When Is Revenge Justified Essay Example

When Is Revenge Justified? Paper When somebody carries out a demonstration of bad behavior, is it ever reasonable for the victim to get revenge on them for the wrongdoing that the individual has submitted? The discipline relies upon the circumstance and the type of discipline taken, however In many cases vengeance isn't advocated, and requital or reparation are better choices. In the event that an individual carries out a wrongdoing, they ought to clearly be rebuffed similarly as with any Justice framework. Notwithstanding, retribution ought to be stayed away from as an alternative. Luckily most Justice frameworks these days don't utilize vengeance as a type of discipline in any case. Vengeance is an arm of settling the score with somebody for the victims own fulfillment. This typically implies accepting the discipline to boundaries to the extent It takes to fulfill the victim. Be that as it may, the point of rebuffing an individual for their wrongdoing ought to be to show the individual their wrongs and keep them from doing any once more. Vengeance won't show them this. Rather it will just outrage them and urge them to get even again for the discipline which they have needed to withstand. This will prompt an endless war, where the two sides keep on getting revenge for the others discipline or wrongdoing. F retribution won't assist with showing the individual their slip-ups, at that point what will? We will compose a custom paper test on When Is Revenge Justified? explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on When Is Revenge Justified? explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on When Is Revenge Justified? explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Requital Is one alternative. It Is the rebuffing of somebody with a discipline equivalent to the wrongdoing, like retribution. In any case, vengeance as a type of discipline utilizes a discipline more serious than the wrongdoing submitted. For instance, in the event that a robber takes a thing, at that point what might be the best activity? Vengeance may incorporate the victim delivering torment on the criminal or taking something having a place with them yet this would not be moral. The correct activity is use revenge as a structure f discipline. This would require the criminal to endure in a manner equivalent to the discipline. These days, this will be chosen by a court and may be a little Jail sentence contingent upon the seriousness of the burglary. Another choice is reparation. It is a great deal like retaliation however as opposed to planning something antagonistic for the individual who carried out the wrongdoing, It expects them to return or give something back of equivalent worth which they may have taken. Utilizing the model from before where a criminal takes an Item, Instead of being sent to Jail, reparation would quire them to give back something of equivalent worth, for instance pay a fine, to the individual what it's identity was taken from. Both of these models incorporate Justly merited disciplines. They are types of revenge and reparation which are disciplines equivalent to the wrongdoing submitted with the goal that the individual submitting it could gain from their missteps. It would not be on the right track to outrage him. This would likewise encourage him to carry out more wrongdoings. As the violations get increasingly genuine, retaliation as a type of discipline turns out to be fundamentally the same as retribution and this is the main time when vengeance is Justified. For instance, in the event that an individual killings another person, at that point with retaliation, the individual should pay a similar destiny in prison, or in certain nations, as the death penalty. The explanation this is like retribution is on the grounds that the victims would be fulfilled by this. Taking everything into account, IT an individual carries out a wrongdoing, little noses De rebuffs In a way Tanat they pay or endure a discipline of equivalent incentive to the wrongdoing submitted. Be that as it may, with genuine wrongdoings, which incorporate taking a people life, retaliation turns into a great deal like retribution and this is the main time at which vengeance is Justified.

Police and Criminal Justice Free Essays

In the United States today, the normal resident is unconscious of the defilement that goes on in our Criminal Justice System. Law authorization and Police Officers are manhandling their capacity. In the event that this goes unnoticed it could become bigger and cause more serious issues in our nation. We will compose a custom article test on Police and Criminal Justice or then again any comparative point just for you Request Now The United States Criminal Justice System is truly outstanding in the entire world. In different nations there is practically zero policing. Cops in the US are very much prepared and it is difficult to arrive at their situation without solid training. An immense nature of an ideal Police Officer is an ideal control of temper in light of the fact that a calm decided way has more impact than brutal activity. In any case, everybody isn’t great and there are Police Officers out there that misuse their capacity and make a risky domain for the individuals around them. During the 1960’s Police Brutality was at an untouched high. Police were being one-sided and assaulted those that they didn't care for on the grounds that they had the ability to do as such. On March 3, 1991 when Rodney King and his companion Bryant Allen were driving in Los Angeles, they would not stop for an official attempting to pull them over. Rather they sped up and when the Police at long last halted the vehicle they violently beat King for a time of two minutes. He was left with 11 skull cracks, cerebrum harm, and kidney harm. The cops didn't understand however that their activities were being recorded. They were inevitably attempted and seen not as liable by an all white jury. This set off 6 days of revolting and the case incited a time of change. In the book, â€Å"Essentials of Criminal Justice† composed by Larry Siegel, it noticed a portion of the things done by Police Departments to ensure that Policemen are not mishandling their capacity. These incorporate, â€Å"increasing the insight gauges on the Police Force, officials to be given mental tests to get rid of officials that are intellectually unfit for the activity, and oral sheets, which are plunking down with Police Chiefs and responding to inquiries concerning the Job†. Albeit every one of these safety measures are set to restrict or decrease harsh force, it is as yet an issue that should be managed. As per Diane Wetendorf, who composed a book on Abusing Power in Law requirement she expresses that, â€Å"Society awards individuals from law authorization gigantic control over residents to empower the police to keep the harmony and to protect social rder. They are conceded a lot of opportunity to utilize their Judgment with respect to which laws to implement, when and against whom. This wide scope of choices and authority can prompt the maltreatment of their capacity. Some cops come to see themselves not as essentially authorities of the law, however as the law itself. † Police that misuse their capacity take a gander at things from a Personal view instead of an expert view. Police Brutality exists in numerous structures including False Arrest, Intimidation, Racial Profiling, Sexual Abuse and Surveillance misuse. This exists since officials are not rotecting and serving, they are fairly pursuing those that they don't care for. In different Countries, Police Departments are degenerate and work with Politicians to make a world run by the Police and Politics. In alt â€Å"H the Sky’, a book composed by Nicholas D. Kristof and Sheryl Wudunn, the police are extremely degenerate and it causes commotion in their nation. The police in India are integrated with Politics and Criminals. The police work with the pioneers of prostitution organizations, called houses of ill-repute. The police accept kickbacks from the pioneers and look the other way when something incorrectly is going on. In Half the Sky stories are told about the debasement inside the Police Forces. At the point when individuals come rushing to the police about an assault or something