations in society are portrayed in texts. Genre research done in Australia (see Disadvantaged Schools Project Research, 1973) where the additional language is the medium of instruction for aboriginal learners had major educational rewards for tea chers and learners participating in the project. Singapore too moved towards a text-based approach with the introduction of their 2001 English Language Syllabus (Kramer-Dhal, 2008).This approach has paid dividends for the Singapore education system, for example, continuous improvement in examination scores and achievements in international league tables, compared to the learners’ past underachievement in literacy tests (see PIRLS 2001, Singapore results) and this is maintained in the 2006 PIRLS testing of literacy and reading. The next section will draw on literature from genre theory, providing a brief overview of the notion of genre and how it has evolved as a concept. Then, literature on three different scholarly genre traditions New Rhetoric Studies, English for Academic Purposes and Systemic Functional Linguistics and their different educational contexts, purposes and research paradigms is explored and discussed. However this chapter mainly investigates literature relati ng to the Systemic FunctionalLinguistic perspective on genre, the history of genre theory and research done in Australia, the implications for schools and classrooms and how genre theory has impacted on the pedagogy of teaching literacy in disadvantaged multilingual settings. A brief overview focusing on critiques of Systemic Functional Linguistics is also provided. 2. 2 Defining Genre Johns (2002) argues that the term ‘genre’ is not new and cites Flowerdew and Medway (1994) who state that for more than a century genre has been defined as written texts that are primarily literary, that are recognised by textual regularities in form and content, are fixed and permanent and can be classified into exclusive categories and sub-categories. However, a major paradigm shift has occurred in relation to notions and definitions of genre, and texts are now viewed as purposeful, situated and ‘repeated’ (Miller, 1984).These characteristics mean that genres have a specifi c purpose in our social world, that they are situated in a specific cultural context and that they are the result of repeated actions reflected in texts. Similarly, Hyland (2004) defines genre as grouping texts that display similar characteristics, representing how writers use language to respond to similar contexts. Martin and Rose (2002) place more emphasis on the structure of genre, seeing it as a ‘staged, goal oriented social process. Social because we participate in genres with other people; goal oriented because we use genres to get things done; staged because it usually takes us a few steps to reach our goals’ (pg 7). 2. 2. 1 An Old Concept revisitedAs stated above, traditionally the concept of ‘genre’ has been used to define and classify literary texts such as drama, poetry and novels in the fields of arts, literature and the media Breure (2001). For example, a detective story, a novel or a diary are each regarded as belonging to a different genre. In recent years interest in the concept of genre as a tool for developing first language and second language instruction has increased tremendously (Paltridge, 2004; Hyon, 1996; Johns, 2002). In second language writing pedagogy in particular much interest has been focused on raising language students’ schematic awareness of genres as the route to genre and writing development (Hyon 1996; Cope & Kalantzis, 1993; Johns, 2002; Paltridge 2004).However there are various theoretical camps and their different understanding of genre reveals the intellectual tensions that are inherently part of the concept (Johns, 2002). These intellectual tensions arise from the divergent theoretical understandings of whether genre theory is grounded in language and text structure or whether it stems fundamentally from social theories of context and community. Hyon (1996) argues for three schools of thought: Systemic Functional Linguistics, New Rhetoric Studies and English for Academic Purposes where as Flowerdew (2002) divides theoretical camps into two groups: linguistic and non-linguistic approaches to genre theory. Genre, in short, continues to be ‘a controversial topic, though never a dull one’ (Kay & Dudley-Evans, 1998:308).I have chosen to follow Hyon’s (1996) classification for reviewing the genre literature because this classification makes it easier to highlight the similarities and differences in definitions, purposes and contexts, and allows for a greater understanding of various approaches to genre in three research traditions. As a result, three schools of thought New Rhetoric Studies, English for Academic Purposes and Systemic Functional Linguistics and their approaches to genre will be discussed. 2. 3 The Three Schools of Thought During the last two decades, a number of researchers who were disillusioned with process approaches to teaching writing saw genre as a tool to develop both first language and second language instruction (Hyon, 1996; J ohns, 2002; Feez, 2002).Hyon (1996) in her analysis of ‘Genre in Three Traditions and the implications for ESL’ argues that three dominant schools of thought, English for Specific Purposes, North American New Rhetoric Studies and Australian Systemic Linguistics have resulted in different approaches, definitions and classroom pedagogies of genre (see also Hyland 1996, 2002, & 2004). As Cope and Kalantzis (1993: 2) put it, ‘†¦ genre has the potential to mean many things to many people’. Paltridge (2002) calls it a ‘murky issue’. An understanding of the theoretical roots, analytical approaches and educational contexts of the different schools of thought is thus essential. 2. 3. 1 New Rhetoric Studies Genre Theories The first school of thought is the New Rhetoric approach to genre (Dias & Pare, 2000; Dias, Freedman, Medway, & Pare, 1999) which recognises the importance of contexts and the social nature of genres but it is rooted in Bakhtinâ₠¬â„¢s notion of dialogism.This notion of dialogism means that language is realised through utterances and these utterances exist in response to things that have been said before and in anticipation of things that will be said in response, and thus language does not occur in a vacuum (Adams & Artemeva, 2002). As a result, genre is a social phenomenon born by the specific goals and circumstances of interaction between people. Therefore, advocates of New Rhetoric Studies argue that genres are dynamic, relational and engaged in a process of endless utterances and re-utterances (Johns, 2002). As such, the focus of this theoretical camp is on the communicative function of language. Consequently, their perspective on genre is not primarily informed by a linguistic framework but draws on post-modern social literary theories.Accordingly, for these proponents, understanding genres involves not only a description of their lexico-grammatical format and rhetorical patterns but that also that gen re is ‘embedded in the communicative activities of the members of a discipline’ (Berkenkotter & Hucklin, 1995:2). This view of genre as a flexible instrument in the hands of participants within a community of practice has meant that the use of text in the classroom situation has not been a major focus (Johns, 2002). Theorists concentrate on how ‘expert’ users manipulate genres for social purposes and how such genres can promote the interest and values of a particular social group in a historical and/or institutional context. ContextHyon (1996:698) states that, as with English for Specific Purposes (ESP), genre teaching within this framework is predominantly concerned with first language university students and novice professionals. It is concerned with helping first language students become more successful readers and writers of academic and workplace texts. Unlike, ESP and SFL, therefore the New Rhetoric Studies refers to first language development. One co nsequence of this is that their focus is much less concerned with formal classroom instruction. Purpose The focus of writing in this framework is thus on making students aware of the contexts and social functions of the genres in which they engage (Bazerman, 1988) and not on their formal trimmings.Proponents view genres as complex, dynamic, ever changing, and therefore not amenable to explicit teaching (Johns, 2002; Coe, 2004; Cope & Kalantzis, 1993). They argue that it is through understanding of context that students can become more successful readers and writers of genres. 2. 3. 2 English for Specific Purposes Genre Theories The second major school of thought in relation to genre is English for Specific Purposes (ESP). The potential to perform competently in a variety of diverse genres is frequently a pivotal concern for English second language learners since it can be a determining factor in admission to higher paid career opportunities, higher educational studies, positive iden tities and life choices.As a result, ESP theorists ‘scrutinise the organisation and meaning of texts, the demands placed by the workplace or academic contexts on communicative behaviours and the pedagogic practices by which these behaviours can be developed’ (Hyon, 1996). Advocates of this paradigm are concerned with genre as a device for understanding and teaching the types of texts required of second language English speakers in scholarly and specialized contexts (Bhatia, 1993; Flowerdew, 1993; Gosden, 1992; Hopkins & Dudley-Evans, 1988; Swales, 1990). They propose that genre pedagogy could assist non-native speakers of English to master the functions and linguistic conventions that they need to read and write in disciplines at higher institutions and in related professions.According to Paltridge (2004), ESP genre studies are predominantly based on John Swales’s (1981, 1990) work on the discourse structure and linguistic features of scientific reports. Swalesâ €™s work had a strong influence in the teaching of ESP and more so on the teaching of academic writing to non-native English graduate students at higher institutions. Swales (1990) defines genre as ‘a class of communicative events with some shared set of communicative purposes and a range of patterns concerning structure’ (pg 68) Furthermore, Swales argues that the communicative purpose of a particular genre is recognised by members of the discourse community, who in ‘turn establish the constraints on what is generally acceptable in terms of content, positioning and format’ (Paltridge, 2004:11). ContextGiven the focus on scientific and other kinds of academic writing within this framework, genre teaching occurs mostly at universities teaching English for academic purposes and in English classes for specific writing needs, such as professional communication, business writing, and other workplace-related writing needs. However, Hyon (1996) argued that, at the time of writing, many ESP researchers had managed to present their descriptions of genres as useful discourse models but had failed to propose how this content could be used in classroom models. For example, Dudley-Evans and Hopkins presented their analysis of cyclical move patterns in scientific master’s dissertations as a teaching and learning resource but did not describe how this model could be converted into materials, tasks and activities in the classroom (Johns, 2002). Purpose As the focus of this theoretical camp is on international students atEnglish-medium universities in Britain and abroad, their focus is on demystifying rather than on social or political empowerment (Paltridge, 2004). Due to the concern in this paradigm with English for academic and professional purposes, they focus on the formal aspects of text analysis. In fact, many ESP researchers particularly emphasise the teaching of genre structures and grammatical features (Hyon, 1996) or ‘moves ’ in texts as to referred by Swales (1990). The purpose of genre teaching in this framework is therefore on teaching students the formal staged, qualities of genres so that they can recognise these features in the texts they read and then use them in the texts they write, thus providing access to ‘English language academic discourse communities’ (Paltridge, 2004:16).As a result, in their approach to textual analysis ESP theorist have paid specific attention to formal elements of genres and focused less on the specialised functions of texts and their social contexts (Hyon, 1996). 2. 3. 