Facebook and Human Resource Management Research Paper - 1

Facebook and Human Resource Management - Research Paper Example It is important to highlight that Facebook is a social networking website. Simply put, it is an online or digital community wherein its users can socialize virtually: meet, interact, share photos, videos, news, among other information. It is a network of close to a billion users, connecting friends, families, strangers, coworkers, and so forth, regardless of location and time. The framework is simple and appealing: Profile pages are created so that individuals can post and share information about themselves. Gunter (2010) explained that such architecture creates an environment that encourages members to log in regularly in order to keep track of what friends and colleagues are doing, sharing their own activities, interact about interests and hobbies, send messages, and join groups and networks, among other things (p. 1). These characteristics and capabilities underscore why Facebook can impact human resources management. They reveal how majority of the workforce logs in to the websit e daily. In the United States, there are close to 100 million Facebook users. A Pew Research Center study found that of those who use social networking sites, 92 percent use Facebook, followed by MySpace with a meager 29 percent (Hampton et al., 2011). The bulk of Facebook users are dominated by 18-44 year olds, able-bodied people that constitute the workforce or at least could qualify as workers (Statista, 2012). These user demographics access their Facebook account at least a month through different devices such as computers and mobile phones.

Huxley - lowry Essay Example for Free

Huxley lowry Essay The similarities between the societies in Aldous Huxleys Brave New World and Lois Lowrys The Giver are extraordinary, but at the same time, are significantly different. The underlying concept is the same: both stories take place in the future where happiness is the societys ultimate goal. Individuals in both societies are conditioned and genetically engineered to be happy and content, and emotions are repressed or eliminated entirely. The stories are set in technologically advanced futures where it is possible for things like cloning, genetic selection, and brainwashing to control the populace. Brave New Word is set about 600 years from the present where the whole of human society is dominated by World Controllers whose main goal is ensure the societys happiness and stability. The fundamental principle behind this society is utilitarianism, which seeks to attain the maximum level of overall happiness of every individual. This was achieved by limiting the persons intelligence and scope of emotion to match his or her job or social status. The people are also socially conditioned by drugs and constant brainwashing. Drug-induced happiness though the substance soma, is the social norm. It is a society that permits hedonism and sexual promiscuity, but does not allow the concept of love and family to exist. The utilitarian goal is to make the society â€Å"happy† and thus be more efficient. It aims to create social stability by ensuring that limitations are placed on the abilities of each individual. In The Gift, the people are genetically engineered not to see color and distinguish music. In addition to that, the â€Å"Sameness† of every individual is the goal that was to be attained. Both The Gift and Brave New World portray highly structured societies where there is no place for genuine love and family in its truest sense. However, family and childhood arrangements are portrayed differently: in Huxleys novel, there are no â€Å"families† or definite partners but there exists a caste system, as opposed to Lowrys novel wherein families are created by matching up men and women based on personality. In both cases, the members of the society have no control over their lives and their futures are decided by others. This is definitely not a beneficial arrangement in the context of living a full, purposeful life. For example, in Brave New World, the population was controlled through technological interventions that actually change what they want in life. Embryos were conceived, in assembly lines wherein each one is engineered with qualities that would give them a predetermined role in society. When people are living happy lives where pain and anguish are eliminated, both societies in Brave New World and The Giver seem ideal at first glance. War, poverty, and ugliness, and in the case of The Gift, even memories have been eliminated and everyone seems to be permanently happy. Who does this kind of society benefit? In Brave New World, the people are trained to become good consumers and workers to keep the economy strong. A caste system where every individual is contented with their designated caste is created to ensure the functioning of the society. In The Gift, people are assigned their own roles in the community, including their partners and children. This is beneficial to society as a whole in a sense that the arrangement easily maintains its existence without trouble. In a superficial level, it looks like the human race is better off being â€Å"happy,† but in a deeper context, the ways by which this â€Å"happiness† is achieved robs the very of meaning of life. Life in those societies is cheap and without worth, since every person is replaceable. Existing just for the sake of it is not living at all—as Huxley succinctly quotes: â€Å"the purpose of life was not the maintenance of well being, but some intensification and refining of consciousness, some enlargement of knowledge. † The state of bliss has been attained by eliminating the very things that defined humanity—art, music, literature, philosophy, and all things that generate passion and emotion. This is definitely not beneficial to any society, and would not bode well within our own society today. The individuals in both novels have no genuine feelings—they are living a mindless, passionless existence. Ultimately, a society where individualism and creativity are frowned upon, where people do not make choices on their own, and live in false happiness is not a beneficial one to the individuals that comprise it and to humanity as a whole. Bibliography Huxley, Aldous. Brave New World. New York: Harper Perennial Modern Classics, 1998. Lowry, Lois. The Giver. New York: Houghton Mifflin, 1993.

Survival in The Bean Trees Essay -- Barbara Kingsolver The Bean Trees

Survival in The Bean Trees In 1859, Charles Darwin published his most famous work, On the Origin of the Species by Means of Natural Selection (Encarta 96). This book explained Darwin's theory of natural selection, a process not unlike separating the wheat from the chaff, where the least fit are eliminated, and only the fittest survive. An extension of this theory known as Social Darwinism emerged in the late 19th century. "Social Darwinists believed that people, like animals and plants, compete for survival and, by extension, success in life" (Encarta 96). Under this theory, the individuals who acquire the power and wealth are deemed the fittest, while those of lower economic and social levels are considered the least fit (Griffin Lecture). This appears to be a theory that Barbara Kingsolver sets out to disprove in her novel The Bean Trees. In a review in The Women's Review of Books, Margaret Randall observes that this is a novel not about "middle-class America, but real middle America, the unemployed and unde remployed, the people working fast-food joints or patching tires, Oklahoma Indians, young mothers left by wandering husbands or mothers who never had husbands" (Randall 1). Ultimately, it is about survivors -- women such as Taylor Greer who sets out from Kentucky to find a better life and finds responsibility for another life; Mattie whose survival is wrapped up in her role as savior to all in need who enter Jesus Is Lord Used Tires; Lou Ann Ruiz who is afraid of life and in need of finding her strength; and Esperanza whose child was taken from her in a political struggle and who needs to find the will to live -- who pool their resources, both financial and emotional. These women have courage, humor and each other, resou... ...nd in strength, and they do survive. Works Cited Butler, Jack. "She Hung the Moon and Plugged in All the Stars." The New York Times Book Review. April 10, 1988: 15. FitzGerald, Karen. "A Major New Talent." Ms. XVI.10 (1988): 28. Griffin, Joan. Lecture. English 3230. Metropolitan State College, Denver. 7 Oct.1999. Gale Literary Databases: Contemporary Authors. "Barbara Kingsolver." 11 November 1999: 3. http://www.galenet.com/servlet/GLD..&n=10&1 =d&NA=Kingsolver%2C+barbara Kingsolver, Barbara. The Bean Trees. New York: HarperPerennial, 1992. Kingsolver, Barbara. Letter. Contemporary Literary Criticism Yearbook. Vol. 55. (1988): 68. Randall, Margaret. "Human Comedy." The Women's Review of Books. V.8 (1988): 1. "Social Darwinism." Microsoft Encarta96 Encyclopedia. CD ROM. Microsoft Corporation. 1995.

Microeconomics Samuelson Essay

Explain how the cool head might provide the essential positive economic analysis to implement the normative value judgments of the warm heart. Do you agree with Marshall’s view of the role of the teacher? Do you accept his challenge? In order to achieve the ultimate goal of economic science which is to â€Å"improve the living conditions of people in their everyday lives† (*) a cool head attitude has the knowledge and wisdom acquired through a lifetime relation to the economic momentum. Balancing this with a warm heart compassion vision, and a willingness to improve society, is the most appropriate way to use certain economic models in order to acquire economic sustainability with social improvement. We agree with Marshall’s view which was conceived through a social corporate responsibility. We, as leaders, accept his challenge through developing projects which should be not only profitable but also socially accepted and with respect to the environment. Also, we should use our cool heads to objectively take challenges and make difficult decisions that will lead us to a prosperous society with a sustainable economic growth. Some scientists believe that we are rapidly depleting our natural resources. Assume that there have only two inputs (labor and natural resources) producing two goods (concerts and gasoline) with no improvements in society’s technology over time. A. Show what would happen to the PPF over time as natural resources are exhausted. B. How would invention and technological improvement modify your answer? On the basis of this example, explain why it is said that â€Å"economic growth is a race between depletion and invention. It is said that economic growth is a race between depletion and invention because the continuous use of the natural resources of a country will tend to deplete them, over a long period of time but in the contrary, the invention of new technologies can extend a country PPF – making a race between them, since both things usually happens at the same time. Chapter 2 1. Question 1 . – What determines the composition of national output? In some cases, w e say that there is â€Å"consumer sovereignty† meaning that consumers decide how to spend their income on the basis of taste and market prices. In other cases, decisions are made by political choices of legislatures. Consider the following examples: transportation, education, police, energy efficiency of appliances, health-care coverage, television advertising. For each, describe whether the allocation is by consumer sovereignty or by political decision. Would you change the method of allocation for any of these goods? National Output includes the total amount of goods and services that a country is capable to produce in a certain period of time. It is also known as the country? A country has the responsibility to decide what outputs to produce and in what quantity, how to produce them and for whom should they be produced. In a market society, the national output is influenced by consumer tastes and the resources and technology available in the country. On the other hand, governments may intervene to compensate for market failures that usually occurs inside a country, or to fund social programs. Here there are some examples that show mixed economies between consumer sovereignty and government interventions. Generally speaking transportation means are controlled by the private sector through companies that provide transportation services such as airlines, company taxis, trains, etc. Inside a country, there also exists public transportation for those people who can not afford the private one. In Peru, specially for the ground transportation, the government plays a fundamental role regulating tariffs, taxes and making sure we have a safe an organized transportation system in the country for the society. Education In a country generally exists public and private education. Usually, private schools tend to have a higher price but also delivering high quality and it is market driven. There are different private schools with different prices in the market. On the other hand, public education is provided by the government to lower socio economic levels in order to make education accessible to the whole population. Government applies procedures in order to maximize its quality. In Peru for example the government is trying to break the poverty cycle incentivizing the rural population to attend school through monetary allowances. There are also regulations in terms of the requirements asked for being a public teacher, the education syllabus of the country, etc. Police Police is a government regulated service to the population which is part of the arm forces of a country. Its function is to assure security to the population. However, in some countries where there is scarce resources allocated to this public entity, private police petrol are created. In Peru even in rural areas where police is not present, communities organize themselves to fight against crime. Energy efficiency of appliances Energy is a strategic scarce resource for a country. Therefore, the importance of having government regulations to control it, its tariffs while having private companies supplying the service in order to assure this service on the long term to the community. Health care coverage Health care is a private and public good also. Government provides health care services to the majority of the population by building public hospitals and providing insurance coverage programs. Usually private health care provides a higher quality service and is accessible to higher socio-economic levels of the population. Television advertising It is a consumer sovereignty good, driven basically by program ratings and market price. Usually, the government owns public television channels but even in those cases the advertising is not controlled. What government usually does is to control advertising of some products such as cigars, or the time and programs where you can advertise such products. Would you change the method of allocation for any of these goods? We would not change the method of allocation for any of the goods mentioned above. We think that in the examples mentioned, a mixed economy of public and private goods is the best to make services accessible to the whole population while having a market driven economy. However, if we customized this question to the Peruvian reality, we think that an example where government could intervene more is the banking regulations entity which should improve the credit policies in order to create a sustainable finance growth. 2. Question 3. – This chapter discusses many â€Å"market failures† areas in which the invisible hand guides the economy poorly, and describes the role of government. It is possible that there are, as well, â€Å"government failures† government attempts to curb market failures that are worse than the original market failures? Think of some examples of government failures. Give some examples in which government failures are so bad that it is better to live with the market failures than to try and correct them. A possible failure can be represented by a tax system that discourages private and foreign investments in the country that at the end will affect government’s income. Another example is a bad monetary policy in which inorganic emission of currency will impact over inflation rate dramatically, affecting purchasing power of nationals (Peru 1985) . During this time Peru suffered more than 7000% inflation generating scarcity of basic goods and creating a parallel black market. During this time, another bad example would be that the banking system was nationalized and generated a lack of confidence in the population towards the banking system, loosing a high percentage of the savings of the population decreasing the country’s investment.