terrible that had been done to them, the police typically side with the crooks and nothing is done about the wrongdoing. In India the normal individual doesn’t have a state by any means. On the off chance that they are sentenced for a wrongdoing they didn't do they can't go to court and have a preliminary as we do. They are sent option to Jail without being addressed. Police work with High force lawbreakers and run the vast majority of the large prostitution organizations. This is the thing that the US ould lead to if Policemen that misuse their capacity are not halted. On November 7, 2013, I led a meeting with Alice Perry about defilement in Law Enforcement. Alice Perry is a Criminal Justice Professor at Westfield State University and has an immense foundation in Law Enforcement. She has arraigned many Police Officers in the US that have mishandled their capacity. She has sentenced officials for taking medications from the proof room, and furthermore an official that was selling drugs in state jail. She likewise disclosed to me a tale about the police mishandling their capacity in Etowah County, Alabama. As indicated by a blog on the American Civil Liberties Union’s site, it expresses that â€Å"About once every month, a stamped sheriffs vehicle appears, unannounced and after dim, outside a family’s home in Alabama. Formally dressed officials stroll to the family’s entryway, on display of each neighbor. They thump and request to be allowed in. In the event that the family won't, the police undermine them with capture. Once inside, the officials search the family’s home †all while never getting a warrant. † When one individual from the family was a youngster he was indicted for a sexual offense and needed to enlist as a sex ffender. The police officer reserved no option to look through the house haphazardly without a warrant, and made undesirable consideration and shame the family. This is police maltreatment of intensity and must be halted or it might happen to families all through the nation. Perry additionally disclosed to me that it is significant for policing to be straightforward and decent in light of the fact that they have so much force and could make hurt regular citizens. They should play out the Job as though they are continually being recorded. I raised the Half the Sky book and the issues there and inquired as to whether she believed that law authorization layed a major job on why individuals live such an unforgiving life there. She answered, â€Å"Absolutely. Oppression exists in those nations. On the off chance that you’re scared of the police you won’t state anything or report wrongdoings in light of the fact that you’re terrified of being tossed Behind bars. In Mâ ©xico 45% of investigators and Judges are on cartels finance. Around half of cops are on a similar finance. The cartels and Politician’s have a relationship together and this makes an untamed domain. † We should not let the Police become power driven and transform into degenerate officials like the Police in India. There is an approach to stop this. We should ecome mindful of Police Brutality and Abusive force and follow up on it. State, Federal, and Local Authorities ought to guarantee that misuses including torment, ruthlessness, and other unnecessary power by Police officials ought not go on without serious consequences and the Officers ought to be considered responsible for their activities and be brought to Justice. Cops are utilizing unreasonable power and are not getting in a tough situation by any stretch of the imagination. The casualties are not shouting out and this could cause the injurious Police Officers to believe that they can’t be halted and they will keep doing as such. Another answer for the entirety of this is to acquaint preparing rograms planned with limit the danger of superfluous power. These preparation projects ought to incorporate sexual orientation issues and affectability to minority gatherings. This would help steer a great deal of Police Officers from being Abusive toward minority gatherings and gotten less one-sided. Other preparing projects ought to incorporate morals and honesty preparing. We can assist by making the network mindful of the issue, regardless of whether it’s by having visitor speakers, demonstrating recordings, or having gatherings and clarifying the issue. In the event that we don’t make a move, at that point our Law Enforcement could become as degenerate as different nations police powers. Step by step instructions to refer to Police and Criminal Justice, Papers

Do you have class

Do you have class I do. Well, the academic sort, anyway. ;-) Heres what Im taking (with some photos, too.) 1.A24: You CAN Get There From Here! This is a freshman advising seminar with Professor Nigel Wilson and Senior Research Associate Carl Martland, from MITs Department of Civil and Environmental Engineering. 1.A24 meets every Monday at 3:30, and promises to personally introduce its attendees to the world of transportation, as seen through the eyes of a potential civil engineering student. Though the seminar ends in December, Professor Wilson will remain the students first-year advisor. The idea behind freshman advising seminars is one of the student and advisor getting to know each other through some applied meeting of the minds, in a more thorough fashion than otherwise possible in a traditional advising relationship. Anthonys take: this looks like a *very* promising way to get well acquainted with transportation research and study at MIT, and with the department as a whole. 3.091: Introduction to Solid State Chemistry Taught by the esteemed Professor Donald Sadoway from MITs Department of Materials Science and Engineering, this course promises to provide a more applied approach to introductory chemistry for those who arent planning to go into a field of study requiring the more theoretical 5.111/5.112. Professor Sadoway comes highly regarded for his engaging lecture style. This course isnt graded on a curve, and 50/100 is a passing grade. If youre a freshman (and thus on pass/no record grades), and are taking the class in the fall semester, your transcript will look the same whether you get a 50 in the class or a 100 in the class. Im not terribly crazy about chemistry, so this suits me just fine. Scenes from 3.091: (recitation) 8.01: Physics I (Classical Mechanics) Taught by one of many instructors using the new Technology Enabled Active Learning (TEAL) format, this is the standard introductory physics course offered to freshmen at MIT. Held in one of two classrooms (the newest being in the basement of the famous Stata Center), the TEAL format offers a more hands-on approach that promotes group learning and collaboration. Students sit at tables of nine, each with three computers to form three learning groups per table. Using electronically-projected whiteboards and wireless answer devices (a virtual equivalent to raising your hand), students can follow along with the instructors lesson while utilizing their computers to explore the subject matter. This hands-on approach combines both lecture and recitation into single two-hour class periods. An online homework system called Mastering Physics is used extensively and allows for assignments to be due at various weekend times. :-) In these images, the students of Table 7 participate in a force experiment utilizing springs and elastic bands. 18.01: Calculus (single-variable) This is the standard introductory math course for freshmen at MIT, combining traditional subject matter of AP Calculus AB and AP Calculus BC into one semester. Lectures and recitations are one hour each and appear on alternating days, providing for a daily calculus experience. Many students instead enroll in an accelerated 18.01A/18.02A (Single and Multivariable Calculus) or 18.02 (Multivariable Calculus) class, as their pre-MIT math exposure was adequate enough to comprise some or all of 18.01s material. (recitation) 21W.784: Becoming Digital [Writing about Media Change] This writing class, designated Communication Intensive (CI), conveniently satisfies part of the freshman humanities requirement at MIT. If you pass the Freshman Essay Evaluation over the summer, or otherwise can waive it with Advanced Placement credit, a wide range of humanities classes is at your disposal through a summer lottery system. Becoming Digital, taught by Aden Evens, assistant professor of Writing and Humanistic Studies, considers the cultural, societal, and physical implications of the evolution and development of various forms of media. Formats include photography, film, television, music, and even the telephone. The class is new to MIT this year and has less than eighteen students. This course looks fascinating it should sit comfortably next to my advising seminar on my list of favorites for the year. East Campus sponsored a tasty ice cream dessert in the courtyard the other night, and looking around at the remnants of REX activities really helped drive home the notion that the school year is in full swing :- but hey, I didnt come to MIT to play around, anyway. Jon from Second East likes his ice cream. Back to you this weekend with a fun journey into late-night nourishment :-)