3 Systemic Functional Linguistics (SFL) Genre Theories This underplaying of the social context is taken up by the third school of thought, Systemic Functional Linguistics, which analyses the formal features of text in relation to language function in social context. SFL, referred to as ‘the Australian school’ in the United States of America, is rooted in the theoretical work of Halliday (Halliday, 1985; Halliday & Hasan, 1989; Johns, 2002). As a result, this theoretical camp is based on systemic functional linguistics and semiotics from which emerged the register-theory (Breure, 2001).Halliday developed his linguistic theory in order to give an account of the ways in which the English language functions as social practice (Halliday, 1985; Hasan & Halliday, 1989). As a result, this theoretical paradigm focuses on the systemic function of language from which choices are made to convey meaning within a specific context and with a specific purpose. Therefore, proponents within this framework propose that when a series of texts have similar purposes, they will probably have similar structures and language features. They are thus grouped as the same genre. Building on the work of Halliday, the idea of Systemic Functional Linguistics as a basis for language teaching emerged from the work of theorists such as Martin (1989, 1992).Christie (1991) and Rother y (1996) made attempts to take genre and grammar analysis a step further by providing and expanding scaffolds which bridge systemically between grammar and genre. They argue that texts need to be analysed as more than just mere sequences of clauses and that text analysis should focus on how language reveals or obscures social reality. Such an analysis can illuminate the ways in which language is used to construct social reality. Educational Context Cope and Kalantzis (1993) state that genre-based teaching started in Sydney as an ‘educational experiment’. The reason is, because by 1980, it seemed clear that the newly introduced progressive curriculum did not achieve the educational outcomes that it professed to (pg 1).As a result, researchers became interested in the types of writing and texts that learners in primary schools were expected to write as part of the process approach (Martin, 1989, 1991). These researchers were concerned that learners were not being prepared to write a wide enough range of texts needed for schooling, for example, findings showed that teachers mostly favoured narratives and recounts. So, genre-based research has predominantly been conducted at primary and secondary schools although it has also begun to include adult migrant English education as well as workplace training programmes (Adult Migrant Education service, 1992). As a result, in the Australian framework, the efforts of research are mostly centred on child and adolescent contexts unlike their ESP and New Rhetoric counterparts (Drury & Webb, 1991).A group of researchers in the late 1980’s started the Literacy in Education Research Network (LERN) (Cope, Kalantzis, Kress & Martin, 1993:239). Their aim was to develop an instructional approach to address the inadequacies of the process approach for teaching writing. For researchers in this paradigm, learners at school need explicit induction into the genres of power if they want to participate in mainstream te xtual and social processes both within and beyond the school (Macken-Horarik, 1996). Those learners who are at risk of failing fare better within a visible curriculum and this applies particularly to learners for whom the medium of instruction in not a home language. PurposeSystemic genre analysts contend that genre pedagogy should focus on language at the level of whole texts and should also take into account the social and cultural contexts in which texts are used (Martin, 1985, Rose & Martin, 2005). Furthermore, genres are viewed as social processes because ‘†¦ texts are patterned in reasonably predictable ways according to patterns of social interaction in a particular culture’ (Cope and Kalantzis, 1993:6). Consequently, SFL genre approaches see social purpose, language and context as interrelated in texts. Textual patterns reflect social conventions and interactions and these are executed through language.Therefore, genre teaching should move from linguistic d escription to an explanation and an understanding of why texts are shaped the way they are and how they achieve their particular goals (Paltridge, 2004). As a result, the basic principle underlying all such language approaches is that learners must learn not only to make grammatically correct statements about their world, but also develop the ability to use the language to get things done. The purpose of the Australian framework is to assist learners at school become more successful readers and writers of academic, school and workplace texts (Hyon,1996). Their goal is to help primary and secondary school learners ‘participate effectively in the school curriculum and the broader community’ (Callaghan 1991:72).Their focus is on learners learning to write in English as a second language and the challenges these learners might experience when writing and learning in a language that is not their mother tongue. Therefore they argue for explicit teaching through a cycle that à ¢â‚¬Ëœmodels and makes explicit the dominant forms of writing or text types valued in schools’ (Gibbons, 2002:52). Writing in an American context of disadvantaged students, Delpit (1998) strongly argues for the teaching of the genres of power, stating that if a learner is not already part of the culture of power, explicitly teaching the rules of this culture through genre makes access easier.Consequently, research on genre theory has been both politically and pedagogically motivated: a pedagogical project motivated by the political project of allowing equal access to social, economic and political benefits of Australian society through an explicit and visible literacy curriculum (Kress, 1993). As a result, Australia is often referred to as the place in which practitioners have been most successful in applying genre theory and research to pedagogy (Johns, 2002). My intention is to explore the use of SFL genre-based teaching as an alternative approach to teaching writing in gra de six at a multilingual primary school. However, approaches to research and pedagogy of SFL have not been accepted without critiques.These critiques originate from advocates of progressive literacy approaches (Lankshear & Knobel, 2000) and also from within genre camps practicing genre theory from different theoretical understandings. In the next section, I provide details of these critiques and a personal response to each critique. 2. 4 Critiques of genre of SFL There have been many critiques of SFL genre-based approaches, as mentioned in the previous section. Here I discuss three of the most telling: liberal progressive critiques, socio-cultural practice theorist critiques, and critical discourse analysts’ critiques about teaching the genres of power. The liberal progressivists claim that genre literacy entails a revival of transmission pedagogy.It seems to mean learning formal ‘language facts’ again. It is sometimes claimed that genre literacy teaching is foun ded on a pedagogy that will lead us back to the bad old days of authoritarian classrooms where some students found the authority congenial and succeeded, while others found the authority uncongenial and failed (Cope & Kalantzis, 1993). However, in contrast to transmission approaches which often treated texts in isolation and grammar as separate and external from the text, a genre-based approach views texts as closely linked to social context and uses linguistic analysis to unpack the choices that are made for social purposes. Rather than unthinkingly replicating rules, learners are ssisted towards conscious control and can be encouraged to exercise creativity and flexibility on an informed basis. The ‘authority’ provided acts as a scaffold and is gradually withdrawn, thus shifting responsibility towards the learner. A second major critique has been raised by social practice theorists such as Lave and Wenger (1991) whose research focus is from a situated learning perspec tive. These advocates of situated learning view genres as too complex and diverse to be detached from their original contexts and taught in a non-natural milieu such as the classroom context. Also, they argue that learning occurs through engaging with authentic real world tasks and that learning to write genres arises from a need in a specific context.Therefore, in authentic settings, writing involves the attainment of larger objectives, which often involve non-linguistic features, and thus the disjuncture between situations of use and situations of learning is unbridgeable. However, although this theory offers a persuasive account of how learning takes place through apprenticeship and mastery roles, especially how an apprentice becomes a fully literate member of a disciplinary work group, it does not propose a clear role for writing teachers in the language classroom (Hyland, 2004). In a SFL genre approach by contrast, the selection of topics and texts can highlight how cultures ar e portrayed as either negative or positive.It can help learners become aware of how language choices in texts are bound up with social purposes (Lankshear & Knobel, 2000). This awareness is necessary for entry into intellectual communities or social discourses and practices, and can help make learning relevant, appropriate and applicable to the context in and outside of the classroom. It can also include a critical element as it provides learners with a linguistic framework to analyse and critique texts. A final important critique is that teaching of the genres of power will not automatically lead to social and economic access in a fundamentally unequal society (Cope & Kalantzis, 1993).While this may be true, the consequences of not teaching these genres could lead to English second language speakers’ from poor working class backgrounds being disadvantaged in perpetuity. The discourses of scientists, doctors and lawyers, for example, are often incomprehensible and obscure, de nying access to many, particularly second English language speakers and those not familiar with the conventions of their associated genres. These social exclusions are marked linguistically (Cope and Kalantzis, 1993). Therefore, SFL genre theorists’ notion of genres as textual interventions could provide access and equity to those not familiar with a particular discourse in society.Consequently, genre teaching in this framework has the intention of empowering disadvantaged and underprivileged students by providing them with the linguistic resources to critically analyse and become more proficient writers of different text types, thus potentially providing access to the socio-economic and political domains currently denied to many learners at schools. A related point is that a genre-based approach runs the risk of reproducing the status quo (Luke, 1996). However, a genre approach should be able to include issues of inequality and power relations in the teaching context by adop ting a critical education theoretical perspective, which strives to unveil existing deep-rooted ideologies within society with the intention of empowering students to question and change the status quo.If teachers are made aware of such aspects in texts, how meaning is constructed and negotiated in texts, and how this shapes our thinking about the world, they might be able to raise awareness and consciousness about power inequalities through the development of effective critical literacy skills in English additional language classes. At the same time, ‘functional ways of talking and thinking about language facilitate critical analysis’ (Hyland, 2004: 42). As a result, it may assist learners to distinguish texts as constructs that can be debated in relatively accurate and explicit ways, thus becoming aware that texts could be analysed, evaluated, critiqued, deconstructed and reconstructed. Such awareness is crucial for further education or academic studies at higher inst itutions of learning. Thus a genre-based approach to teaching writing might bridge the gap between writing required at school and the academic writing skills essential for undergraduate studies.Having sketched the broad parameters of the three main approaches to genre and how genre approaches have developed in different ways and with different underlying goals, I now focus in greater detail on the Australian Framework. This approach appears to offer the greatest scope for South African contexts given its intention to provide equity and access to social and economic spheres in society, which is also a central principle of the South African Constitution (1994) and C2005. Furthermore, the focus on English second language learning contexts and aboriginal learners from disadvantaged, poor working class communities is similar to learners from disadvantaged communities who learn mostly through a medium of instruction which is not their home language.Another important reason for focusing on this approach is that this genre-based approach could inform the teaching of writing and future teacher training frameworks that aim to improve the literacy outcomes of learners in the intermediate phase in South African contexts. 2. 