Tensile Hair Strengh

Once the hair had been rated or not it was then carefully placed in a sticky note to be wrapped up, making sure not to twist or bend the hair. Weights were then hung of the hair to test the strength of each, once snapped the amount they could hold was recorded. Null hypothesis: Hypothesis: There is a significant positive correlation between the strength of hair that has been heated and the strength of hair once it has been conditioned. Research: Human hair is a natural fiber that is made up largely of a protein called keratin, 80% of hair is formed by this protein.Keratin contains a high concentration of sulfur which is produced from the amino acid Sistine. Rationale: Many women and some men are obsessed with hair care routines and mirroring sleek shiny hair styles like celebrities. The fixation with malignantly shiny hair and being able to alternate between styles has had a massive effect on the cosmetic Industry. With a number of people using straightness, curling Irons or hairdrye rs dally many cosmetic companies such as Tiresome and Pentane have benefited from creating products that help create this look and malting healthy hair.Although the companies claim that these products work this Investigation will look Into whether or to the products actually help maintain strong healthy hair or if once the hair has Variables: Independent variables: * If the hair is treated with conditioner or not – controlled by making sure to separate the treated group from the untreated group and not containment. Dependent variables: * The size of weight – controlled by using the same size weights each time (each weight was log) and making leg weights to make it more precise. To make the leg weights they were measured on a scale that was accurate to 0. 1 g Control variables: * Amount of time in oven – controlled by using a stopwatch to be sure that the hair as heated for a precise amount of time * Amount of time in conditioner – controlled by using a ti mer, didn't want one strand of hair receiving longer time in treatment than others as may cause an anomaly if one hair was stronger than the other * The person who's hair was used – controlled by using the hair from the same person, also making sure the hair hadn't come to any previous damage from dying the hair or daily usage of heat appliances.Preliminary work: For the preliminary investigation I started by gathering my samples of hair from the bottom of the scalp at the very back of the hair. The hair had been washed the night before to ensure that any dirt or hair oil had been washed out, however conditioner had not been used. Once the hair had been removed I measured each length along a ruler to make sure each was the same length, each piece of hair was then cut to CACM long. To make sure my results were more reliable the hair was also cut from the bottom of the strand so that all the hair was the same and because the bottom of the hair was already weak this was cut off. In total I had 20 pieces of hair each cut to CACM. Once this process was complete I divided the hair into two groups . Hair that would be heated – this was marked by a section of the paper it was laid out on having an orange mark. Paper it was laid out on having a red mark. After being divided into the two different groups I heated both groups with hair straightness (GAD). The ceramic plates heat up to 204. 4 degrees Celsius, although the straightness get extremely hot I realized there was room for human error.The length of time that the straightness spent on the strand of hair could differ between each length and on each section of the hair due to the time that the straightened was pulled along. Due to there being a high percentage of human error I used a different technique to heat up the hair to eradicate it. Instead of heating the hair with straightness I decided the best way to get the same heat across the whole length of hair and all the strands of hair was to heat them in the oven.I set the oven temperature to 205 degrees Just slightly higher than the God's, once the oven was heated to the temperature set I quickly put the strands of hair into the oven trying to decrease the time the oven door was open and so decreasing the amount of heat that the oven lost. After timing the hair in the oven for 2 minutes I took the hair out and started to test the strength of the hair against results I had taken previously from hair that hadn't been heated to make sure that there was some change when heated. The results hadn't changed much and so I decided to heat the hair for five minutes.Once the hair was heated for five minutes I divided the two groups. Once separated into two groups the hair was laid on separate pieces of paper each color coded to ensure I didn't mix the ones that would be treated and the ones that wouldn't. I then kook all the strands from group two and using my fingers coated them in conditioner. Improvements: The advantage of doing a prel iminary test enabled me to assess any errors that could implement the final results and also to check if the methodology I was using would be suitable for this investigation.The hair had originally been heated by using hair straightens however there was considerable room for human error due to how long each strand of hair was in contact with the irons. The improvements made on heating the hair was to heat them collectively in the oven, the time they were kept in he oven was also tested during the preliminary to ensure they received the same amount of heat as a strand of hair would when being treated with a heat appliance.

Beans and More Beans

Beans and More Beans Beans and More Beans Beans and More Beans By Maeve Maddox Considering the flurry of comments triggered by my inclusion of a bean idiom in a recent post, I decided to give the humble bean a post of its own. The noun bean is Germanic in origin. August Fick (1833-1916) German comparative linguist, suggested that bean was cognate with faba, the Latin word for bean, but according to the OED, â€Å"phonetic considerations render this doubtful.† Originally, the word bean referred only to the broad bean (Faba vulgaris), but now it refers to any seed that resembles it. Human beings and beans have had a long relationship; Egyptians buried them with their dead, and Homer mentioned them in the Iliad. On the ancient Roman feast called the Lemuria (or Lumuralia), the pater familias (father of the family) got out of bed at midnight to walk around the house barefoot, throwing black beans over his shoulder. The rite was intended to exorcise any malevolent spirits that had accumulated in the household during the previous year. Pythagoras instructed his followers â€Å"not to love beans,† but he may have been warning them against meddling in politics, not forbidding them to eat beans; beans were used as markers in political elections. Artistotle equated the bean with venery (pursuit of sexual pleasure); to him, â€Å"abstaining from beans† meant â€Å"keeping the body chaste.† As common objects of daily life, beans found their way into literary and proverbial use. â€Å"Not worth a bean† came to mean worthless. Chaucer (1343-1400) uses the expression in â€Å"The Merchant’s Tale.† The hero of the tale is a knight who, after 60 years of bachelorhood, finally decides to marry: â€Å"For no other way of life,† he said, â€Å"is worth a bean.† A person who â€Å"does not have a bean† is poor indeed, although the bean in this expression may originate elsewhere than with the legume. A slang term for a sovereign or a guinea was bean. â€Å"Not to have a bean† meant â€Å"not to have a cent.† â€Å"Not to know beans about something† is to know nothing about it: Charles Faddis Does not Know Beans About Nuclear Energy â€Å"To spill the beans† is â€Å"to reveal a secret†: Drunk Whistleblower Spilled The Beans On Chemtrail Front Company For CIA The business world has a couple of bean expressions all its own. A â€Å"bean counter† is a contemptuous term applied to an accountant or other financial expert by people who feel that creativity is more valuable than mere record-keeping. A beanfeast or beanfest is an annual dinner given by an employer to his employees. The word bean is slang for head: â€Å"Im a bit short on brain myself; the old bean would appear to have been constructed more for ornament than for use, dont you know†Ã‚  Ã¢â‚¬â€œP. G. Wodehouse, My Man Jeeves Wodehouse and other British writers used â€Å"Old Bean† as a friendly term of address: â€Å"You don’t mind my asking, do you old bean?† â€Å"Use your bean† means â€Å"think!† The little cap called a beanie gets its name from this meaning of bean, as does the baseball term bean ball, â€Å"a ball thrown at a batter’s head.† This application of bean has also given us a verb bean, â€Å"to hit someone on the head.† A beanery is a cheap restaurant, presumably because the meals are heavy on beans. The American city of Bostonfamous for its baked beansis often referred to as â€Å"Bean Town.† The expression that inspired this post is â€Å"full of beans,† meaning â€Å"full of energy and high spirits†: [In winter I try] to rise and shine, full of beans, every day.   [Reba] seems fresh, fit and full of beans, projecting herself the way I’m told she always does When I defined â€Å"full of beans† as â€Å"full of energy and high spirits,† several readers informed me of another meaning: â€Å"full of baloney† (or what bologna becomes once it is digested.) â€Å"Full of beans† in the sense of â€Å"energetic† probably originated as stable slang. Bean-fed horses were observed to be in good condition and lively, as in these examples from the OED: 1870  Ã‚   Daily News 27 July 5  Ã‚   The horses [] looked fresh and beany. 1843  R. S. Surtees Handley Cross II. vii. 199  Ã‚   [Hounds, horses], and men, are in a glorious state of excitement! Full o beans and benevolence! Another 19th century use of â€Å"full of beans† noted as stable slang was applied to a person â€Å"whom sudden prosperity had made offensive and conceited.† I suppose that such a stuck-up person could be seen as â€Å"full of beans† in the sense of being â€Å"full of it.† Apparently both meanings are current, so don’t be surprised if you get a puzzled look if your meaning doesn’t match that of your listener. I’ll end with what is probably the best-known bean quotation in popular culture, Rick’s farewell to Ilsa in the movie Casablanca: Ilsa, I’m no good at being noble, but it doesn’t take much to see that the problems of three little people don’t amount to a hill of beans in this crazy world. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Creative Writing 1017 Patterns of Sentence StructureHyphenation in Compound Nouns