Approach to Research Studies - 1061 Words

Approach to Research Studies The field of social science typically applies the research methods of either qualitative or quantitative concept ( ). The quantitative research strategy incorporates approaches which emphasize on quantities. The quantitative method collects data, usually by numbers, and is evaluated by numerical and automated methods. The quantitative approach to research is primarily used in research in the field of physical science (book). However, the qualitative method customarily makes use of words to clarify extensive theories that cannot be apprehended statistically, for instance in such things as: an individual’s principles, state of mind, or objectives. The information that is composed, within the method of†¦show more content†¦Whereas, in the qualitative method, the quantity of participants in much smaller and signifies a purpose, meaning, the sampling of participants is prearranged as consistent foundations of the material being pursued after. The principal differences in the methods of research are found in the outcome of the conclusions and the way the conclusions are conveyed. The quantitative method uses the conclusions acquired in the study to prove a theory and endorse methods of to be taken with the subject of the study. The conclusions of a qualitative study are principally exploratory and strive to give clarifications and explanations of the study subject. Advantages and Disadvantages Both quantitative and qualitative research methods are significant in their own perspective, and they are not adversaries. By appreciating the wide nature of knowledge, the two methods allow for the research in diverse areas of studies with desired conclusions ( ). The quantitative method finds more application among physical sciences whereas; the qualitative method finds more use in the social sciences (book). The two methods of research allow for the variability in acquiring various materials, for example: some data is only relevant in the numerical sense, while some need the use of clarifications and observations. Research Strategies Different styles of research are employed in research to safeguard that the facts areShow MoreRelatedResearch : A Case Study Approach Essay1205 Words   |  5 PagesIntroduction to Research – A Case Study Approach Introduction to research creates a blueprint of psychological research intended for undergraduates at a fundamental level. Moreover, it explains the foundation of psychological research, which is aimed at achieving four key objectives, which if applied to our career goals, will provide self-improvement and increase our marketability. 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The heart is the focus of the study, while the circle defines the edge or boundary of the case. What is beyond the edge or boundary will not be studied. In other words, to qualify as a case study, you have to state the boundary or delimit what you want to study. For example, you haveRead MoreCase Study Approach Is Often Associated With Descriptive And Explanatory Research Essay1343 Words   |  6 PagesCase study approach is often associated with descriptive and explanatory research. The research problem is usually â€Å"how† and â€Å"why† problem, thus resulting in a descriptive or explanatory study (Cooper Schindler, 2011). How or why questions are being posed, when the focus is on a contemporary phenomenon within some real life context. Case studies usually provide qualitative rather than quantitative data for an alysis and interpretation (Yin, 2003). 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Case studies will be used as a research strategy as they are distinguished by their ability to investigate a phenomenon which, in this case, will be the upgrading heritage buildings through sustainableRead MoreThe Four Principles Of Mixed Methods Design968 Words   |  4 Pagesreflect on the four principles of mixed methods design (using a design that is fixed and/or emergent, using a mixed methods design approach, matching the design to the problem, and stating the reason for mixing methods) in regards to a planned study. This paper will briefly describe how these principles can be applied to the study. The paper will first describe the planned study. The Department of Defense (DOD) recently published updated instructions 8500.01 and 8510.01 in March of 2014. According to DODRead MoreThe Psyc 255 Course At Liberty University916 Words   |  4 Pagestechniques used for research and investigation of data in the behavioral science field. The eight week course itinerary is filled with assignments that direct the student toward a path that is filled with collective psychological research approaches and design methods. It offers fundamental familiarity about the American Psychologist Association (herewith called APA) ethical and legal requirements. Plus it directs a student toward comparing the APA’s standard methods used for the research theory processRead MoreThe Research Approach And Strategies1472 Words   |  6 PagesThe research method needs the research philosophy approach and strategies made use of to conduct the research. The study will make use of a research onion put forward by Saunders, Lewis Thornhill (2007) to direct and help in the development of knowledge that will answer the research questions. The figure below is an illustration of the Saunders et al. (2007) research onion. Figure 1: Research Onion Source: (Saunders, Lewis Thornhill, 2007) Research Philosophy Within the research onion put

Teaching ESL - Free Essay Example

Sample details Pages: 23 Words: 7031 Downloads: 4 Date added: 2017/06/26 Category Statistics Essay Did you like this example? CHAPTER ONE:  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   INTRODUCTION In Malaysian classroom, a teacher had a solid control in the classroom, the interaction pattern where the teacher selects a student to answer her questions is observed by Samuel (1982) in his study in a Malaysian school. This pattern occurred particularly when the teacher employed the questioning strategy during the course of teaching. After answering the teachers question, the student gave the turn back to the teacher (Samuel, 1982, p. 129). Hence if the teacher chooses this pattern of interaction, participation of students will be highly controlled by him or her. Don’t waste time! Our writers will create an original "Teaching ESL" essay for you Create order When having teachers in monologic interaction, the class instructional practices will be on structured, discipline but it kills the desire to learn from the child instinct and at the same time does not arouse the critical and the creativity of a child. And this is totally different from the knowledge of the policy because in Malaysia Education Policy, it is stated that a teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s jobs is to nurture the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s critical and creative thinking. When a lesson that is supposed to practice on communicative language teaching ends with the teacher instructing and being authoritative in the class, it kills the desire to learn. In his findings, Ruzlan (2007) further found that all the questions posed by the teachers were the closed-ended in nature, where the children were anticipated to arrive at certain answers expected by the teachers only. At the same time, it was found that the majority of questions set by EFL and Science as content