5 A Closer look at The Australian Framework It was Michael Halliday (1975) a professor of Linguistics at the University of Sydney, who was the founding father of systemic functional linguistics (SFL) and provided the catalyst for the development of genre theory in Australia (Cope and Kalantzis, 1993). Halliday and his theory of systemic functional linguistics introduced the theme of ‘learning language, learning through language, learning about language’ (Cope and Kalantzis, 1993:231).As discussed above, SFL focuses on language and how it functions or is used in cultural and situational contexts and argues that language can be described or realised by means of a framework comprising cultural context, situational context and linguistic featu res. The Australian framework is therefore rooted in a text-context model of language (Lankshear &Knobel, 2000; Gibbons 2002; Derewianka 2003). Furthermore, SFL interprets the context of situation and the context of culture as two interrelated domains (Christie & Unsworth 2000). The context of situation is the immediate context in which language is used. However this context of situation can vary in different cultures and as such it is culture-specific.This situational context is described in three main categories of semantic resources, field, mode and tenor, and collectively this is referred to as the register of a text (Lankshear & Knobel, 2000) The field describes the subject-matter of the social activity, its content or topic; tenor focuses on the nature of the relationships among the people involved; mode refers to ‘medium and role of language in the situation’ (Martin, 1997: 10) Therefore, it is the register (field, tenor and mode) which influences how language is used because it provides the social purpose of the text through answering ‘what is going on, who is taking part, the role language is playing’ (Martin & Rothery, 1993: 144). Hence, SFL explores the relationship between language and its social functions.The earliest work on applying this framework to education was carried out by Martin and two of his students Rothery and Christie who started a research project in 1978 using the field, tenor and mode framework to analyse writing produced in schools (Cope & Kalantzis, 1993; Kress, 1993). In 1980 Martin and Rothery examined student writing that had been collected over numerous years (Cope and Kalantzis, 1993). Their findings indicated that most school valued texts were short and limited to a few genres for example, labelling, observation, reports, recounts and narratives, with observations and recounts being the dominant genres (pg 233). Furthermore, they found that the texts produced in textbooks lacked development, even within story genres, were extremely gendered, and irrelevant to the needs of the community or secondary schools.They then developed the hypothesis that genres at schools should be explicitly taught by teachers. This research resulted in the development of a curriculum cycle providing scaffolding and explicit teaching through setting the field, deconstructing a text, modelling writing, jointly constructing a new text and culminating with individual writing (Macken-Horarik, 1998; Feez; 2002; Paltridge, 2004; Cope & Kalantzis, 1993; Martin& Francis, 1984). Building field and setting context is critical to each phase of the cycle and this refers to a range of activities which build up content for the genre and knowledge about the contexts in which it is deployed (Martin & Rose, 2000).In this way, learners move from everyday, common sense knowledge towards technical, specialist subject knowledge, and are gradually inducted into the discourse and field knowledge of school subjects. As a r esult, this approach can strengthen and promote learning language and about language across the curriculum. The logic of the curriculum cycle is based on the notion of ‘scaffolding’. Hammond (2000) and Gibbons (2002) refer to this as ‘scaffolding language’ based on Vygotsky’s (1976) zone of proximal development (Derewianka, 2003). In this process the teacher takes a more direct role in the initial phase, with the learner in the role of apprentice. As the learner develops greater control of the genre, the teacher gradually withdraws support and encourages learner independence (Derewianka, 2003).Therefore, genre literacy has the intention to reinstate the teacher as professional, as expert on language, whose role in the classroom should be authoritative but not authoritarian as opposed to the teacher as facilitator in more progressive teaching models (Cope & Kalantzis, 1993). As a result, the curriculum cycle and its scaffolding approach could be valua ble in activating the schemata of English second language learners as opposed to a context where English teaching approaches are traditional and narrow. Such approaches could have negative educational impacts on disadvantaged learners. 2. 6 The Disadvantaged Schools Programme Luke and Kale (1989:127) argue that monolingual and monocultural practices permeated official language and education planning in Australia prior 1970. Similar to South African apartheid policies, Australia practiced a ‘White Australian Policy’ (Luke & Kale, 1989:127).However, in the early 1970s the Australian government recognised that aboriginals and islander learners should be integrated into mainstream schools (Luke & Kale, 1989). As a result, the need to acknowledge Aboriginal and migrant languages became a priority in educational policies. Furthermore, Diane Russell (2002) states that up to 1967 very few Aboriginal students in South Australia entered secondary school unless they were wards of the state and, given this history of disadvantage, much of the literature about the education of Aboriginal students since then refers to the poor retention and attainment rate of Aboriginal students compared to their non-Aboriginal peers.As a result, the Disadvantaged Schools Programme (DSP), an initiative of the Interim Committee of the Schools Commission (1973), was initiated to reduce the effects of poverty on learners at school (McKenzie, 1990) and participation was based on the social and economic conditions of the community from which the school draws its learners. Thus the intention of the DSP was to improve the learning outcomes of learners from educationally disadvantaged backgrounds in Australia to increase their life choices (Randell, 1979). Therefore, a fundamental aim of the DSP was to equip disadvantaged learners with power, through education, to enter and share fully in the benefits of society as a matter of social justice.Furthermore, a majority of Aboriginal people grow up in homes where Standard Australian English is at most a second dialect, sometimes first encountered on the first day of school. Accordingly, accepting the language children bring to school and using that to build competence in Standard Australian English is the ‘key to improving the performance of Aboriginal students’ (www. daretolead. edu. au). Genre theorists have been concerned with equitable outcomes, thus discourses of generation, ethnicity and class have been a preoccupation. These theorists argued that progressive pedagogies were marginalising working-class Aborigine and other disadvantaged learners (Cope & Kalantzis, 1993).For Burns (1990) progressive curriculum approaches led to a confusing array of approaches and methodologies and failed to provide a well-formulated theory of language. Further, Cope (1989) argued that an ‘authoritative’ pedagogy for the 1990s was needed to replace the progressive curriculum of the mid-1970s as this had ne glected to make explicit to learners the knowledge they need to gain to access socially powerful forms of language. Due to the above kinds of debates in the SFL genre theory camp, a literacy consultant, Mike Callaghan, working with the DSP in Sydney, decided that SFL might be a viable theory and this resulted in the Language and Social Power Project.Teachers who were disillusioned with progressive teaching methods became eagerly involved in this project (Cope & Kalantzis, 1993). Additionally, Cope and Kalantzis (1993) report that teachers discovered that genre theory did not dismantle all the progressive language approaches; in fact, it enhanced progressive language teaching and highlighted that there is a social purpose in writing. This, however, meant teachers’ knowledge and skills about language in social contexts had to be developed through extensive in-service training and in-class support 2. 7 Research originating from the Disadvantaged Schools Programme Scholars like M artin and Rothery (1986) began to analyse texts using SFL theory.This took the form of linguistic analysis with each text being deconstructed into its structural features, or schematic phases, and then being analysed for its typical language features. Most of these projects aimed to link theory and practice (Cope & Kalantzis, 1993). As a result, teachers gained knowledge and an ability to critically analyse the texts that they used in practice. Research identified factual genres such as reports, expositions, discussions, recounts, explanations, and procedures, which could be used in classrooms. Furthermore, as this project progressed, the data were translated into classroom practice using a pedagogical model developed by project members that resulted in a major breakthrough for the classroom, that is, the curriculum cycle or the teaching and learning cycle (Callaghan & Rothery, 1988).The National Centre for English Language Teaching and Research was commissioned in 1990 to evaluate the effectiveness of projects like the Language and Social Power Project and was asked to report on improvements in learner writing as well as on the impact of genre pedagogy on teachers’ knowledge of the social function of language and their ability to assess the effectiveness of learners’ writing (Cope & Kalantzis, 1993). The findings of the report highlighted an ‘overwhelmingly’ positive response from participating teachers (Cope & Kalantzis, 1993). Teachers praised the in-service and the in-class support of the demonstration lessons as well as the backup support material, both printed and audio-visual. Furthermore, in terms of evaluating the learners’ written texts, it was found that learners from participating schools wrote a broader range of genres, that these included more factual texts, and that these learners had a higher success rate than learners from non-participating schools (Cope & Kalantzis, 1993). 2. 9 SFL and the School Writing Curr iculumKress (1994) states that until recently ‘writing has been regarded as an alternative medium of language, giving permanence to utterances’ (pg 7) and attention on writing was thus focussed on mechanical aspects. However, increasing evidence indicates that speech and writing have distinct grammatical and syntactic organisation, and further that writing and speaking occur in distinct social settings which have significant effects on the syntactic and textual structures of speech and writing (Kress, 1993). Literacy in many Western schools presupposes that learners have developed spoken language skills in the relevant language but this may not be the case for second language learners (Gibbons, 2004).As a result, these learners would have even more to learn about writing because learners initially use their knowledge about spoken language to bridge the divide between speaking and writing (Kress 1994). The school writing curriculum and its teachers are then powerful in d eveloping or hindering the writing development of learners in primary school. As discussed above, writing curricula drawing from progressive theories which stress the process of writing over content, see the teacher as a facilitator of writing, and no focus on linguistic rules for speaking or writing could result in English second language learners being denied access to development as writers. Therefore, writing curricula which focus on the teaching of genre are potentially powerful in that they could provide ‘generic power’ to learners. Power to use, interpret, exploit and innovate generic forms is the function of generic knowledge which is accessible only to members of disciplinary communities’ (Bhatia, 2003:67). Accordingly, the teaching of SFL genre approaches and their linguistic frameworks could provide a scaffold for English second language learners to be inducted into social contexts, purposes and linguistic features of both spoken and written dominant d iscourses. Such approaches might lead towards opportunities for equity and access for non-native speakers of English. A writing curriculum rooted in genre theory would have implications for the classroom and the next section discusses some of these implications for pedagogy. 2. 9. 1 SFL Genre in the classroomThe teaching of genre in the classroom requires explicit teaching of language at text level and of the interdependence of language use and context (Paltridge, 2004). Halliday and Hasan (1985) state that SFL deals with language in context: ‘The context of situation, the context in which the text unfolds, is encapsulated in the text, not in a kind of piecemeal fashion, not in the other extreme in a mechanical way, but through a systemic relationship between the social environment on the hand, and the functional organisation of language on the other. If we treat both text and context as semiotic phenomena, as modes of meaning, so to speak, we can get from one to the other in a revealing way. ’ (Pgs 11-12)Such an approach implies that language teachers in primary and secondary schools should not only have English subject knowledge but also understand and have knowledge of linguistically informed genre-based literacy pedagogy. 2. 10 Conclusion This chapter has provided an overview of the three main schools of thought in relation to genre and then focused in more detail on the theoretical perspective which seems to offer the most productive insights for the South African context, Systemic Functional Linguistics. The next chapter describes the methodology I used to investigate the potential of such an approach in one primary school. Bibliography Adams, C. & Artemeva. N. (2002).Writing Instruction in English for Academic (EAP) classes: Introducing second language learners to the Academic Community. In M. 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Do cuts in UK government spending affect UK secondary education exam Essay