My Path to Success Essays

My Path to Success Essays My Path to Success Essay My Path to Success Essay My Path to Success Growing up, I had spent a lot of my time building and creating different structures with Lego sets and seeing what crazy extravagant model I could create next. My Father was always proud of me and thought of me being an engineer after seeing each Lego model that I had created. The influence of my father led me to believe that engineering would be as easy as a Lego set and therefore, I started out with my major as engineering. Though, now that I know what I want to do, engineering is out of the question. I researched and sought out what I want to do with the rest of my life. I ant to be a geologist. There is not very much that stands in my way on my path to success. I mean of course there is still a lot of college hours I need to acquire, but with time and effort I believe I will get those hours slowly and surely. Money is always another issue cause, no surprise, college is expensive, but I have financial aid and that gives me plenty of extra money I need for text books, living expenses, food, and other necessities needed to help me get through this time in my life. My life at my apartment with my three other roommates is quite the experience. Sometimes my roommate and his irlfriend get into rough arguments and verbally fght but usually it doesnt last long, and if I am studying I can usually Just tone them out. One of my roommates is actually pretty good at math so he helps me out sometimes when he gets the chance to. So, what I need to do to achieve my goal is to continue living life and living up to my responsibilities. There is not a lot I cant handle and I believe that I will reach my goal to become a geologist with time and effort. We must use time wisely and forever realize that the time is always ripe to do right. Nelson Mandela

Most popular places across the globe

Most popular places across the globe 6 most visited countries in the world You can be a fan of man-made wonders and love nature from the distance, but you will certainly take these sights into account next time you are planning your journey abroad. With powerful economics and growing tourist sector, they are sure to remain major visiting spots anytime you book a ticket. Thailand. Crystal clear water, sandy beaches and palm trees make Thailand a delectable destination for tourists, who are looking for some kind of adventure. Temples of ancient Hindu and Buddhist gods are everywhere, and you can get your fair share of spiritual experience by visiting one of the local museums and archeological sites. What is more, Thai people are usually very generous and welcoming towards visitors, flooding their country annually, and the main sites will expect more than 100 million tourists the next year. United Kingdom. Despite political inconveniences that have been occurring in the capital of the UK lately and have caused major backlash from the country’s leading parties, London still remains one of the most visited cities in the world. Its multinational community, combined with eccentric British taste, won’t leave you cold, and the rainy local weather will remind you of the days when Arthur Conan Doyle wrote his masterpieces. The old school style and thriving night life make the country a hot spot for tourists, who are looking for a good adventure and a touch of history. Germany. Apart from being loved by its own people, Germany attracts millions of tourists every year. Some say the reasons are simple: it is not only an affordable destination, but also one of the safest. Germany has the lowest criminal rate among European countries and can boast employment opportunities for students, who want to combine profit and leisure. Foreigners love the country for its natural resources as well, distinguishing protected areas like the Western Pomerania Lagoon Area National Park and the Jasmund National Park. Italy. Many people confess they dream of visiting Italy on a daily basis. With its renowned Mediterranean cuisine and lazy, laid-back Southern lifestyle, this country steadily becomes one of the most desirable in terms of tourism. For those, who would like to bathe in the sun and listen to the waves, crashing on the shore, Italy will be undoubtedly a holiday destination of a century. Luxurious hotels and historical sites in cities like Florence, Venice and Milan have a culture of their own and welcome visitors from around the world. If you are in love with the Renaissance period and art history, you will be delighted to explore the sights that include Colosseum and Roman Forum. Moreover, a guide will always be near to show you around, and even if you do not speak the language, locals are normally friendly towards foreigners. China. You may have heard about the Great Wall of China, but do you know there is a lot more to this country than meets the eye? Other fantastic destinations include the Shaolin Temple, the Huangguoshu Waterfall and the Forbidden City, a romantic and ghostly spot right in the middle of the country, where east and west meet. We cannot speak for all the tourists across the globe, but the majority of those, who ever visited China, said it was the most groundbreaking experience of their lifetime. Not only does this country preserve old traditions and honors the gods of their ancestors, it also resembles a perfect mixture of ancient and contemporary, a combination, thrilling for any traveler with experience. United States. On a global scale, the USA stands second to none in terms of tourism and tourist attractions. Its main destinations are the Grand Canyon, Hawaiian beaches and lagoons with crystal clear water. Educational tourism is a main source of income in more than thirty states, and Hawaiian summers bring millions of dollars to the national treasury. With this number steadily growing, America can be proudly named one of the most popular countries for travelers and adventure-seekers across the globe.

Legal and economic rights of Ancient Egyptian women Essay

Legal and economic rights of Ancient Egyptian women - Essay Example Any assets she brought into the home were under her control though her husband had use of them. Any property amassed during the marriage was governed by the husband but a share of it belonged to the wife. One third of the property went to her if the marriage ended or her husband died. The ability to reproduce offspring was a crucial aspect to every ancient Egyptian woman. One who was fertile was considered to be successful in the eyes of their husbands, family, friends, and society in general. If she was sterile and could not procreate most men sought divorce. They saw raising as many children as possible as a testament to their masculinity. However, as in modern society, adoption was the way to remedy the situation of infertility. Because of the shorter life expectancy and high birth rates in ancient Egypt, there were many orphaned children who sought homes and families. As in most legal cases in Egypt, women were afforded many property rights. All private property she brought into a marriage belonged to her in the event of divorce. She was entitled to inherit one third of all property purchased during the marriage upon the death of her husband. The remaining two thirds was allotted to the children and siblings of the deceased. She also had the ability to entrust her husbands property to her children or her siblings. On the flip side, she could also exclude her children from her personal and shared property. It could be awarded to certain children and omitted from others. Egyptian women entered into all kinds of contracts: marriage, divorce, property, and even self-enslavement to name a few. The latter was actually common amongst both men and women. To enter into... The proof that Egyptian women were entitled to this legal and economic independence was acquired during the Ptolemaic period. The Greeks ruled Egypt around 300 B.C. though each had their own separate laws and social economic traditions. To this kind of notoriety comes another type that is more like infamy. Some women became famous for being convicted of crimes. An example is a woman named Nesmut who committed robberies of royal tombs. One woman fled her district to avoid paying labor on her royal estate and was incarcerated at Thebes. Then there were the prostitutes and wives that were involved in the harem conspiracy of Ramesses III-they had their ears and noses cut off. Of course, the number of women’s crimes compared to men’s crimes is significantly smaller. These women were very brazen and they felt they could be equal to men in just about any endeavor they undertake whether heroic or dastardly. The stigma of Egyptian women in public was somewhat of a mixed bag. The y were free to go out in public as they worked out in fields and workshops. It was not necessary for them to wear a veil at this time. Ramesses III stated in one inscription that he enabled women the freedom of going where they wanted without the worry of danger. Another inscription was found with a less liberating tone. It denounced women who were traveling into town and were unknown and alone. They were supposedly irreverent and free with their sexuality. Although they had the legal freedom to travel, Egyptian social customs dissuaded that notion.

Is democracy necessary to bring development Discuss with examples Essay

Is democracy necessary to bring development Discuss with examples - Essay Example The meaning of development has evolved over time and so have the development paradigms and approaches. Development has been defined much more broadly to include the question of the quality of life of people. Seers had argued that in evaluating a country’s progress towards development, we should ask what has been happening to poverty, inequality and the general quality of life of the people. Development is also about the respect for human rights and the creation of equitable and inclusive systems of governance (Lipset, Seong and Torres, 1993 pp.156). Most people believe that democracy is a valuable component in enhancing the process of development. However, there has been a negative relationship between democracies in improving development, but it is not clear whether it can hinder any economic growth. Democracy can be viewed in three aspects, one relates to issues relating to civil, and political rights which citizens of a country enjoy, secondly it may relate to issues of dai ly accountability and administration. Thirdly, it relates to periodic exercises during election of representatives. The strengths of the three aspects vary in different countries or states. Development can be viewed as improvement of economic growth within a country resulting to improved sectors like education, infrastructure and agriculture. Different empirical studies have shown positive and negative views on democracy as necessary components to development (Horowitz, 1990 pp.75). Emergence of democracy and development The fact that developed and richest countries like UK, US and Netherlands are democratic forced the debate and expectations that democracy and development will entirely co exist in the same space, and there is a causal link of relationship between them. A number of Sub-Saharan African countries did embrace multi-party rule (democracies) in the years 1990s after a decade of single party rule and dictatorship. This led to a renewed optimism and increased poverty level s, corruption, coups and conflicts, the governance system was unable to provide any development, peace, security or even fight for human rights. However, after two decades of such type of governance countries have recorded progress by creation of democratic institutional infrastructures and there is improved security, peace and consideration of human rights leading to economic growth. Nevertheless, despite the improved democratic process and systems a number of analysts and parties have argued that there is some link between democracy and development because these countries still have high poverty levels and are less developed Sub- Saharan Africa has the highest incident of poverty than the rest of the world (Lipset, Seong and Torres, 1993 pp.156). Democracy and Development It is not clear whether this matter will ever be resolved or how soon this will be particularly because evidence is mixed and almost contradictory. It may not be easy to prove causality in this case but a relatio nship between the two does exist. It is obvious that development cannot take place under conditions of instability, war, or even major conflict. It is also a fact that democracy is the only system known today which can generate conditions of peace and security and sustain them. Democratic regimes are more likely to come up with policies that are reflective of the will of the people. These policies provide the environment and context for development to