taught in English classes were low level and factual, and not designed to encourage critical thinking on the part of learners. Again, there was a mismatch between what is stipulated by the national curriculum and how teachers actually teach in terms of posing questions. While national policy stipulates helping learners become critical thinkers, teachers seems concern with others, short term goal. For instance teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ belief about their studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ academic needs and what they should do is tailoring their questions to align with examination purposes at a low level factual category (Habsah Hussin, 2006). It is proven that the practice of the policy is more on finishing the structured syllabus prepared by the school curriculum division rather than full filling the philosophy of education that is in building the students with the efforts towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. With this issues, enlighten the researcher to explore the basic of the education teacher training. What has been practiced in schools reflects on the training of the teacher in teacher training institution. Is it the system or the implementation of it that caused the mismatched in the instructional practices? What is supposed to be done? What has been practiced in the teaching institution? The approaches practiced on the trainees. Does the traineeà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to pose questions and interact with the students from the pedagogical aspects and methodological approach being prompt and develop? Do the trainers play their role as the facilitator and the mediator of the knowledge in ensuring the blooming of the beginner teachers? The trainers have to play their important role well in shaping the student teacher in becoming an excellent teacher. They should model the trainees in the instructional practices in college. Being the expertise, the trainers should be well prepared with various approaches in exploring the student teacher ability in learning the English language in order to become a capable and competent English teacher. 1.1 Purpose Of the Study The purpose of this study is to investigate the trainers in implementing their instructional practice in order to help the trainees to become effective second language teacher. As an ESL teacher and a second language learner, the researcher believes that interaction is the key to second language learning. Second language learners need comprehensible input, need to be in situations that provide maximum personal involvement in the communication and need opportunities to use the target language in social interactions. The learning of a language centres on the use of the language for communicative purposes. Alexander (2004) suggests that the basic repertoire of classroom talk is unlikely to offer the types of cognitive challenge required to extend studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ thinking. In contrast, he characterizes an approach he describes as dialogic teaching which is collective, reciprocal, supportive, cumulative and purposeful. However, these types of talk are less frequently encountere d in classrooms (Mroz et al., 2000). Dialogic pedagogies aim for classroom interactions that involve more than superficial participation. They are exemplified by the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s uptake of student ideas, authentic questions and the opportunity for students to change or modify the course of instruction (Nystrand et al., 2003). Teachers relinquish some measure of control of the trajectory of the lesson as pupils are offered a degree of collaborative influence over the co-construction of knowledge. 1.2 Importance of the study This study is important in four ways. First, as an eye opening to the concept of dialogic approach in the training institution and it is focusing on the classroom interaction between the trainees and the trainer in the class from the socio-cultural theory approach. Second, it gives a holistic view on what is happening in the class and what could be done to help the trainees to become competent user of the English Language learner. Third, it will trigger the needs for the trainers to have a series of cascade training organized by the Teacher Education Division, Malaysia in order to share, improve their approaches in class and vary their instructional teaching before they start teaching the trainees. Fourth, it will establish the culture of sharing and collaboration among the lecturers in the training institute. It requires the teachers to work collaboratively, to open their classroom for observation, critical reviews and discussion with peers. Lastly, it is focusing on the professional development of the trainers in providing the best approaches in exploring the best approach and varies their pedagogical approach in a second language learning class. 1.3  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Research Questions. 1. To what extent do lecturers interact with students to develop their participation in classroom discourse? 2. How are the lecturers developing the English Language competency and critical thinking skills of students through the interaction in class? 3. How do lecturers evaluate their instructional teaching practices? 4. What impact has the Communicative Language Teaching had on the teaching practices to promote a dialogic pedagogy? 5. How useful is a dialogic approach to staff professional development? 1.4   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Objectives of the study were as follows; 1. To measure the ways lecturers interact with the students to develop their participation in class.   2. To identify how lecturers develop English Language competency and critical thinking skills through the interaction in class. 3. To explore the lecturersà ¢Ã¢â€š ¬Ã¢â€ž ¢ instructional practices in second language learning class. 4. To explore the impact of the communicative language teaching policy on language learning in teacher training institutions. 5. To explore the usefulness of a dialogic approach to staff development in teacher training institutions. 1.5. Methodology Research design The focus of the study is to look at the quality of classroom interaction between the lecturer and the trainees. The literature has offered a wide array of descriptions and definitions of the case study, for example: à ¢Ã¢â€š ¬Ã…“a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context à ¢Ã¢â€š ¬Ã‚ ¦in which multiple sources of evidence are usedà ¢Ã¢â€š ¬? (Yin, 1984:23), à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦the qualitative case study can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unità ¢Ã¢â€š ¬? (Merriam, 1988:16). Different from other research studies which aim for generalizable findings, case studies aim for à ¢Ã¢â€š ¬Ã…“an understanding of the particular case, in its idiosyncrasy, in its complexityà ¢Ã¢â€š ¬? (Stake, 1988:256). The case study aligns with my research objectives. It is focused on the two TESL lecturers, the researcher and their respective classes. The study is the interactive instructional practices of the two teachers, the researcher and their students. In order to provide a detailed and in-depth analytical description of the interactive features of the two cases, the researcher have to be into the research site and collected data from multiple sources in a naturalistic setting, namely, in a setting where teacher-student interaction occurs as it actually is. The main purpose of the study was not to attempt to generalize the conclusions to a larger population but to gain a thorough and in-depth understanding of the topic at issue. At the same time a combination of sociolinguistic and ethnographic perspectives has been taken to approach the above research questions.   