Do cuts in UK government spending affect UK secondary education exam results - Essay Example European models were based on the assumption that only a certain portion of the population needed and could profit from a college education. U.S. goals ambitiously sought the higher education of 25-50% of the population. The community college served all that desired an education, mostly the unserved populations of adult, (and) full-time workers with families† (Newman, Renee M, 1998). Primary education was the first to receive early government recognition. However, funds management was not encouraging. However, efforts to effectively fund primary school activities continued. Secondary education came in for recognition for support later on depending on the government of the land (Evaluation of World Bank’s Support for Primary Education, 2007). Statistically, secondary education in the United Kingdom is already facing flak due to the below average treatment secondary education is getting. On the one hand, there is below average salaries for secondary education teachers and on the other, there is drop out rate of 30% in secondary education in the UK (Curtis, Polly, 2009). Fundamentally and technically, the cut in spending does not amount to over  £100 million which is just a fraction of the  £85 billion the UK spends annually on education for the year 2010-11. However, the figure could trigger cascading effect in spending that attracts experience and talents. The UK is still counted as the Mecca for education and it holds the distinction as the best education provider in terms of facilities (UK providing assistance for tertiary education facilities, 2009). Better put, the question should be: is government spending the determinant to exam results for the UK secondary education? The motivation to study comes from students determined to do well academically for future prospects and better personality. Secondary school students are normally well versed in the need for higher studies. Educational costs cannot be the determining factor for