The Impact of Burger King's Arrival in Lausanne Research Paper

The Impact of Burger King's Arrival in Lausanne - Research Paper Example The questions took both the open and closed format. The data thus collected were analyzed using SPSS version 19 and the results presented in graphical, tabular and arithmetic formats. The questions were designed to draw as much feedback as possible on the satisfaction levels of clients in terms of product quality, affordability, and service. There was one question which was inferential and it was aimed at establishing the respondents’ loyalty. The multiple choice format and Likert based scales which is a preferred method for determining the ranking of answers (Huck 76; Creswell 98) were used. The questions were set with the assistance of findings from previous studies and the questionnaire was self-administered. The questionnaire was constructed with the eventual purpose of analysis in mind. The setting of the research questions was done with reference to previous research done in competing firms and the multiple choices were double checked to ensure that they captured all nec essary aspects of the research. Care was taken to use only positive statements and the questionnaire was in easy to understand language and was checked for grammatical errors, spelling, and punctuation to ensure all respondents understood it in the same manner (De Vaus, 62). The return rate for the Questionnaire was 100% since it was self-administered. 9 Results and Findings 11 1.0 Descriptive results for demographic variables 11 2.0 Preliminary results of main outcome measures 12 The main aim of the study was to establish the level of loyalty and contentment among McDonald’s clients, In this regard, major selling points of McDonald's were identified and respondents questioned on how they rated them. Table 2 presents a summary of the qualitative variables. 12 Hypothesis Tests 15 Discussions and Recommendations 16 Works cited 19  Ã‚   Executive Summary:   Businesses do not operate in a vacuum. They operate in an environment peopled with individuals otherwise referred to as the customers, suppliers, the civil authorities, diverse economic and social factors, entrepreneurs and shareholders as well as homogenous institutions otherwise known as competitors. A business has to navigate all these factors so that to remain economically viable (Israelite, 27). In the current research, the Lausanne Franchises of McDonald's are faced with imminent competition from the entry of McDonald's perennial competitor; Burger King. This entry is presumed to be sometime in December of this year. The entry of a competitor always heralds new challenges to be surmounted by any company. The customers were the main source of revenue also become, at such times, an important source of information. In this regard, McDonalds Lausanne commissioned this study to establish whether their current customer base is under threat from this new entrant.

Personal statement for Finance (NOT ACCOUNTING) program at Imperial Essay

Personal statement for Finance (NOT ACCOUNTING) program at Imperial College - Essay Example While in China, I had the opportunity to work at Volunteer Union, Suzhou, for the old people. I also worked as a journalist for XJTLU University in Xian. I could do fairly well as a journalist, and some of my works got published in the official website of the university those days. All these areas helped me to get along with people and sustain confidence in everything I do. I was always crazy plying with numbers. During my graduation, I was very particular with the subject that even the solution to an easy puzzle would give me a lot of delight. The reason why I love to select finance as my subject is I want to concentrate on the unpredictable financial market situations in order to make stock analyses based on the market environment that involves a lot of mathematical calculations and analyses. To get real life experiences and additional knowledge on my prospective career, I have made visits to actual financial markets and travelled through markets like Shaanxi Finance Radio, Huatai Security Company and Agriculture Bank of China. Admittedly, my internships added to my experience and I clearly understood the required level of expertise a person must possess in order for working in financial markets. After two years’ major education in China, I left for Liverpool for continuing the rest of it in September 2010. My two years experience in the UK helped me to adjust with strange cultures and to take up a different view on urban and finance culture. This knowledge in cultural diversity is essential for one to act in response to the present financial problems in the modern economy especially in financial markets. I have the strong hope that Imperial College London with its fortunate reputation in academic world can help me to develop my skills and employability across a wide range of industries. The subjects like statistics, economics, securities market and financial mathematics that I studied during my

Architectural acoustics Lab Report Example | Topics and Well Written Essays - 1000 words - 1

Architectural acoustics - Lab Report Example As far as the engineering is concerned, sound production has far-reaching implications on the environment. Sounds are pressure vibrations that travel in mediums such as gases, liquids and solids. The most common type of sound perceived by human ear is that which travels through air. Sound could be constructive or unconstructive. However noise is generally regarded as unwanted and destructive sound. In work environments or even in home setting, it is preferred that noise should be reduced effectively since it can affect the ability to work, concentration and rest. These noises range from loud music, traffic and building services (air ducts, pumps etc.) to neighbor activity. Noise production is still rated as one of the serious rampant forms of environmental pollution. Noise pollution continues to affect human health, as well as behaviors. Noise pollution has the can trigger annoyance, as well as aggression. Noise is also associated with high stress levels, disturbance of sleep, hypertension and tinnitus. It is worth noting that stress and hypertension are among the current serious threats to human health. Loud noise can also trigger cardiovascular diseases, resulting from increased blood pressure caused by noise. Noise does not only affect human beings, but also other organisms. For example, noise can affect wildlife by increasing the death risks by triggering an incapability of the predators to detect the prey. Introduction of noise in the new ecosystem can also reduce the portion of a usable habitat by either scaring away organisms or threatening them to extinction through the harmful consequences. Thus, process of curbing noise pollution is critical In this regard, curbing the amount of noise has been one critical area for engineers in their quest for sustainable development and production processes. Environmental engineers have defined the ability to control sound in a closed environment as Architectural Acoustics. Designers and engineers have studied

Personal statement for Finance (NOT ACCOUNTING) program at Imperial Essay

Personal statement for Finance (NOT ACCOUNTING) program at Imperial College - Essay Example While in China, I had the opportunity to work at Volunteer Union, Suzhou, for the old people. I also worked as a journalist for XJTLU University in Xian. I could do fairly well as a journalist, and some of my works got published in the official website of the university those days. All these areas helped me to get along with people and sustain confidence in everything I do. I was always crazy plying with numbers. During my graduation, I was very particular with the subject that even the solution to an easy puzzle would give me a lot of delight. The reason why I love to select finance as my subject is I want to concentrate on the unpredictable financial market situations in order to make stock analyses based on the market environment that involves a lot of mathematical calculations and analyses. To get real life experiences and additional knowledge on my prospective career, I have made visits to actual financial markets and travelled through markets like Shaanxi Finance Radio, Huatai Security Company and Agriculture Bank of China. Admittedly, my internships added to my experience and I clearly understood the required level of expertise a person must possess in order for working in financial markets. After two years’ major education in China, I left for Liverpool for continuing the rest of it in September 2010. My two years experience in the UK helped me to adjust with strange cultures and to take up a different view on urban and finance culture. This knowledge in cultural diversity is essential for one to act in response to the present financial problems in the modern economy especially in financial markets. I have the strong hope that Imperial College London with its fortunate reputation in academic world can help me to develop my skills and employability across a wide range of industries. The subjects like statistics, economics, securities market and financial mathematics that I studied during my

Music Industry in US Essay Example | Topics and Well Written Essays - 1000 words

Music Industry in US - Essay Example music market. Accessing the U.S. distribution channels is incredibly difficult. These channels involve four elements: the process of promotion (to break into the market), the system of licensing and distributing, the role of retailers, and the restructuring of the United States market's priorities which is currently going on. The production, innovation, sales, and distribution of music involves a complicated network. This network is controlled by large global firms, known as "the majors" that have complete control over the sourcing, creating, industrializing, distributing, and retailing of music. There is also a very big group of "independent" music companies that work in the same way as the majors which keeps the difficulty of accessing the U.S. distribution channels very tough and expensive. The U.S. has been the leader in music industry innovation and has a huge effect on the other music markets throughout the world. Along with world domination, from the U.S. comes some of the biggest names, i nnovations, and record labels in the business. However, the country is the least internally-oriented market partly because of the media. ... In order to "create a buzz", or the initial testing process, much money is spent on independent record companies to promote the campaign, set up performances, and pay for the airplay as being played on the radio many times over is the key to success for breaking in. It has been suggested that $500,000.00 is required to test a record. Labels and distribution is also very difficult as there are three main categories in which these can be handled: by going through a major record company that has its own distribution network, independents that distribute under a major company, and independents that uses other independents to get the items distributed. 85% of the music that gets to retailers is distributed by the major record companies. Independents use major companies because of the high costs in building and maintaining nationwide warehouses and distribution centers. Bigger companies can handle the legal and bridging costs as well as slow payments. U.S. laws also require that imports pay mechanical royalties although the country of origin has already charged these. This means that royalties have to be paid twice. It simply is too expensive doing business any other way in the U.S. The distribution of products to retailers is controlled by distributors and these distributors are the key to promotion. These major distributors have teams of people who have developed strong relationships with the top buyers such as Wal-Mart. Product priority lists are created by the major distributors as fees are paid to them. The higher up's of the major distribution companies, who are considered to be all powerful, prefer this "monopoly" type of doing business. New music must go through

Politeness and Pragmatics in the Cross-Cultural Communication Essay Example for Free