Data was collected using a range of techniques: interviewing, classroom observation, audio- and video-taping, oral report and stimulated reflection. The sample for the researcher came from the teacher training institution that is situated in Ipoh, between the Bachelor of Education Twinning program UK-MOEM (Ministry Of Education, Malaysia) and the English Language lecturers. Many teachers, even experienced ones, are not always aware of the nature of their interactions with individual students. Consequently, one of the most important purposes of systematic classroom observation is to improve teachers classroom instruction. Feedback from individual classroom profiles derived from systematic observations has been found to help teachers understand their own strengths and weaknesses, and have consequently enabled them to significantly improve their instruction. Through feedback, teachers can become aware of how their classroom functions and thus bring about changes they desire. This process typically involves having trained observers systematically observe teachers and their students in their classrooms and later providing teachers with information about their instruction in clinical sessions. This approach is based on the assumption that teachers value accurate information that they can use to improve their instruction. CHAPTER TWO  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   LITERATURE REVIEW. This chapter will be reviewed the discussion on the theoretical ground on second language acquisition, the approach in the classroom, the student teacher interaction and the instructional pattern of communication being implemented in the classroom. 2.1  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Socio-cultural theory Introduction Vygotsky (1896-1934) is one of the Russian psychologists whose ideas have influenced the field of educational psychology and the field of education as whole. He argues for the uniqueness of the social milieu and regards sociocultural settings as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. According to Vygotsky (1978 cited Lantolf 2000), the socio-cultural environment presents the child with a variety of tasks and demands, and engages the child in his world through the tools. In the early stages, Vygotsky claims that the child is completely dependent on other people, usually the parents, who initiate the childà ¢Ã¢â€š ¬Ã… ¸s actions by instructing him/her as to what to do, how to do it, as well as what not to do. Parents, as representatives of the culture and the conduit through which the culture passes into the child, actualise these instructions primarily through language. On the question of how do children then appropriate these cultural and social heritages, Vygotsky (1978 cited Wertsch 1985) states that the child acquires knowledge through contacts and interactions with people as the first step (inter-psychological plane), then later assimilates and internalises this knowledge adding his personal value to it (intra-psychological plane). This transition from social to personal property according to Vygotsky is not a mere copy, but a transformation of what had been learnt through interaction, into personal values. Vygotsky claims that this is what also happens in schools. Students do not merely copy teachers capabilities; rather they transform what teachers offer them during the processes of appropriation. Lantolf et al. (1994) indicate that the latter understanding of consciousness in the field of teaching is embodied in the concept of meta-cognition, which, according to him, incorporates functions such as planning, voluntary attention, logical memory, problem solving and evaluation. Williams and Burden (1997) claim that socio-cultural theory advocates that education should be concerned à ¢Ã¢â€š ¬Ã…“not just with theories of instruction, but with learning to learn, developing skills and strategies to continue to learn, with making learning experiences meaningful and relevant to the individual, with developing and growing as a whole personà ¢Ã¢â€š ¬?. They claim that the theory asserts that education can never be value-free; it must be underpinned by a set of beliefs about the kind of society that is being constructed and the kinds of explicit and implicit messages that will best convey those beliefs. These beliefs should be manifest also in the ways in which teachers interact with students. Socio-cultural theory has a holistic view about the act of learning. Williams Burden (1997) claim that the theory opposes the idea of the discrete teaching of skills and argues that meaning should constitute the central aspects of any unit of study. Any unit of study should be presented in all its complexity rather than skills and knowledge presented in isolation. The theory emphasizes the importance of what the learner brings to any learning situation as an active meaning-maker and problem-solver. It acknowledges the dynamic nature of the interplay between teachers, learners and tasks and provides a view of learning as arising from interactions with others. According to Ellis (2000), socio-cultural theory assumes that learning arises not through interaction but in interaction. Learners first succeed in performing a new task with the help of another person and then internalise this task so that they can perform it on their own. In this way, social interaction is advocated to mediate learning. According to Ellis, the theory goes further to say interactions that successfully mediate learning are those in which the learners scaffold the new tasks. However, one of the most important contributions of the theory is the distinction Vygotsky made between the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s actual and potential levels of development or what he calls Zone of Proximal Development (ZPD). The Zone of Proximal Development (ZPD) Lantolf (2002), Wertsch (1985) and Shayer (2002) claim that Vygotskyà ¢Ã¢â€š ¬Ã¢â€ž ¢s introduction of the notion of the ZPD was due to his dissatisfaction with two practical issues in educational psychology: the first is the assessment of a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s intellectual abilities and the second is the evaluation of the instructional practices. With respect to the first issue, Vygotsky believes that the established techniques of testing only determine the actual level of development, but do not measure the potential ability of the child. In his view, psychology should address the issue of predicting a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s future growth, à ¢Ã¢â€š ¬Ã…“what he/she not yet isà ¢Ã¢â€š ¬?. Because of the value Vygotsky attached to the importance of predicting a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s future capabilities, he formulated the concept of ZPD which he defines as à ¢Ã¢â€š ¬Ã…“the distance between a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s actual developmental level as determined by independ ent problem solving, and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peersà ¢Ã¢â€š ¬? Wertsch (1985, P. 60). According to him, ZPD helps in determining a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s mental functions that have not yet matured but are in the process of maturation, functions that are currently in an embryonic state, but will mature tomorrow. Moreover, he claims that the study of ZPD is also important, because it is the dynamic region of sensitivity in which the transition from inter-psychological to intra-psychological functioning takes place. Shayer (2002) claims that a crucial feature of learning according to Vygotsky is that it creates a ZPD, that is to say, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalised, they become part of the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s independent developmental achievement. Vygotsky advocates that ZPD is not the role of instruction alone, but developmental (biological) factors do have a role to play. It is jointly determined by the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s level of development and the form of instruction involved. According to him, instruction and development do not directly coincide, but represent two processes that exist in a very complex interrelationship. He argues that the child can operate à ¢Ã¢â€š ¬Ã…“only within certain limits that are strictly fixed by the state of the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s development and inte llectual possibilitiesà ¢Ã¢â€š ¬?. Mediation As in Feuerteinà ¢Ã¢â€š ¬Ã… ¸s theory (Williams and Burden 1997), mediation is central to Vygotskyà ¢Ã¢â€š ¬Ã… ¸s socio-cultural theory. Mediation according to Vygotsky refers to the part played by other significant people in the learnersà ¢Ã¢â€š ¬Ã… ¸ lives, people who enhance their learning by selecting and shaping the learning experiences