The Feast of the Goat By Mario Vargas Llosa Research Paper

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The Portrayal of Judaism - Essay Example Nevertheless the Greek culture had a great influence on the religious beliefs of the Jews. Due to the massive armies of Ptolemy and Seleucids, the Jews of Judea always remained subordinate to them and hence their powerful cultures had a great impact on the Jews and slowly they were forced to imbibe some of their concepts which were forced upon them. The Jews faithfully believed in life after death, stellar immortality and the immortality of ones soul after death. Prior to the Hellenistic period, the concept of afterlife the Jews had was a dark existence they referred to as â€Å"Sheol†. As it states in psalm 6 - â€Å"Turn, O Lord, save my life...For in death there is no remembrance of you; in Sheol who can give you praise?†. (Psalm 6: 4-5) But the modern Jews believed in Both Heaven and Hell. They believed that after death God would judge the actions of a person – by rewarding the good and punishing the evil. The Daily Express of London written on 24th of March, 1933 carried these headlines –â€Å" "Judea Declares War on Germany - Jews of All the World Unite - Boycott of German Goods - Mass Demonstrations." The Express also said that Germany was â€Å"now confronted with an international boycott of its trade, its finances, and its industry†¦Ã¢â‚¬ ¦In London, New York, Paris, and Warsaw, Jewish businessmen are united to go on an economic crusade.† (The Daily Express, 1933) This could be described as the first fatal turn of events towards the war. â€Å"The war against Germany will be waged by all Jewish communities, conferences, congresses... by every individual Jew. Thereby the war against Germany will ideologically enliven and promote our interests, which require that Germany be wholly destroyed.† (Natscha Retsch, 1933) Another primary factor that played a pivotal role in the war was the desire to set up a National Socialist ideology in Germany. As was written in Journal of Palestine Studies ("The Secret Contacts: Zionism and Nazi Germany, 1933-1941";

Microbial Content of cooked meat kebab Lab Report

Microbial Content of cooked meat kebab - Lab Report Example However, because the meat is cooked on one surface only, there is an increased opportunity for pathogen outgrowth and microorganism multiplication (Vazgecer, Ulu and Oztan, 2004). There have been reported cases of food contamination and foodborne disease occurrences circumstantially connected to kebab consumptions which can lead to more complex outcomes (Angelillo, I.F., Viggiani, N.M.A., Rizzo, L. and Bianco, A., 2000. Food handlers and foodborne diseases: knowledge, attitudes, and reported behavior in Italy. Journal of Food Protection 63 3, pp. 381–385. View Record in Scopus | Cited By in Scopus (35)Angelillo, Viggiani, Rizzo, and Bianco, 2000). Some human ailments may be caused by foodborne pathogens, such as Salmonella serotypes, Campylobacter jejuni and Campylobacter coli, Staphylococcus aureus, Escherichia coli, Clostridium perfringens, and Bacillus cereus (Swaminathan and Feng, 1994). The changing epidemiology of foodborne diseases and the resurfacing of some microorganisms and pathogens are attributable to various conditions, such as everyday habits and routines of consumers, food handling and preparation, food manufacture and distribution, and understanding of food risks (Lacey, 1993; Roberts, 2000; Slutsker, Altekruse, and Swerdlow, 1998). This experiment will determine levels of aerobic microorganisms and identify probable pathogens in two kebab meat samples of chicken and lamb. Moreover, it will verify probabilities on disease transmission and assess kebab’s quality and safety for human consumption. 10 grams of the chicken sample was placed in a sterile stomacher bag with 90ml of buffered peptone water; homogenized with a blender; incubated for 24 hours. 1 ml of chicken sample was then suspended into 9ml of SCB and incubated for another 24 hours at 37 Â °C. 10 grams of the lamb sample was placed in a sterile stomacher bag with 90ml of Ringer solution; homogenized with a blender; diluted with 20uL of sample and 180ul of

Analytical Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Analytical - Research Paper Example Furthermore, information systems assist the decision makers to have a clear perception about the present situation of the organization by proving strong evidences about the organization. However, healthcare information systems have certain demerits as well. Implementation of the systems is quite an expensive process and it also requires a lot of efforts and trained individuals to operate effectively. The management of information system is fundamentally done to gather data from the different departments of an organisation and then to present the data in a systematic format. Management of information system furthermore includes processing of the gathered data. Management of information system plays a vital role in most of the organisations. This system ensures the collection of appropriate data from the different sectors of the organisation and further facilitates to deliver the collected data when it is required (University of Mumbai, 2012). According to Colesca and Dobrica (2009), information system management plays a significant role in improving the efficiency of the healthcare organizations. Furthermore, it facilitates in improving the effectiveness of the services provided by the organizations while maintaining the costs at a minimum level. In addition, the system aids the organizations to remain competitive according to current market scenario and also enables them to provide high quality services as per the requirements of the customers (Colesca & Dobrica, 2009). According to Carlson (2007), management information systems can provide a numerous significant benefits to the healthcare organizations. These systems facilitates in the decision making process of the organizations and enable them to control the emerging related difficulties and also provide a basis to the organisations to monitor their progress towards the organisational goals. In addition, these systems educate the individuals as well as communities about the

Increasing Speaker Effectiveness During a Presentation Essay

Increasing Speaker Effectiveness During a Presentation - Essay Example The speaker is supposed to be in a straight position with the feet being slightly apart. The approach enables the audience as well as the speaker to appear believable and confident. The crossing of legs and arms behind the speaker’s back only serves to develop a mental barrier between the audience and the speaker (Zelko, 2010).  His assertion that the posture of the presenter is vital during the presentation is indeed true.  I, however, partially disagree with him on his assertion that the tone of the presentation is an essential factor during speech presentation. The tone of the speaker usually should be constant as he has explained. I believe that the speakers can vary their tones when delivering their speech as a way of attracting the attention of the audience. Dewayne French argues that the speaker should not loud or of low tone. I disagree with him basing on the fact that the speaker can raise his tone in order to stress a statement as well as lower it to attract the attention of the audience. Moreover, DEWAYNE FRENCH’s assertion that pronunciation is vital to each presentation is not a definite point. Speakers may be from different backgrounds. In addition, I believe that the speaker should be able to communicate in the language that can be understood by the audience and not necessarily a particular language (Zelko, 2010).   