Politeness and Pragmatics in the Cross-Cultural Communication Essay Introduction In this paper, we will examine the Natural Order Hypothesis which was first introduced by Stephen Krashen in the late 1970s and 1980s. Krashen proposed the Second Language Acquisition Theory with five hypotheses. The Natural Order Hypothesis is a part of this second language theory. This hypothesis claims that learners of second language acquire the grammatical structures in a predictable way. It includes that some grammatical structures acquired naturally earlier than the others and this synchronization does not affected by the learners’ native language, age or any condition of exposure. Using a case study approach we will observe whether this claim is valid in Bangladeshi context or not. To examine that how the Natural Order Hypothesis works in Bangladeshi context, we have chosen some Bangladeshi people from different ages. Some the students of first semester and second semester of University of Liberal Arts Bangladesh. We have asked them to answer some certain questions which have added in the last section. This paper is divided into several chapters. The first section of the paper introduces with the five hypotheses of Stephen Krashen’s Theory of Second Language Acquisition. The hypotheses are demonstrated one by one because all the hypotheses are interrelated. This part is concluded with some main points of criticism about the Natural Order Hypothesis. The next section of the paper analyses our examinations about the hypothesis. It includes the Findings and Results of the study. The last section of the paper explains recommendations and conclusion where we have given our opinion. Krashen’s Theory of Second Language Acquisition Stephen Krashen’s Theory of Second Language Acquisition is well accepted widely in all areas of second language research and teaching since the 1980s. This theory consists of five hypotheses. These are the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis and the Affective Filter Hypothesis. The explanations of these hypotheses are given below. The Acquisition-Learning Hypothesis The Acquisition-Learning Hypothesis states that there are two ways to  develop second language proficiency for adult learners. One is ‘acquisition system’ and another one is ‘learned system’. According to Krashen, the ‘acquisition system’ is a subconscious process. In this system, it is claimed that the development of the L2 proficiency goes through naturally. More like the way children acquire their first language. The learners acquire language without knowing about that acquisition is taking place. The main point is that learners develop proficiency through using language in meaningful conversations where the focus is on meaning not in the rules of language. On the other hand, ‘learned system’ is referred to ‘knowing about’ language. According to Krashen, the ‘learned system’ is a conscious and explicit process. Through this system learners learn about the language as a conscious study of formal instructions. That means the two systems are totally opposite. Krashen states that acquisition is more important to develop second language proficiency. Learning cannot lead to acquisition. He adds that conscious rule of ‘learned system’ only performs as one function; Monitor or editor. So the error correction occurs in ‘learned system’ which affects in learning language. But error cannot affect in case of acquiring language because in development of L2 proficiency, ‘acquired system’ only gives learner a ‘feel’ of error subconsciously. To demonstrate the Acquisition- Learning hypothesis, Krashen also denies about Noam Chomsky’s Language Acquisition Device (Device). Chomsky claims that humans are born with the instinct or innate facility for acquiring language. There is a ‘black box’ in every person’s brain and it acquires any language before puberty. Krashen disagrees and says that acquisition of second language can also happen after puberty. He further explains that LAD also works for adult but that does not mean that adult will always acquire second language as native speaker. He claims that LAD function also works for adult second language acquisition. The distinction between ‘acquisition system’ and ‘learned system’ can be seen in the table given below. The Monitor Hypothesis Stephen Krashen explains in the Monitor Hypothesis that how acquisition and learning are used in second language performance. This hypothesis holds the theory that utterance in L2 is initiated by the acquired system at first and after that the learned system works if there is any need of changes. Krashen includes that utterance of L2 happens generally through acquired linguistic competence. The role of learned system is work as a Monitor or editor. To use Monitor successfully, Krashen gives three conditions. These are time, focus of form and know the rule. 1. Time: The first condition explains that the acquirer must have enough time to apply the Monitor. The problem regarding this condition is, during normal conversation one cannot look after the time. If someone tries to use the Monitor he/she will fail to utter in right time or if someone tries to maintain the time he/she will fail to use the Monitor. The important part is that this condition can be applied only in case of advanced acquirers who use Monitor occasionally. 2. Focus on Form: The second condition instructs that the acquirers must focus on form of the language. The acquirers must think about the correctness of the form. But the problem is using Monitor with focusing on form is really tough. To maintain this condition one can lose the track whether he/she will Monitor what he/she is saying or he/she will Monitor how is he/she saying it. 3. Know the rule: The third condition is the acquirer must know the rule of language. It is very difficult condition to maintain because everyone does not know about all the rules. Even the best students may not know all the rules of the language which they are exposed to. So, these are the three conditions which drive to use Monitor successfully. But later on Krashen has mentioned only about the focus on form and know the  rule. He did not mention about the first condition ‘time’. Learnt knowledge (Monitoring) Acquired knowledge Output Figure: Model of adult second language performance On the other hand, Krashen has explained about three individual differences regarding use of the Monitor though the difficulties of three conditions remain dissolved. According to him, there are three types of Monitor users. Monitor over-users, Monitor under- users and the Optimal Monitor users. 1. Monitor over-users: This type of people use the Monitor all the time. They always check their output with the conscious knowledge of the language. Krashen claims two causes for this type of Monitor users. Firstly, they acquire language with the restriction of grammar instruction. Secondly, they may have acquired a good amount of second language but can not trust their acquired competence. That is why they always try check and cover their mistakes by using Monitor. So, they speak hesitantly and try to correct their utterances at the middle of a conversation. 2. Monitor under users: These types of people whether acquire language not learning or they do not prefer to use their conscious knowledge. Actually they do not use the conscious knowledge even when the three conditions are met. The self-correction happen only from a ‘feel’ of correctness. 3. The Optimal Monitor users: The optimal users are the people who apply the Monitor when it is necessary and appropriate. They know how to combine their learned competence with their acquired competence. They never use the grammar rules in their regular conversation because it can interfere in their utterances. This type of users most of the time achieve like the  native speaker in writing and planned speech. The Natural Order Hypothesis: According to Krashen the Natural Order Hypothesis deals with the grammar structures. The hypothesis explains that grammatical structures are acquired in predictable order. This order does not follow any rules that the easier grammar rule will be at first and then the complex one. It claims that there are some certain grammatical structures which acquired early by the learners of second language acquisition and then the others and it is for any given language. Krashen explains that the claim does not prove as 100% always, but there are some significant similarities. Krashen actually adopted this hypothesis from the study of Dulay and Burt’s study of what they called the order of acquisition of grammatical morphemes in English by five to eight year old children learning English as a second language (1974). They established a chart of morphemes for their study. So, Krashen adopt the idea of English morphemes and established his Natural Order Hypothesis. Krashen believed that there was no difference regarding the synchronization of the grammar structures. But later on Krashen develops his own idea about the order. He examines the study with both children and adult’s second language and illustrates the natural order of grammar structure according to his point of view. Table: Average order of second language acquisition in English. In further description about the Natural Order Hypothesis Krashen explains three facts. * Krashen claims that natural order cannot be changed. Teacher cannot change the order through drills or exercises. If a teacher tries to drill a certain rule for several weeks the result will be zero. Because the acquirer will only acquire language when it is ready to acquire the certain rule. This fact is very much related to the Affective Filter Hypothesis. * The natural order of grammar structures do not depend on any obvious feature. It can go through complex to easier or easier to complex. Some rules acquired later which are quite simple. On the other hand some rues acquired earlier which seem to be difficult in structures. It shows that curriculum designers might face problem that which one they should put earlier and which one in later. * The third fact is that the natural order is not the teaching order. So, if someone predicts that through learning the grammar structures he or she will acquire language proficiency, he/she might wrong. Because Krashen applied the Natural Order Hypothesis to extend the idea of ‘the Input Hypothesis’. The Natural Order Hypothesis actually helps to know how the comprehensible input can be acquired one by one. So the learners will acquire the language in a natural order as a result of getting this comprehensible input. Criticism of Natural Order Hypothesis: Krashen’s Natural Order Hypothesis faces many criticisms about the predictable natural order in second language learners’ acquisition of grammatical structure. His using of English morphemes as a model also causes criticisms. There are some important criticisms which really force linguists to rethink about Krashen’s Natural Order Hypothesis. These are, * Krashen claims that all L2 learners adopt the same nature of acquiring language to attain proficiency. However there is some individuality between learners. Every learner does not go through the same order of morphemes to  learn grammar rules. Some adopts the -ing form at first and later on go through the other rules step by step. On the other hand some adopts the pronoun case (he/she, his/her etc.) at first. So, Krashen’s hypothesis does not concern about individuality. * Another criticism explains that all languages do not have the same morphemes. Some languages do not have the function of Copula or definite/indefinite article. So as a result the learners from this type of languages face problem acquiring the morphemes though these are the simplest one. The learners pick up the morpheme according to their first language acquisition. Here, Krashen actually totally overlooked the possibility of the influence of L1 on L2. On the other hand he also ignored the role of negative and positive transferences. * Krashen claims that his model of natural order works for both adult and children. Critics raised questions about this generalization. That how did Krashen judge it as the both applied natural order for adult and children. Did the judgment was from instrument and task specific? A critic named Larsen-Freeman applied Krashen’s natural order model for both the adult second language learners and children second language learners and she found that the model really works but when she put it in some different tasks using different instruments, she could not found any similarity between adult learners score and children learners score. So, Krashen’s claim proved itself as unreliable because it does not work for every situation. So these are the criticisms regarding Krashen’s Natural Order Hypothesis. To evaluate our case study we have taken the help of these criticisms and we also found some problems in Bangladeshi context. The evaluation has given in the Analysis part. The Input Hypothesis: The Input Hypothesis gives the answer of the question that how we acquire language. Regarding this hypothesis Krashen states that, the learners acquire language by understanding input which is slightly beyond their  competence. He also adds that when the learners understand the messages of a language, they acquire language. The main theory of this hypothesis is ‘i+1’. Here ‘i’ is learners’ present competence and ‘i+1’ is the input of the language which can be understood by the learners. Krashen calls this ‘i+1’ as the comprehensible input. He not only states that but also strongly claims that ‘comprehending message’ can help to acquire language and there is no other fundamental process of language acquisition. Another point he claims that listening and reading comprehension are the primary important function of second language acquisition. There is one important point which should be noted that the Input Hypothesis and the Natural Order Hypothesis are interrelated. These two are combined to answer the question of how we move from one stage to another of acquisition. That means, Natural Order Hypothesis works for analyzing the Input Hypothesis that how learners move from ‘i’ to ‘i+1’. The Natural Order Hypothesis helps to decide that which one should be the comprehensible input or ‘i+1’ in the classroom. There are two corollaries in the Input Hypothesis. These are, 1. The first corollary is that speaking is not the cause of language fluency but the result of language accuracy. It cannot be taught directly. It is acquired through comprehensible input. 2. The second corollary is, if there is enough amount of comprehensible input the learner will automatically acquire competence from the teacher. There is no need to use grammar structure. That means there is no need to be finely tuned input which means the exact next grammar structure as ‘i+1’. It can also be roughly tuned input, like the nearer structures from the ‘i’. So, from this hypothesis we can understand that there is no need to use energy in acquiring language. The main important part is just to understand the messages. When we understand the messages of second language, the LAD starts to work. This is how we acquire language. The Affective Filter Hypothesis: The Affective Filter Hypothesis describes us that how people face obstacles to acquire second language. It tells us about a filter named ‘affective filter’ which works as an obstacle in the way of acquiring language. The affective filter does not work directly as a barrier but creates a ‘mental block’ in brain which prevents to acquire language. Krashen explains that if the affective filter is down then the comprehensible input reaches to the LAD and acquires competence but if the affective filter is up then the input does not reach to the LAD and acquisition does not happen. Krashen includes that there are some ‘affective variables’ which control this affective filter. The affective variables include motivation, self-confidence and anxiety. This variables help to acquire second language very easily. But if someone has low motivation, low self-esteem and debilitating anxiety the student will face difficulties to acquire language. Because these low motivation, low self- esteem and anxiety will ‘raise’ his affective filter and form a ‘mental block’ which will become an obstacle to understand the input and acquire language. So, the Affective Filter Hypothesis helps to determine that why a specific learner faces problem in dealing the comprehensible input though he/she has reached a native- like competence. The main point is one should have motivation, self-confidence and low anxiety if he/she wants to acquire second language. Many critics raised question against Krashen’s Theory of Second Language Acquisition. Some of them are reliable and the rest of them are from anti- Krashenites. From our opinion, though Krashen has applied many statements to prove his theory but the Natural Order Hypothesis really lacks in reliable informations. The hypothesis could not set with our Bangladeshi context. The discussion has given in the next section.