presented to them. Vygotsky (1978 cited Wertsch 1985) claims that the secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge. This involves helping the learner to move into and through the next layer of knowledge or understanding. Vygotsky also regard tools as mediators and one of the important tools is language. The use of language to help learners move into and through their ZPD is of great significance to socio-cultural theory. Kozulin et al. (1995) claim that Vygotsky considers the learning process as not a solitary exploration of the environment by the child on his own, but as a process of the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s appropriation of the methods of actions that exist in a given culture. In the process of appropriation, symbolic tools or artefacts play a crucial role. Kozulin (2002) categorises mediators into two categories: human and symbolic. According to him, human mediation usually tries to answer the question concerning what kind of involvement on the part of the adult is effective in enhancing the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance; while symbolic mediation deals with what changes in the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance can be brought about by the introduction of the child to symbolic tools-mediators. Scaffolding According to Donato (1994) scaffolding is a concept that derives from cognitive psychology and L1 research. It states that in a social interaction, a knowledgeable participant can create by means of speech and supportive conditions in which the student (novice) can participate in and extend current skills and knowledge to a high level of competence. In an educational context, however, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility to the students. According to McKenzie, (1999) scaffolding provides the following advantages: a) It provides clear directions for students b) It clarifies purpose of the task c) It keeps students on task d) It offers assessment to clarify expectations e) It points students to worthy sources f) It reduces uncertainty, surprise and disappointment g) It delivers efficiency h) It creates momentum According to Rogoff (1990 in Donato, 1994), scaffolding implies the expertà ¢Ã¢â€š ¬Ã¢â€ž ¢s active stance towards continual revisions of the scaffolding in response to the emerging capabilities of the learner, and a learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s error or limited capabilities can be a signal for the adult to upgrade the scaffolding. As the learner begins to take on more responsibility for the task, the adult dismantles the scaffold indicating that the child has benefited from the assisted performance and internalised the problem-solving processes provided by the previous scaffold episode. Wertsch (1979a cited Donato 1994) claims that scaffold performance is a dialogically constituted inter-psychological mechanism that promotes the learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s internalisation of knowledge co-constructed in shared activity. Donato (1994) advocates that in an L2 classroom, collaborative work among language learners provides the same opportunity for scaffold help as in expert-novice relation ships in the everyday setting. Van Lier (1988 cited Donato 1994) states that L2 teaching methodology can benefit from a study of L1 scaffolding to understand how classroom activities already tacitly employ such tactics. The study of scaffolding in L2 research according to Donato has focused exclusively on how language teachers provide guided assistance to learners. 2.2  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Classroom interaction in socio-cultural theory A socio-cultural theory was pioneered by Vgotsky (1978) and the core of the theory is the proposition that cognitive development originates in social interaction. Vgotsky (1981) formulated the trajectory of cognitive development as from the inter-psychological plane to the intra-psychological plane by saying: Any function in the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s cultural development appears twice, or in two planes: first, it appears on the social plane, and then on the psychological plane; first it appears between people as an inter-psychological category, and then within the child as an intra-psychological category. This is equally true with regard to voluntary attention, logical memory and the formation of concepts and the development of volition (p.163). In other words, learning first takes place between a child and an expert (e.g. the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s parent) when they engage in joint under-taking. The expert assists the young child to appropriate his greater knowledge or skills in relation to the task at hand and gradually hands over the task to the young child. The child internalizes what he gained and transformed it into his own resources that can be used for individual thinking and problem solving. It is mainly mediated by means of talk. 2.3.   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Classroom interactions Constructivism Related to Questioning and Conversation Constructivism plays a key role in effective classroom conversations and differs from classrooms filled with traditional conversations. Schulte (1996) argued that à ¢Ã¢â€š ¬Ã…“Constructivist teachers must observe the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ actions and listen to their views without making judgments or trying to correct answersà ¢Ã¢â€š ¬? (p. 27). This differs from the traditional classroom where students are passive learners and wait for the teacher to give correct answers (Schulte, 1996). In contrast, constructivist classroom teachers must listen to students and help make connections between what they are thinking and what others are thinking during the same experience (Duckworth, 2006). Teachers must also make connections for learners between the learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s understandings and the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s understandings (Duckworth, 2006). Instead of giving lectures and expecting students to regurgitate what has been lectured, teachers must show students how to listen to others and question ideas when they are unknown (Duckworth, 2006). Teachers must make their actions known to students by using explicit language, modelling the thinking process, and allowing students to think aloud about new ideas (Bodrova Leong, 1996). Lambert, etal. (2002) supported the idea of sharing thoughts and ideas by stating, à ¢Ã¢â€š ¬Ã…“In a constructivist conversation, each individual comes to understand the purpose of talk, since the relationship is one of reciprocityà ¢Ã¢â€š ¬? (p. 65). Constructivist teaching allows students to actively participate in their learning versus the traditional idea of passively receiving information. It allows teachers and students to synthesize their knowledge in order to create new meanings. Classroom discourse based on a constructivistà ¢Ã¢â€š ¬Ã¢â€ž ¢s view of learning involves student participation. This was explained by Hartman (1996) when stated, à ¢Ã¢â€š ¬Ã…“As seen through Vygotskyà ¢Ã¢â€š ¬Ã¢â€ž ¢s views, classroom discourse is socially meaningful activity because it creates a situation in which all students can and are encouraged to participate not only by the teacher, but by the other students as wellà ¢Ã¢â€š ¬? (p. 99). Students are encouraged to share their ideas with others to help clarify their thoughts and make adjustments to their understandings (Schulte, 1996). Student participation means that teachers hand over control of classroom conversations and allow students to express their thinking aloud. This results in the student having the final word at times and helps the student create his or her own understanding instead of receiving the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s understanding of ideas (Duckworth, 2006). When students are allowed to explain their t hinking they must learn to be explicit and clear so others will understand them; that results in deeper understanding (Bodrova Leong, 1996). Student participation during classroom discourse allows students to practice problem-solving and decision-making skills that will help improve their leadership ability as adults. In Dantonio and