Training Trends and Issues Essay Example | Topics and Well Written Essays - 750 words

Training Trends and Issues - Essay Example The organizations have become more demanding due to globalization factor, hence an individual’s worth in his organization has increased manifold. Due to the complex business nature, the organizations are marked by a scuttle and commotion to attract the best talent of the industry. There is huge dearth of skilled, experienced and competent workforce that help in the enhancement of organization overall efficiency and accomplishment of pre-defined goals and objectives (Rolph J. CIPD, 2004). In such an intense situation, business heads are looking out for innovative and effectual ways through which existing employees can be trained for future challenges. After analyzing and deeply evaluating the current trends in training and development, three specific styles have been identified. First and foremost is the impact of globalization on training delivery tools and techniques. It has become mandatory for firms to intensely compare the cost that is incurred on training in terms of inve stment made in different countries, regions, centers, units etc. The primary objective is to attain maximum output with minimum input along with optimum utilization of resources. In order to realize the above objective, reconstruction of integrated potential of the organization is preferred by most of the firms these days. A large training cluster is formed within the organization or can be outsourced as well to an agency that provides timely delivery of resources exceptionally manages the project and provides effective administration services (Polson, 2001). For rendering the above mentioned services, the company charges a fixed cost. The practitioners must ensure that organization must be proactive rather than reactive in identifying to the emerging skills that are needed to combat the current market threat. They need to highly focused and clear regarding their needs and requirements, and should be in a position to put pressure on outsourced companies to deliver the best and top m ost quality service. Second most upcoming trend is e-learning that aims to extract the best possible training from any part of the world at lowest price possible. On-line training is the solution to all problems faced in training employees and those companies, who have yet not adopted the trend or find no such need for it, would soon be ravaged (Polson, 2001). This is the most effective method as the learner can move as per his individual pace, it is cost effective as mass scattered audience can be targeted, and quality and cost are the two main attributes of the emerging trend overpowering the limitation of distance or location. The practitioners in this case need to understand that here the learners need constant motivation as different age groups have different grasping power, distinct goals and pace. A 21 year old energetic, vibrant and inquisitive learner can’t be taken on the same platform as a 50 year old experienced employee who wants to be at ease in his own created comfort zone. Technology alone can’t resolve all learning challenges hence must be taken as an additional source of training, the fundamental designing must be sound, meticulous planning and effective instructional skills are required. ‘Talent Hunt’ is another recent trend observed in the current business scenario where there is acute shortage of well trained, capable and highly skilled employees. It is contradictory statement when we say that the unemployment rate in most of

Internal public relations action plan at Burt’s Bees Inc Essay Example for Free

Internal public relations action plan at Burt’s Bees Inc Essay The objective of the Burt’s Bees Inc is quite simple â€Å"Practicing what we preach. † Concerning the philosophy, I recall what Koran, Moslem’ Holy Qur’an, says about the countless benefits of honey, which is also created by bees. Since the company aims at manufacturing products from natural ingredients, the company decides to put the idea of earth-friendly on the company’s packaging. Natural also underlies the company business philosophy, saying that sustainable business practices are keys to successful business since it promotes best practices. The company says that this philosophy is reflected in its ingredients and packaging designs that carefully take pay attention to environmental preservation including all living things on the planet Earth. In terms of industry leadership Burt’s Bees is still a small player in personal product sector. In 2003, the company generated revenue $50 million. Although this number was considerably huge for the 20-year old company, I see that the revenue achievement of Burt’s Bees was not noteworthy if we compare it to the company’s three main competitors; they are Nature’s Sunshine Products Inc, Procter Gamble, and Wyeth. Unlike communication to customers or other external entities, internal public relations do not use television as communication media. This is because television target wide level of audience except in the company there is restricted internal television station that only broadcast within the company’s facilities. This condition suggests that in developing internal public relation action plan, a company needs to assess what communication media is appropriate to communicate an event or a program and at what time the company should deliver the information. Therefore, a company will provide careful plan so that their message in internal magazine/newspaper, web site, and internal television will convey similar message. Table 1 Internal Communication Action Plan at Burt’s Bees Inc in 2007 Issues Action Accountability Delivery Date Measurement Comm. Medium 1. Distribute Information Regarding New Products/Offerings Compile documents regarding new program/products and distribute them to all employees Vice President of Marketing Once every one week and every time new programs are commercialized ? The number of employees response (read the distributed message) reaches minimum of 100% of total employees ? Vast Participants/Audiences Feedbacks ? E-mail ? Corporate Website ? Internal Magazine 2. Employees are unsure the benefits of beeswax and other natural ingredients 1. Invite health scientists regarding the benefits of natural products for our health 2. conduct product demo showing the benefits of natural products 1. Vice President of Marketing 2. Vice President of Research and Development December 2006 and June 2007 Participants understand the benefits of natural ingredients for health care industry and become marketing spokespeople to customers (family, neighbours etc) ? Employee Gathering ? Seminars ? E-mail ? Corporate Website †¢ Internal Magazine 3. Corporate e-mail is full of viruses attack Create regulation regarding the use of Internet for business purpose only Vice President of Information Technology Every employee logs into corporate network ? The number of viruses attack decreased ? Network resources are used efficiently ? E-mail ? Corporate Website? Internal Magazine 4. Employees do not known Burt’s Bees strategic position Informing the comparison with competitors of Burt’s Bees Vice President of Marketing Every Quarter ? Compare products from competitors (Nature’s Sunshine Products Inc, Procter Gamble, and Wyeth) ? E-mail ? Corporate Website ? Internal Magazine 5. Salespeople do not know the approach to customers Setting sales session that teach the strategy to market Burt’s Bees products Vice President of Sales Every Month ? Salespeople understand the strategy to approach customer in selling natural-ingredient products ? Training session (role play) The action plan shows that Burt’s Bees may employ different type of communication media and events in order to inform internal entities (employees) regarding current products, program, and offerings. The brief explanation of each communication medium highlighting the benefits and its audiences is as following: ? Web Si te The key points when conducting promotion via online media is that the message should clearly describe and inform about what Burt’s Bees is offering and had better to provide some links to close the deal (e-commerce ready) for employees who want to but products at a special prize. In Burt’s Bees web site (http://www. burtsbees. com) there should not be overwhelming applications such as Flash Media or pop up. Since not all employees are equipped with have high-speed computers that can access the flash media quickly. In my experience, opening a web site that are equipped with flash media like www. habitat. net can provide guests with dullness since it takes much time to see the animation appear in my screen. ? Print Media. It includes internal magazine/newspaper, poster, and brochures. Since Burt’s Bees are associated with natural ingredients that are safe for human beings, therefore, in the communication message, the company must clearly convey message that employees understand the benefits of natural ingredients like beeswax compared to chemical products. ? Seminars or discussion. In this communication media, Burt’s Bees invite health physicians, celebrities that use natural ingredients products so that employees are confident to communicate the benefits of Burt’s Bees natural products to their families, neighbours, and friends, to name a few. Bibliography Burt’s Bees Inc. (2005). Company Profile. Retrieved November 6, 2006 at: http://biz. yahoo. com/ic/104/104522. html Douglas, Susan P. and Craig, C. Samuel. (1995). Global Marketing Strategy. McGraw Hill, New York. INTERNAL COMMUNICATION ACTION PLAN. Retrieved November 5, 2006 from www. campus. manchester. ac. uk/medialibrary/internal-comms/comms-audit-action-plan. pdf RD Marketing. (2006). Creating an Integrated Marketing Communications Plan. Retrieved November 5, 2006 from http://www. rd-marketing. com/communications-plans. htm.