Ethical And Effective Practice With Service Users Social Work Essay

Ethical And Effective Practice With Service Users Social Work Essay Selecting an appropriate method of intervention is central to ethical and effective practice with service users. The aim of this essay is to define what is meant my method of intervention, explore the main factors which influence the worker when selecting a method and critically consider the role of partnership working and empowerment. Intervention is rarely defined. It originates from the Latin inter (between) and venire (to come) and means coming between (Trevithick, 2005: 66). Interventions are at the heart of everyday social interactions and make inevitably make up a substantial majority of human behaviour and are made by those who desire and intend to influence some part of the world and the beings within it (Kennard et al. 1993:3). Social work interventions are purposeful actions we undertake as workers which are based on knowledge and understanding acquired, skills learnt and values adopted. Therefore, interventions are knowledge, skills, understanding and values in action. Intervention may focus on individuals, families, communities, or groups and be in different forms depending on their purpose and whether directive or non-directive. Generally, interventions that are directive aim to purposefully change the course of events and can be highly influenced by agency policy and practice or by the practitioners perspective on how to move events forward. This may involve offering advice, providing information and suggestions about what to do, or how to behave and can be important and a professional requirement where immediate danger or risk is involved. In non-directive interventions the worker does not attempt to decide for people, or to lead, guide or persuade them to accept his/her specific conclusions (Coulshed and Orme, 1998: 216). Work is done in a way to enable individuals to decide for themselves and involves helping people to problem solve or talk about their thoughts, feelings and the different courses of action they may take (Lishman, 1994). Counselling skills can be beneficial or important in this regard (Thompson 2000b). Work with service users can therefore involve both directive and non-directive elements and both types have advantages and disadvantages (Mayo, 1994). Behaviourist, cognitive and psychosocial approaches tend to be directive but this depends on perspective adopted and the practitioners character. In contrast, community work is generally non-directive and person-centred. Interventions have different time periods and levels of intensity which are dependent on several factors such as setting where the work is located, problem presented, individuals involved and agency policy and practice. Several practice approaches have a time limited factor such as task-centred work, crisis intervention and some behavioural approaches and are often preferred by agencies for this reason. In addition, practice approaches that are designed to be used for a considerable time such as psychosocial are often geared towards more planned short-term, time limited and focused work (Fanger 1995). Although negotiation should take place with service users to ensure their needs and expectations are taken into account, it is not common practice for practitioners to offer choice on whether they would prefer a directive or non-directive approach or the practice approach adopted (Lishman, 1994). However, this lack of choice is now being recognised and addressed with the involvement of service users and others in the decision-making process in relation to agency policy, practice and service delivery (Barton, 2002; Croft and Beresford, 2000). The purpose and use of different interventions is contentious. Payne (1996: 43) argues that the term intervention is oppressive as it indicates the moral and political authority of the social worker. This concern is also shared by others with Langan and Lee (1989:83) describing the potentially invasive nature of interventions and how they can be used to control others. Jones suggests that in relation to power differences and the attitude of social workers especially with regards to people living in poverty: the working class poor have been generally antagonistic toward social work intervention and have rejected social works downward gaze and highly interventionist and moralistic approach to their poverty and associated difficulties (Jones, 2002a: 12). It is recognised that intervention can be oppressive, delivered with no clear purpose or in-depth experience however, some seek and find interventions that are empathic, caring and non-judgemental due to practitioners demonstrating rele vant experience and show appropriate knowledge (Lishman, 1994:14). For many practitioners, these attributes are essential in any intervention and are demonstrated through commitment, concern and respect for others which are qualities that are valued by service users (Cheetham et al. 1992; Wilson, 2000). Dependent on the nature of help sought there are different opinions on whether interventions should be targeted on personal change or wider societal, environmental or political change. Some may want assistance in accessing a particular service or other forms of help and not embrace interventions that may take them in a particular direction i.e. social action (Payne et al. 2002). In contrast, problems may recur or become worse if no collective action is taken. Importance has reduced in relation to methods of intervention over recent years as social work agencies have given more focus to assessment and immediate or short-term solutions (Howe, 1996; Lymbery 2001). This is strengthened by the reactive nature of service provision which is more concerned with practical results than with theories and principles. This has a reduced effect on workers knowledge of a range of methods resulting in workers using a preferred method which is not evidenced in their practice (Thompson, 2000). Methods of intervention should be the basis of ongoing intervention with service users, but often lacks structured planning and is reactive to crisis. This reactive response with emphasis on assessment frameworks is concerning, as workers are still managing high caseloads and if not supervised and supported appropriately, workers are at risk of stress and eventual burn-out (Jones, 2001; Charles and Butler, 2004). Effective use of methods of intervention allows work to be planned, structured and prioritised depending on service users needs. Methods can be complicated as they are underpinned by a wide range of skills and influenced by the approach of the worker. Most methods tend to follow similar processes of application: assessment, planning of goals, implementation, termination, evaluation and review. Although the process of some methods is completed in three/four interactions others take longer. This difference shows how some methods place more or less importance on factors such as personality or society, which then informs the type of intervention required to resolve issues in the service users situation (Watson and West, 2006). More than one method can be used in conjunction with another, depending on how comprehensive work with service users needs to be (Milner and OByrne, 1998). However, each method has different assessment and an implementation process which looks for different types of information about the service users situation for example, task centred looks for causes and solutions in the present situation and psychosocial explores past experiences. Additionally, the method of assessment may require that at least two assessments be undertaken: the first to explore the necessity of involvement and secondly, to negotiate the method of intervention with the service user. An effective assessment framework that is flexible and has various options is beneficial but should not awkward or time consuming to either the worker or the service user. As Dalrymple and Burke (1995) suggest, a biography framework is an ideal way as it enables service users to locate present issues in the context of their life both past and present. Workers should aim to practice in a way which is empowering and the process of information gathering should attempt to fit into the exchange model of assessment, irrespective of the method of intervention and should be the basis of a working relationship which moves towards partnership (Watson and West, 2006). As part of the engagement and assessment process, the worker needs to negotiate with the service user to understand the issue(s) that need to be addressed and method(s) employed and take into account not only the nature of the problem but also the urgency and potential consequences of not intervening (Doel and Marsh, 1992). Importance should be placed on presenting and underlying issues early in the assessment process as it enables the worker to look at an assessment framework and approach that assists short or long-term methods of intervention. An inclusive and holistic assessment enables the service user to have a direct influence on the method of intervention selected and be at the heart of the process. The process of assessment must be shared with and understood by the service user for any method of intervention to be successful (Watson and West, 2006). The workers approach also has an influence on method selection as this will affect how they perceive and adapt to specific situations. The implementation of methods is affected by both the values of the method and value base of the individual worker. The worker will also influence how the method is applied in practice through implementation, evaluation, perceived expertise and attitude to empowerment and partnership. Methods such as task centred are seen to be empowering with ethnic minority and other oppressed groups as service users are seen to be able to define their own problems (Ahmad, 1990). However, when an approach is used which is worker or agency focused the service user may not be fully enabled to define the problem and results in informing but not engaging them in determining priorities. Empowerment and partnership involves sharing and involving service users in method selection, application of the method, allocation of tasks, responsibilities, evaluation and review and is crucial in enabling facing challenges in their situations and lives. However, service users can have difficulty with this level of information-sharing and may prefer that the worker take the lead role rather than negotiating something different and not wish to acquire new skills to have full advantage of the partnership offered. Selecting a method of intervention should not be a technical process of information gathering and a tick box process to achieve a desired outcome. Milner and OByrne (2002) suggest it requires combining various components such as analysis and understanding of the service user, worker and the mandate of the agency providing the service otherwise intervention could be is restrictive and limit available options. However, negotiation and the competing demands of all involved parties must be considered and the basis of anti-oppresive practice established. Methods of intervention can be a complex and demanding activity especially in terms of time and energy and therefore, short-term term methods are seen as less intensive and demanding of the worker as well as more successful in practice. However, Watson and West (2006: 62) see this as a misconception, as the popular more short-term methods often make extensive demands on the workers time and energy. Workers are often dealing with uncertainty as each service user have different capabilities, levels of confidence and support networks. Therefore, there is no one ideal method for any given situation but a range of methods that have both advantages and disadvantages and as Trethivick (2005: 1) suggests workers need to have a toolkit to begin to understand people and need to widen the range of options available in order for them to respond flexibly and appropriately to each new situation (Parker and Bradley, 2003). When using methods of intervention, workers have to be organised to ensure that the task is proactively carried out and often attempt to prioritise involvement with service users against both local and national contexts and provide an appropriate level of service within managerial constraints. This prioritisation means in practice that, given the extensive demands, work using methods can only be with four or five service users at any one time and with the additional pressure of monitoring and supervising service users and reports, risk response is often responsive and crisis driven (Watson and West, 2006). To work in an empowering and anti-oppressive perspective is to ensure that intervention focuses clearly on the needs of the service user, is appropriate to the situation than the needs of the service. An understanding of these competing demands and the workers ability to influence decision-making processes does impact on method selection however, this should not mean that the service is diluted and methods be partially implemented as this is not conducive to managerial or professional agendas on good practice. Thompson (2000:43) sees this as the set of common patterns, assumptions, values and norms that become established within an organisation over time and a concern of workers is competitive workplace cultures where ability is based on the number of cases managed rather than the quality that is provided to service users which may result in use of less time-consuming methods. For work to be effective, an ethical and a professional not just a bureaucratic response to pressures faced is required and is not about the service user fitting into the worker or agencys preferred way of working but looking at what is best for the service user and finding creative ways to make this happen. Workers need to be careful not to seen as the expert who will resolve the situation as even the most established and experienced practitioners have skills gaps and often develop skills when working with the service users. This process of learning in practice requires good support and supervision, enabling the worker to reflect on assumptions about service users and their capabilities especially in relation to gender, race, age or disability to prevent internalised bias to impact on what the service user requires to work on to change the situation (Watson and West, 2006). It is crucial to appreciate the situation from the service users perspective and see them as unique individuals as Taylor and Devine (1993: 4) state the clients perception of the situation has to be the basis of effective social work. This concern is also shared by Howe (1987:3) describing the clients perception is an integral part of the practice of social work. Service users often have their own assumptions about what social work is and what workers are able to provide which is generally based on past relationships and experiences for example, black service users experience may reflect a service which in the past was not appropriate to their needs (Milner and Byrne, 1998: 23) but to alleviate this practitioners need to work in an open, honest and empowering manner and recognise that although service users may be in negative situations they also have strengths and skills that need to be utilised in the social work relationship. Workers should ensure that written agreements are developed that acknowledge all participants roles and responsibilities and avoid assumptions or issues (Lishman, 1994), this avoids breakdown in trust and encourages honesty and open shared responsibility between service user and worker. This involves negotiation on what should be achieved, by whom, including agency input. Agreements can provide the potential for empowering practice that involves partnership. However, cognisance has to be taken to ensure that the agreement does not become a set of non-negotiated tasks that service users have no possibility of achieving, combined with no reciprocal commitment or obligations by the worker as this does not address the issue of empowerment or oppression and can reinforce the power difference (Rojek and Collins, 1988). The final stage of the process is termination which should be planned and allow both parties time and opportunity to prepare for the future however, it has to be carefully and sensitively constructed and is much easier to achieve if the work has been methodical with clear goals as it demonstrates what has been achieved. Evaluation is beneficial as it enables the service user and worker to be reminded of timescales and can acknowledge the service users increasing skills, empowerment, confidence and self-esteem which can be utilised after the intervention has ended. Endings can however, be difficult for both the worker and service user resulting from various factors such as complexity of service users situation, issues of dependency and lack of clarity about purpose and intervention. This lack of clarity can result in a situation of uncertainty for both worker and service user (Watson and West, 2006). Finally, termination as part of the change process creates opportunities but also fea r, anxiety and loss (Coulshed and Orme, 1998). It is important for workers to take a step back and reflect on their practice and review their experiences to ensure that they are providing the best possible service in the most ethical and effective manner. Reflective practice provides support and enables workers to not just meet the needs of the organisation but also develop their own knowledge and skills and increased understanding of their own approach and the situation experienced by service users. A good tool to facilitate this is the use of reflective diaries. Reflecting in action and on action both influences and enhances current and future practice. The use of effective supervision is another process where workload management, forum for learning and problem-solving should take place which should be supportive and enabling to the worker (Kadushin and Harkness, 2002). However, the workers role in supervision is often viewed as passive as the supervisor sets the agenda. This can lead to disempowerment of the worker in relation to the agency and is potentially oppressive and discriminatory and provides a poor role model for work with service users and therefore consideration must be given on how they can create a positive and empowering relationship (Thompson, 2002). In conclusion, good practice requires workers to have knowledge to understand the person in situation, (Hollis, 1972) understanding both sociological (society and community) and psychological (personality and life span) and the interrelation and impact on the service user (Howe, 1987). A critical skill for effective and ethical practice is empowerment which is based on knowledge and values and is the difference between informing and genuine partnership and the importance of active participation of service users throughout the process. Social work is a value based activity and workers through reflection and supervision can all learn from experiences, adapt and enhance these to develop practice and gain self-awareness to understand how they themselves and their approach impacts on service users.