Molarity and Percent Solution Lab Essay Example for Free

Molarity and Percent Solution Lab Essay Objective: The objective of this lab was to determine the molarity and percent solution of a solution with an unknown concentration. Background: Molarity is the number of moles of a solute per liter of a solution. Percent solution is the percentage of a solute in a specific mass or volume of a solvent. A solute is a solid that gets dissolved in a solvent or a liquid that is a smaller amount than the solvent. A solvent is a liquid that dissolves the solute and it always is a larger amount. Solvation is when solute particles are surrounded by solvent molecules. A lab technique that was used during the lab was to boil the solution in order to separate the solute from the solvent. Materials List: 10mL graduated cylinder Solution with unknown concentration Hot plate Pipette Hot grip Scale 100mL beaker Procedure: 1. Obtain the solution with the unknown concentration from Mrs. Magdaleno. 2. Measure the volume of the solution by pouring it in the 10mL graduated cylinder. Use the pipette to take out solution in the graduated cylinder until the volume was at 6mL. Record it in the data table. 3. Measure the empty 100mL beaker using the scale. Record it in the data table. 4. Pour the solution in the 100mL beaker. 5. Find the mass of the beaker and solution using the scale. Make sure to subtract original beaker mass from the mass of the beaker and solution. 6. Boil the solution to separate the solute from the solvent by using the hot plate set to nine. 7. Once all the water has evaporated use the hot grips to remove the beaker from the hot plate and let cool. Find the mass of the beaker and solute using the scale. Make sure to subtract beaker mass from the beaker and solute mass. 8. Use the data from the data table to solve for molarity and percent solution. Observations: The water started to boil and evaporate when it was on the hot plate. It smelt like the salt was burning. Some salt spilled out on the lab station when the water completely evaporated. Data Table: |Volume of solution (L) |6mL=0.006L | |Mass of beaker (g) |68.95g | |Mass of solution and beaker(g) |75.06g | |Mass of solution(g) |6.12g | |Mass of solute and beaker(g) |69.41g | |Mass of solute(g) |0.46g | Results: A: Molarity B: Percent Solution Conclusion: The molarity that was calculated for the unknown solution was 1.31M. The percent solution that was calculated for the unknown solution was 7.52%. A procedural that would have led to a lower concentration value was when some salt spilled out onto the lab station after all of the water had evaporated from the beaker. Another error that would result in a higher concentration would be if the beaker was not dry when the mass was measured with the scale. Something that could be done differently to lead to a more accurate concentration would be to take the beaker off the hot plate sooner and not let the salt sit and burn or come out of the beaker.

Wendys Fast Food Chain: Marketing Analysis

Wendys Fast Food Chain: Marketing Analysis 1: Executive Summary Wendys appearance is to be the best quick service restaurant experience to be all of God. Being the best way to provide quality is uncertain, facilities, cleanliness and value, so that we make every buyer in each beam Restaurant Be the best director of our people in every community all over the world working power shine our customers separately from the restaurants; complete and lasting profitable growth by enhancing the brand and take advantage of the power system by Wendy novelty and skill. In an effort to meet our buyer automatically improve the gains we have Operation Be the extreme important for our people everywhere in the world community, respectively. Syndicate our buyers actively brightness Discreet our restaurants; and achieve sustainable development useful because the label and take advantage of the power of the system by Wendy revolution and knowledge. Try to restore. Our proceeds automatically our content consumers. Objective One of the descriptions of Wendy, which corresponds to the addition of fast food companies in general, the successful expression and solidify growth references. Want to be redirected inclusive to the growing market, and 45 percent of place to eat. Dropping the cost is another object have mouldy the number of employees in the context of its objective of universal fit. About Wendy Wendy irritates a fantastic mix of capacity and skilled advertising. It is often so realistic or so decent inform tested deletions from the community of Wendy familiarity. The foundation carefully along parts of the population (consumers, broadcasters, welfare specialists, etc.. ) Each entry is wisely recursively written petition to regrettable gaps available forget to make vital events and over again in one from time to time very uncertain style. However, it is conceivable that reading between the forms or simply genius in the irrationality of what is still, and the state of society as a wise man appearance. Purpose Wendy entireness goal is to get the approval of the customers have faith in their diversity and the need for secrecy is no exception. They are loyal to the defences and protection of privacy on the Internet shopper. First it was about the money fast enough respectable diet hygienic notice a small load evenly (ie white fortress). Now the value assistance under salty foods with salt and fat real essences for them to change their money very critically low. Scope For smart shared their transactions incomparable superiority of the element to drink. Come with an atmosphere worthy of praise in the present and in connection with the regulars as a fun way. 2. INTRODUCTION Wendy’s fast food restaurant one of the most important franchises in the United States and aboard. His list of top game elements into account options: burgers, cheeseburger and fries, hamburger, Beverage includes frosty. Are so well known for one of its current dessert: apple pie and breakfast sandwich: egg muffin. Wendy had Almost 6650 restaurant in different country following by Mcdonalds 31000 and Burger king had 1200 restaurant in different countries. Over 75 % of international restaurants Wendy remain active and independent owners. Wendy has several policies appropriate accountability and social accounts in place for its exclusively maintained and franchised businesses. These policies contain placing the customer experience the essence of what they do, committing his workforce by promoting their talents and successes satisfaction, maintaining high ethical standards in relation to the conduct of business, and generous again to public in which they are well known. All these values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹are permeated through all levels of the company; Wendy keeps blooming as a successful chain of fast food restaurants. Risk management is authoritative for Wendy. They have a risk assessment tool that they use to control the country risk, which applies to the country / region is defined; industry risk: refers to supplies produced; and risk capacity, that is a grouping of both countries and for risk. These factors are part of the risk calculation tool that is used in each of its businesses to help in risk management. Wendy Field Safety contains your security cameras on site organizations to constantly monitor all actions worldwide and restaurants to confirm the safety of employees, as well as customs. Wendy use these security cameras also with respect to wage claims or privileges advantage denounces the consumer responsibility. Wendy also shows their software systems with ACS system controlling factors of high technology of their work. With willpower to improve your business protected Dick and Mac commercial for three months and reopened in December 1948 as a coffee shop drive-in self -service, serving only nine items: hamburger, cheeseburger, French fries potatoes, milk, chocolate, and cake slices. Wendy is an international fast food restaurant founded by Dave Thomas on November 15,1969 in Columbus,Ohio,United States .the company decided to move its main head department to Dublin ,Ohio on January 29,2006.In march the Wendy was the third largest hamburger in the world Main body Financial statement of Wendy 3.1. Market Share Insurance will share advertising base for work, unmatched difference between confidence every few selected individually is not the right fit for the area where the work is located, but also groups that apart from the additional parallel operations in the vicinity. In the calculation of this justification, and conspiracy policy development and positioning along with a full advertising plan policy, transport and sale of concrete actions, counting costs for publishing and updating the companys new 3.2. Assessment of the marketing strategy The first coffee shop opened by Wendy Firm was in San Bernardino, California in 1948. Currently, Wendy is the cousin of every creature of God and the major food service company with more than $ 40000000000 communications 30, completed 000 channels from all over the world. However, this company does not grow fast because wealth. Wendy has become the now paid to forced labour and current marketing plans. One of the highest achievements of the company was the original Happy Meal. In the year 1970, Wendy Firm was sharp with new ways to catch. The value of transactions Study showed that the minutes were key influencers in the results of the company and the production process. This regulates Happy Meal first creation, a grouping of sufficient food for the young, as well as a free toy Wendy apartment smack dab in adolescents locations worldwide. Marketing strategy 5P s Product Product consisting of how the company wants to produce productions policies that increase the skill. Each purchaser The product is the physical product and service area by the company for the sponsor. Wendy consist of specific parts of its revision and products like the package, appearance and attractiveness. This takes into account the non palpable and tangible structures of the service station and the product. Wendy has deliberately kept its depth limits and yield measurement. Wendy was the behavior of Indian customers on the condition studied and completely different menus that combine the menus available on the world market. The company removes beef, mutton and pork burgers from their list of options. India is only country offering Wendy vegie list of options. Place L apartment for the most part embraces pulling the power cord and the Strait of society. It s very necessary because the package or artefacts manageable for buyers at the right time in the right place and at the right level should be. In the United States, only about 50 % of the channels are starting Wendy additional three minutes each. There are precise level of joy and pleasure that Wendy suggestions for its trade. Provides diagnostic situation on the basis of the majority of consumers. Price Pricing policy is one of the most important features of registration and promotion on. This includes the cost analysis, when a decline in services or cost . Companies should also discuss the likely reactions of the opposition when it comes to estimating. Pricing policy has been established demand for middle and low class of specific types and the result can of course be obtained from the copper base, Wendy currently has. The restaurant Wendy has to be estimated, as well as bundling policies, such as flour combo, happy meal, family meals and happy price menu of demand for whole sale deal and artefacts to recover. Particular value Promotion The device authorization AIDS events from the bonds laudable undertaking with potential consumers. For criticized for the closure of these differentials in a vast number of customers at a time. For attention of the public to act to increase the TV advertising, billboards and posters that were also used by an industry pioneer with Apple company an important role for manufactured goods People Wendy recognizes the importance of individual customers and employees. She understands the reality that staff happy and joyful headed straight consumer may serve. Wendy cafe Interior Presentation always does when this system becomes effective will be the main mechanically to the achievement of sales peripheral. 0.3. Change of target Wendy purposes to go with a nice, fun for everyone to enjoy. We are on the hunt for the provision of a wide range of people, from families who love our Happy Meal, does that take breakfast on-the -go or taking pleasure in our coffee just now mass and free Wi-Fi . After that cost more parties, Wendy’s clear goal for the store of Urban and sub à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹- urban areas of India. People customized product are educated and they need variety in their food. In general, companies in rural areas do not do fast food business. On the other hand, in urban areas, people yield fast food. The profits of the companies in urban areas is usually from top to bottom and you will not have to pay for the purchase of these goods, which is a bit higher in price as food-related bills native occurs in the store. People in urban areas are more aware of the superiority of the rural society. Area Municipal lived in society from all walks of life and age group turnover is easier than in country areas. The concentration of the population is higher in urban areas compared to rural areas, so the data from repeat customers are more in metropolitan areas. 3.4. Review of the competitive market Wendy companies competitive in a challenging market sector for as long as they need to produce enough to repeat. In this section, participants often useless without adequate regulations. Setting Wendy takes an economic approach to active status following challengers such additional restaurants typing fast diet. Wendy plays on many bases as: Cost Speed Nutrition Their hard import is to create satisfied customers Wendy has a big fast food restaurant in Vile Parley been. But the replacement of missing orifice other participants eats his share of the store. In the run up to the out-of date rivals KFC, Domino’s Pizza Hut, the company has run into new challenges Jumbo King shares through a method of back-to basics with a quick up burgers for the copper printed in time. At the top, the KFC is powerful competitor in the field of fast service to develop wonderful customers away from Wendy Perhaps in the new atmosphere, fast, convenient package is not enough to decide the extended enterprise. In this phase, new serious influences successfully to develop that generate a rich enough ability for consumers. This brings us to the service and expertise based combat system that Wendy can use it for economic improvement against the king jumbo. Taking into account the demographics of the area, Wendy has Wi Fi channel to meet the student. E for food, nice people and â€Å"overall experience that customers pay a premium over other competitors. SWOT Analysis 4. Make your proposed budget for the expenses to be incurred in the  Completion of the report (for gathering of data) Budgeting A scheduled task that he wanted to have multi million dollar IT companies comply with approximately 30,000 restaurants Wendy from one place to another in the world, has sparred with the new crew expensive undertaking a cost-saving move . The company is fast diet void the analyst to the systems, which was proposed to renew in 1999, but it still was not organized at all restaurants, said Professor Lisa Howard. Tens of millions of dollars will be held by stopping the treatment, because the company is working to reduce temporarily spending this year, he said. The change comes after the cable civilians injured first-quarter loss and after a series of organizational changes that wearing a new chief executive supervisor, president and chief operating larger. The regime revolution was cut because it was not going to the welfare of the transport in the short term, as the company tries to increase his website statement said Howard . Our team novel organization meets the small end, he added. Its just one example, a stage by our team of new organization. If the whole thing and look at all aspects of our business. The regime was seen as a revolution to take a long period of creative business efficiency all of the companys 30,000 restaurants in 121 countries of the world from one place to another. But the strategy is now seen as too expensive compared to normal performance. In October, Wendy would be advertised activities in four countries and stores the consent of the other three countries to streamline, while the conclusion in the absence of approximately 175 restaurants in 10 countries . 5.  Methodology 5.1 Explain how did you access the information, despite of its security and  Confidentiality (include this part in your methodology) Safety Information security means measurable defensive organizations and informal input materials, use, discovery, destruction, modification, inspection, examination, copying, or damage. The material terms of information security, computer security and collateral are typically used interchangeably. These Arenas are often interconnected and share goalmouths common defense policy, honesty and information management ; However, there are some subtle differences in the middle of it. These transformations are mainly in the line of the subject, the organization uses and the attention span . The information security concerns the confidentiality, integrity and accessibility of data yet on the shape of the data may include: electrical, design, or other shapes. Cans Computer Security effort accessibility and proper functioning of a computer to ensure no concern for the system information stored or processed by the computer. The information provided on the declaration. The reasons for this statement that the information is safe, and so to think about . 5.2 Confidentiality Confidentiality is the term that is used to ensure that the exposure of information to foreigners or illegal systems. For example, a transaction with a credit card on the Internet, credit card numbers of consumers are distributed to the trade and commerce of surgery to determine the network. Efforts to enforce the system by encrypting the card number of all communications, checking out the sights seem to be the force ( in databases, log files, backups, printed receipts, etc. ), privacy and limiting access to the houses where you put it away. As an unofficial holiday get the amount of paper in a different way, it is an interruption of privacy happened. Privacy is essential ( but not sufficient) Google Translate for Business : Translator Toolkit Global Market Finder Website Translator Turn off instant translation Privacy Help Google Translate Mobile Send feedback 5.3 Identify your sources of information and explain the accuracy, relevancy and reliability of your information from your desired information. (Include this in your methodology) Tabulation of data Tabulation is the systematic planning of mathematical figures in brackets or lines. He organized and logical presentation of the numbers in numerical form-awaited challenge under explicit assumption. Tabula Posterization helps set the lodgement of algebraic data. Tabulation marks the crumpled inspection and explanation. Therefore, a suitable method must clearly wisely taking notes the probability and components of the study, because it is very important part of the geometric mean. Conclusion We studied the association and the work environment in restaurants Wendys colleague, work and attendance of staff in the various kingdoms. The complete study of the courts of New Zealand and further suggestions from other European countries, remember that almost the same type of restaurant and feast order in use in all countries.