Changes Resulting from The Renaissance :: European Renaissance Essays

The Renaissance The Renaissance was a period of European history, considered by modern scholars as that between 1300 and 1600. Many dramatic changes happened during the Renaissance. The Renaissance was a period of new inventions and beliefs. The Renaissance was drastically different from the Middle Ages. During the Middle Ages the church held most of the power and its economy were agriculturally based. Exploration and learning was almost put to a stop. During the Renaissance society was transformed into a society increasingly dominated by central political institutions with an urban commercial attitude. Also, people's curiosity overcame their fear and many people started to venture out and explore. New schools and colleges became more and more common. The Renaissance was started by many rich Italian cities, such as Florence, Ferrara, Milan, and Venice. Because these cities were very wealthy, many merchants started to spend money on different things, such as painting, learning, new banking techniques, and new systems of government. These things gave rise to a new type of scholar, the humanist. Humanism was subjects concerned with humankind and culture. They studied various things such as Latin, Greek language, literature and philosophy. Music and mathematics were also studied as well. The Renaissance gave way to new forms of painting, art and sculpture. During the Renaissance, artist were no longer regarded as mere artisans, as they had been to the medieval past, but for the first time emerged as independent personalities, compared to poets and writers. Many artisans merged mathematics with art, in order to become more precise in their measurements and to make sure an object was supported both rationally and proportionally. As a result painters tried and often succeeded into making their painting a window into the world. Artists also studied the way light hits objects and the way our eyes perceive light. A new kind of paint called oil paint was used. This allowed the artist to create texture, mix colors, and allow more time for corrections before it dried. The printing press was probably the most important advance in technology. Europeans first used movable metal type to print a book. On small pieces of metal they engraved single letters of the alphabet. These could then be arranged and rearranged to form words and sentences. Changes Resulting from The Renaissance :: European Renaissance Essays The Renaissance The Renaissance was a period of European history, considered by modern scholars as that between 1300 and 1600. Many dramatic changes happened during the Renaissance. The Renaissance was a period of new inventions and beliefs. The Renaissance was drastically different from the Middle Ages. During the Middle Ages the church held most of the power and its economy were agriculturally based. Exploration and learning was almost put to a stop. During the Renaissance society was transformed into a society increasingly dominated by central political institutions with an urban commercial attitude. Also, people's curiosity overcame their fear and many people started to venture out and explore. New schools and colleges became more and more common. The Renaissance was started by many rich Italian cities, such as Florence, Ferrara, Milan, and Venice. Because these cities were very wealthy, many merchants started to spend money on different things, such as painting, learning, new banking techniques, and new systems of government. These things gave rise to a new type of scholar, the humanist. Humanism was subjects concerned with humankind and culture. They studied various things such as Latin, Greek language, literature and philosophy. Music and mathematics were also studied as well. The Renaissance gave way to new forms of painting, art and sculpture. During the Renaissance, artist were no longer regarded as mere artisans, as they had been to the medieval past, but for the first time emerged as independent personalities, compared to poets and writers. Many artisans merged mathematics with art, in order to become more precise in their measurements and to make sure an object was supported both rationally and proportionally. As a result painters tried and often succeeded into making their painting a window into the world. Artists also studied the way light hits objects and the way our eyes perceive light. A new kind of paint called oil paint was used. This allowed the artist to create texture, mix colors, and allow more time for corrections before it dried. The printing press was probably the most important advance in technology. Europeans first used movable metal type to print a book. On small pieces of metal they engraved single letters of the alphabet. These could then be arranged and rearranged to form words and sentences.

Creativity in Literacy Practices

Creativity in Literacy Practices: A TEXTUAL AND CONTEXTUAL APPROACH by Agatha Xaris Villa INTRODUCTION AT PRESENT, THERE ARE A NUMBER OF APPROACHES TO THE STUDY OF LINGUISTIC CREATIVITY. THEY DIFFER IN THE WAY THE WAY THAT THEY CONCEPTUALIZE WHAT COUNTS AS CREATIVENESS OR ‘LITERARINESS’ IN LANGUAGE AS WELL AS IN THE METHODS THEY USE TO IDENTIFY AND ANALYZE CREATIVITY IN EVERYDAY LANGUAGE.This essay begins by discussing and exploring the premises of an analysis of creativity at text level following a textual approach to literacy and creativity; assessing the extent to which it is effective in identify creativity in literacy practices such as diaries, letters and graffiti.However, I would like to continue by presenting the argument that while literacy practices do offer opportunities for creativity at text level, the study and identification of creativity in literacy practices may be more productive when studied with a broader perspective – one that goes beyond the limits of the text and considers the influence of context in the production, reception and processing of texts, literary practices and creativity. Creativity in literacy practices at text level LITERACY IS AN IMPORTANT ASPECT OF EVERYDAY LIFE AND IS A PART OF EVEN OUR MOST MUNDANE SOCIAL PRACTICES.WHILE THE ROLE WHICH LITERACY PLAYS IN SITUATIONS MAY VARY IN IMPORTANCE, IN THE CONTEXT OF LITERACY EVENTS WHERE LITERACY PLAYS A SIGNIFICANT ROLE, INDIVIDUALS DEVELOP CHARACTERISTIC AND PATTERNED WAYS OF USING AND INTERACTING WITH TEXTS. THESE HABITUAL PATTERNS HOLD DIFFERENT MEANING AND VALUES FOR INDIVIDUALS AND ARE WHAT WE REFER TO AS LITERACY PRACTICES. Creativity in literacy practices at the level of the text may be identified by focusing on special linguistic forms that stand out in texts. This pproach is modeled after what Carter (1999) called an inherency perspective which perceives creativity as being ‘inherent’ in the creative uses of language intrinsic in text. Th e focus is on the writer’s skill in the manipulation of linguistic forms that constitute text on the phonological, grammatical and semantic level. Roman Jakobson (1960), one of the well-known advocates of this approach, was concerned with the ‘poetic function of language’ which was believed to be in close relation to literariness in text.He argued that the poetic function of language involves the ‘foregrounding’ of language forms which have the ability to draw attention to themselves – making a noticeable impact on the reader. Foregrounding results from stylistic choices which may come as (1) deviations from the norms of everyday language (e. g. the use of different writing systems, lexis and ‘figurative language’ such as metaphor and simile or (2) prominent patterns of parallelisms in phonology, grammar and semantics (e. g. meter, rhyme, etc. (Maybin and Pearce, 2006, p. 6 – 9). By highlighting the ‘poetic usages of language’, we can identify creativity in diaries at the text level. The metaphoric descriptions and dramatic portrayal of entities and events in diaries are ways in which individuals attempt to explore their feelings regarding their experience of the ‘real world’ that are often difficult to describe. In addition, repeated structures and rhythms are commonly used in diaries as a form of emphasizing points in the writer’s diary entry.Such examples of ‘poetic language’ may also be identified in letters. In Margaretta Jolly’s (1997) study of war letters, she states that letters are probably ‘the most common form of creative writing. ’ Her examples point out the creative way in which letter-writers are able to use language forms such as imagery, metaphoric and rhetorical devices as well as parallelism (more commonly related to literature) for the purpose increasing the text’s emotional and persuasive impact and highlighti ng contrast and subtleties of meaning (Maybin, 2006, p. 72). The â€Å"art of graffiti† is a long-standing tradition with the ability to exhibit creativity at text level both in its traditional and embellished form. Creativity is seen in the use of rhythmic repetition, puns and contradictory voices (as in parody and irony), the use of non-standard spelling and punctuation (usually in line with a particular artistic style) and the use of text and decoration for aesthetic and communicative purposes.While it is possible to be able to identify creativity in literacy practices at text level, this approach is somewhat limited because it fails to take into account: (1) the interactive features and functions of literacy practice, (2) the influence of its socio-cultural and historical context and more importantly (3) the creativity in language practices that is inherent and emergent from social practices in particular contexts.Therefore, I suggest that a better and more efficient way to identify and evaluate creativity in literacy practices, is one that approaches literacy from a more contextual approach, more specifically from an ethnographic perspective. Creativity and literacy practices from an ethnographic approach According to the ethnographic approach defined by Papen and Tusting (2006, p. 312-359), creativity refers the production of something ‘new’ and ‘original’. In written language, creativeness should not be perceived as a decontextualised, individual activity or as being entirely shaped by context.It should be seen as being dependent on and emergent from the creative literacy practices through which texts are constructed because they are shaped by people, who in pursuit of their own goals and purposes, actively draw on the interactional, contextual and socio-cultural possibilities available in the particular social situation they are embedded. Literacy practices are inherently creative in and of themselves. The ethnographic perspective takes into account the broader social-political context within which creativity is located and through their examination of iteracy practices and texts, advocates of the ethnographic approach found three major characteristics of creativity in writing. To begin, by focusing on people’s literacy practices rather than just texts, they noted that creative texts are produced as a result of interactive collaboration. Diaries, although written by a single person, emerge from an individual’s account and reflection of events and various conversations and interactions with people.Diaries and journals are dialogic practices wherein the writer addresses and responds to a ‘reader’ and have the potential to be re-contextualized in different publications to address a wider readership (Maybin, 2006, p. 269) This dialogical aspect is more evident in web blogs or online journals in which people often (1) write in response to the entries of others, (2) write entr ies addressed to others and (3) write with the expectation and even the goal to get as much response from others. Maybin (2006, p. 73) tells us that letters are even more intensely dialogic in nature. I believe that letters are best viewed as mediums of ‘correspondence’ wherein we present written versions of our personal experience, relationships and identities in relation to an assumed reader who then responds by confirming or questioning. Letters are shaped by and inspire collaborative practices An interesting characteristic of graffiti that I believe exemplifies the collaborative nature of creativity is the way that graffiti attracts graffiti (Macdonald, 2006).A graffiti-covered wall may look like vandalism to law-enforcers or a rather threatening cacophony of ‘names’ to the common passerby but it constitutes a symbolic exchange between members of a sub-group. In the world of graffiti, tags located on the same space are often interpreted in relation to t heir positioning and proximity to each other. They may be viewed as a sign of respect, acknowledgement or outright disregard – a reflection of the intensely competitive nature of this practice.In addition to the collaborative nature of creative literary practices, the ethnographic approach pays careful attention to the influence of the context of reading and writing in the development of creative practices (Papen and Tusting, 2006, p. 320). They argued that in any given opportunity, there is particular set of possibilities and constraints that provides the opportunity for creativity. This involves affordances (i. e. properties of the environment, arising from its material characteristics which may be positive or negative depending on the individual) from new forms of technology, discourse conventions as well as inter-textual and material resources available to producers of text. An important thing to note is while possibilities may determine what is possible in any given cont ext, the possibilities associated with a setting do not determine what is created.For example, while people may be able to describe events, sights and even people through the practice of diaries and letters, there are abstractions such as feelings and intensely traumatic situations (such as in war) that are far more difficult to describe and articulate. In order to overcome this type of ‘constraint’ on expression, writers make use of metaphoric language and parallelisms, enabling them to represent their feelings and experiences in ‘words’ that their readers may be able to relate to. Creativity may also emerge from socially-constrained situations.Graffiti emerged from the same socially and economically impoverished areas in America where gangs are notoriously prominent. Because graffiti is an act of illegitimacy and opposition, graffiti artists face the constant risk of being caught by the police or by rival gangs each time they make a ‘tag’ or do a ‘piece’. But this high-risk and intensely competitive literacy practice is a stage on which young men may choose an identity of their own making, present it in the style of their choice and regain control of their own ‘fate’ – free from the constraints of their socio-economic backgrounds (Mcdonald, 2006).Social, economic or technological changes may result in the introduction of new affordance and constraints to any given context (Papen and Tusting, 2006, p. 325). For example, the popularization of the internet brought about the development of Computer Mediated Communication (CMC), resulting in the creation of new literary genres and changes in literacy practices. According to Kress (2003), creativity may be perceived as inherent in CMC using the two concepts of ‘transformation’ and ‘transduction’.Transformation is the way that the text producers manipulate the forms of signs within a mode to suit their needs and intere sts. Transduction, on the other hand, refers to the movement of ‘semiotic material’ between modes where meaning configured in one mode is moved to another. Online diaries, known as online ‘blogs, perform the same function as traditional diaries and even employ the same linguistic forms. However, bloggers now have access to a greater degree of interactive, inter-textual and multi-modal resources.Whereas in the past, writers creatively used language to express their thoughts and feelings through metaphors and similes, bloggers can now make use of pictures, videos, music, emoticons, avatars and (through hyper-linking) other texts to represent themselves and their lives online. Similarly, the literacy practice of letter-writing is far from extinct in today’s modern ear but has taken up a new form – that is, electronic mail (e-mail). As a medium of communication, email has enabled cross-cultural communication and the creation of online relationships and à ¢â‚¬Ëœnetworking’ communities.Finally, the ethnographic perspective sees creative literacy practices in everyday life as being embedded in socio-cultural practices situated in institutional, political and economic structures. These structures are in a constant state of movement and change therefore taking on a historical perspective towards literacy practices is a necessity. Based on observation and study, changes in socio-economic conditions are often accompanied by changes in the linguistic and semiotic means available to a community as in the case of the following account of changes to a Nepali rural community Papen and Tusting, 2006, p. 328). The 1980s was a time of great social and economic change in Junigau, Nepal. In 1983, the village set up its first high school, providing greater access to education for men and women – resulting in great changes to the literacy practices used by the young. A new form of ‘prolonged courtship’ (i. e. , love-letter w riting) had become increasingly popular among the youth, improving gender relations and changing marriage practices (as the young were becoming more resistant towards arranged marriages).The way in which these love-letters encapsulated new ideas on personal identity and individual agency which held no cultural precedent in their village is an example of how social and cultural change is closely related to the creation of new literacy practices (Papen and Tusting, 2006, p. 328) Conclusion ANALYZING CREATIVITY AT TEXT LEVEL, ALLOWED US TO IDENTIFY CREATIVENESS IN TEXTS AS IS REVEALED BY THE USE OF POETIC LANGUAGE OR LINGUISTIC FORMS COMMONLY ASSOCIATED WITH LITERATURE.THIS APPROACH HOWEVER WAS VERY MUCH LIMITED DUE MAINLY BY THE NARROWNESS OF THE INHERENCY MODEL’S DEFINITION OF WHAT CONSTITUTES AS CREATIVITY AS WELL AS TO ITS LACK OF CONSIDERATION OF CONTEXTUAL FACTORS AND THE INHERENCY OF CREATIVITY IN LITERACY PRACTICES. In taking an ethnographic/historical perspective, chara cteristics of creativity that are inherent in literacy practices become more salient. Through our understanding of the three characteristics of creativity in literacy practices, we’ve identified creativity beyond the level of the text.This contextual approach showed us how creativity is exhibited in literacy practices in the way that (1) texts are read and used, how the writer interacts with other individuals;(2) how people are able to creatively use language in relation to the possibilities and constraints available in particular contexts and finally, (3) individuals are able to adapt and respond to changes in discourse practices and socio-cultural conditions. References CARTER, R. (1999). ‘COMMON LANGUAGE: CORPUS, CREATIVITY AND COGNITION’, LANGUAGE AND LITERATURE, 8(3), P. 196-216 Jakobson, J. (1960). Closing statement: linguistics and poetics’, in T. A. Sebeok (ed. ) Style in Language, MIT Press. Jolly, M. (1997). ‘Everyday Letters and Literary F orm: Coresspondence from the Second World War’, unpublished MPhil, University of Sussex. Kress, G. (2003). Literacy in the new Media Age. London and New York, Routledge. Macdonald, N. (2006). Chapter 6. Reading B: ‘The spray-can is mighteier than the sword: graffiti writing and the construction of masculine identity’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 293 – 302. Maybin, J. 2006)(Ed. ) Chapter 6 ‘Writing the self’, in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 261 – 279. Maybin, J. and Pearce, M. (2006). Chapter 1 ‘Literature and creativity in English’ in Goodman, S. and O’Halloran, K. (eds) The art of English: literary creativity. Palgrave Macmillan/The Open University, p. 6-9. Papen, U. and Tusting, K. (2006). Chapter 7 ‘Literacies, collaboration and context ’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 312 – 331.