Beisenherzà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2001) book Learning to Question, Questioning to Learn, constructivist classroom discussions are referred to as instructional conversations. In an instructional conversation, a teacher is skilful in facilitating talk that promotes student thinking. Students require guided practice in order to respond in a manner that leads to a deeper understanding of subject matter. With guidance, students learn to enhance the quality of their thinking through the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s effective use of questions. In line with Vygotskyà ¢Ã¢â€š ¬Ã¢â€ž ¢s zone of proximal development, instructional conversations provide students with opportunities to do today with help what can be done independently tomorrow. Teachers and students work together to create new meanings and understandings through effective questioning and higher level learner responses. Classroom discourse holds various meanings but definitions found in the literature hold a common ground: classroom discourse is talk between two or more persons that may or may not lead to a new understanding (Cazden, 2001; Mroz, Smith Hardman, 2000). Two definitions of classroom discourse were given by Cazden (1998). She described discourse as conversations where participants are having the same talk. Discourse was also described as an understanding that occurs when participants take different positions in different talks at the same time. In their research findings, Edwards and Mercer (1987) described classroom discourse as the talk that occurs between two or more people that usually consists of a teacher and one or more students. Additional researchers defined classroom discourse in their studies. Skidmore, Perez-Parent, and Arnfield (2003) proclaimed that classroom discourse contrasts to every day conversation because students must wait for their turn while patiently raising their hand. In everyday conversation people speak to one another at will to express their ideas and understandings. Similarly, Townsend and Pace (2005) noted that classroom discourse that is directed by one person, usually the teacher, results in students repeating predetermined ideas or mere facts. It contrasts to classrooms where students are given opportunities to explore higher level questions and engage in meaning making activities (Townsend Pace, 2005). Skidmore (1999) referred to traditional classroom discourse as, à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã¢â€ž ¢pedagogical dialogue,à ¢Ã¢â€š ¬Ã¢â€ž ¢ in which someone who knows the truth instructs someone who is in error, and which is characterised by a tendency towards the use of authoritative discourse on the part of the teacherà ¢Ã¢â€š ¬? (p. 17). All of these examples of classroom discourse vary from everyday conversations because students are subjected to waiting for a turn to give factual information. Researchers of classroom discourse refer to teacher dictated conversations as a traditional pattern of talk. 2.4  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Research Studies on Classroom Interaction Many studies on classroom interactions focused on teacher questions, learner responses, or the effect of questions on student achievement. Studies by Redfield and Rousseau (1981), Chin (2006), Wells and Arauz (2006), Boyd and Rubin (2006), Myhill and Dunkin (2005), and Schleppenbach, Perry, and Miller (2007) were reviewed, compared, and contrasted. Redfield and Rousseau (1981) analyzed 20 studies on the effect of teacher questioning on student achievement. Redfield and Rousseau (1981) wanted to create a meta-analysis of data from the studies to determine the impact of program monitoring, experimental validity, and level of teacher questioning. All of the studies were experimental or quasi-experimental in nature. Quantitative tools were used to measure the effect size in each study. Redfield and Rousseau (1981) completed their research by stating, à ¢Ã¢â€š ¬Ã…“Hence, it may be concluded that small-scale studies of teacher questioning behaviour have allowed for greater experimental control than large-scale studiesà ¢Ã¢â€š ¬? (p. 242).It was found that teachers that predominately used higher cognitive questions had a positive effect on student achievement, and teachers that were trained in effective questions and used higher cognitive questions greatly affected their studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ achievement. Chin (2006) conducted a study focused on teacher questions and feedback to learner responses during science lessons. She wanted to analyze the type of talk that occurs during science lessons, find out how teachers use questioning to engage students, and identify the various types of feedback teachers give to learners during an initiation response-feedback exchange of talk. Chin (2006) gathered data from two science classrooms in Singapore during 14 lessons. To explain the data analysis, Chin (2006) explained, à ¢Ã¢â€š ¬Ã…“A à ¢Ã¢â€š ¬Ã‹Å"questioning-based discourseà ¢Ã¢â€š ¬Ã¢â€ž ¢ analytical framework was developed for the description and analysis of classroom discourse in science, with a focus on questioning based practicesà ¢Ã¢â€š ¬? (p. 1334). It was found that when the teacher provided feedback in the form of subsequent questions that built upon a studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s response, acknowledgement of a studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s response, or a restatement of a studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s response, students responded at a level beyond recall. Chin (2006) concluded that à ¢Ã¢â€š ¬Ã…“Students can be stretched mentally through sensitive teacher-led but not teacher dominated discourse. Wells and Arauz (2006) conducted a mixed-methods study examining the growth of teachers toward a dialogic stance of classroom interaction versus the traditional IRF pattern over a period of time. As part of the quantitative analysis in this study, classroom interactions were recorded, transcribed, and coded. The research took place over a 7 year period in 12 classrooms. It was found that teachers continued to teach using the traditional IRF pattern of discourse even when attempting to move toward a dialogic stance. Wells and Arauz (2006) concluded: What matters for the quality of interaction, it seems, is not so much how the sequence starts, but how it develops, and this, as we have argued, depends critically on the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s choice of roles and on how he or she utilizes the follow up move. (p. 421). These results were similar to Chinà ¢Ã¢â€š ¬Ã¢â€ž ¢s results on teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s follow-up feedback to learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ responses. Boyd and Rubin (2006) conducted research in an English language learners (ELL) science classroom over a 6 week period to see how a teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s choice of questions leads to lengthier and more elaborated responses from students. Classroom interactions were recorded, transcribed, and coded for six weeks with a focus on the length of student responses and the types of questions (display, authentic, clarification) asked by the teacher. It was found that the type of teacher question did not affect the length of responses by students. It was the contingency of questions upon learner responses that made a difference in the length the next learner response. Eighty eight percent of contingent display questions resulted in elaborated learner responses. The display questions required answers the teacher already knew, but she asked them as a follow-up to a studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s response. Like Chin (2006) and Wells and Arauz (2006), Boyd and Rubin (2006) found a teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s follow-up reply to a learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s response was more important than the type of question asked by the teacher. The question type was irrelevant as long as the teacher kept the flow of the conversation going based on what the students were thinking and saying. Myhill and Dunkin (2005) collected data from 54 teaching lessons to determine how the role of questions supported or extended studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning experiences. Videotaped lessons were transcribed and coded using a grounded theory approach. Questions were coded based on their type and function within the classroom interaction. Myhill and Dunkin (2005) found that most questions asked by the teacher were factual questions and did not require more than recitation by the students. They concluded that à ¢Ã¢â€š ¬Ã…“The analysis indicates by far the most common form of question is the factual question and the most common function of questions is factual elicitationà ¢Ã¢â€š ¬? (Myhill Dunkin, 2005, p. 420). It was also found that teachers asked questions that built on understanding more often in literacy than any other subject. Although some of the factual questions elicited student thinking, they did not produce lengthy student response. Myhill and Dunkin (2005) concluded that teachers must find a way to let go of the control of discourse in the classroom and allow more time for students to simply speak. Unlike the other studies mentioned, the researchers felt that the type of question does affect the type of learner response given. CHAPTER THREE  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   RESEARCH DESIGN AND METHODOLOGY This chapter is meant for the discussion of the methodology used for the propose study including the data à ¢Ã¢â€š ¬Ã¢â‚¬Å"collection techniques employed. 3.1  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Research purpose The aim of the research is to investigate the quality of student teacher interaction in the TESL Twinning Program in Teacher Training Institutions in the light of communicative language teaching in order to understand the knowledge construction process of student teacher interaction in teacher fronted class time and identify the contextual issues which shape the interaction and then to give the implication for future teaching practices. 3.2  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Case study The case study aligns with my research objectives. My study focused on three single entities, namely two teachers, the researcher itself and their respective classes. The phenomenon studied was the interactive behaviors of the three teachers and their students. In order to provide a detailed and in depth analytical description of the interactive features of the three cases, the researcher went to the research site and collected data from multiple sources in a naturalistic setting namely, in a setting where student teacher interaction occurs as it is. The main purpose of the study is not to generalize the conclusions to a larger population but to gain a through and in depth understanding of the topic at issue and to develop new or revised approach which provide for further research. Data was collected using a range of techniques: interviewing, classroom observing, audio- and video-taping, oral report and stimulated reflection. Halkes and Olsen, cited in Richards and Lockhart (1994:29), suggest that à ¢Ã¢â€š ¬Ã…“looking from a teacher thinking perspective at teaching and learning, one is not so much striving for the disclosure of the effective teacher, but for the explanations and understanding of teaching processes as they are. After all, it is the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s subjective school related knowledge which determines for the most part what happens in the classroom; whether the teacher can articulate his/her knowledge or not.à ¢Ã¢â€š ¬? Consequently before embarking on classroom observation an initial meeting was set up between the teacher and the observer. This is quite a challenge for the observer to gain the permission especially to enter the class because it is a common norm for teachers in Malaysia; they tend to work independently or in isolating. By having a meeting before hand and asking voluntarily from the lecturer to take part in the study and the consent letter from the Ministry of Education, Malaysia is a must for the observer This was done in order to create a friendly working relationship and to learn about the class and the teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s belief and her approaches to teaching. A discussion among the teachers involved in the case studies during classroom context is recorded. The researcher will work together with the teachers in the classroom context and the discussion on the critical moment that being video tapped shall be discussed and the exchange of ideas will help to improve the teaching techniques for both parties. At the same time, the lecturers also will observe the observer handling lessons and having a discussion on the teaching approach being used. The study involves four distinctive phase (Table One) Table 1.Time table for study Phase   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Main activities Time Phase One * Review of relevant literature * Identification of sample-five lecturers and TESL A * Field note on classroom observation Jan- Dec 2009 August 2009 Phase Two * Pilot study-classroom observation April-June 2010 Phase Three * Analysis Data, rewrite April-Dec 2010 Phase Four * Final Feb-Oct 2011 3.2.1  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Phase One. The researcher carried out classroom observation on teacherà ¢Ã¢â€š ¬Ã¢â€ž ¢s instructional practice in ESL classroom. The classes were observed very carefully during a week period for 3 times (for every lecturer. Consent was given from the Director of the College for the researcher to enter the class and observe the lesson. During the observation, the researcher took notes of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ instructional practices in class (I-R-F) and studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ participation in teacher fronted questions was also observed. From my observation, the students were asking the teacher to give more explanation on the topic given (grammar) and they were very active in the class activities. The students were able to present the introductory of the lesson à ¢Ã¢â€š ¬Ã…“reported speechà ¢Ã¢â€š ¬? in group. The teacher acts as a facilitator but then again still control the dialogue of the group presentation. On my findings it is true, that the lecturer did use the IRF method in the class and the type of questions being post to the students, do not prompt the student ability in critical thinking and the type of the questions being asked is the type of low level question. If there is an up take, the teacher tends to simplified the questions and do not expand the question being raised by the students. Teachers still control the lesson and accepting answers in chorus. I end my pre-pilot study for about a month in my college and I will be coming back for the actual study in March 2010. Hopefully things will turn out to be better this time with new findings and good rapport of the lecturers for the betterment of the teaching practices. 3.2.2  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Phase Two. Pilot Study Schedule (Weeks ) 13 29.03.2010 02.04.2010 Field-notes 14 05.04.2010 09.04.2010 Field-notes 15 12.04.2010 16.04.2010 Classroom observation, video tapping 16 19.04.2010 23.04.2010 Classroom observation, videotaping, In house discussion 17 26.04.2010 30.04.2010 Classroom Observation, video taping In house discussion 18 03.05.2010 10.05.2010 Discussion on the selected critical moments. ( self reflection) * The study will take about two months in the classroom observation and the researcher will have a discussion with the selected lecturers who is willingly to get involved in the study and their teaching is going to be recorded and interview will be conducted to validate and extend the researcherà ¢Ã¢â€š ¬Ã¢â€ž ¢s interpretations of in-person observation. It provides the researcher with additional data that can be used to refine interpretations based on participant observations(Lancy,1993:LincolnGuba,1985;Rathclif,199) * The researcher is involved in the study and her teaching is going to be recorded and parts of her teaching is going to be selected by the group and discussed on the aspect of pedagogical approach. The discussion will be in the light of dialogic teaching and how it could be aligned with the communicative language teaching. * At the same time, the other two lecturers also who is willingly to take part in the study will have the opportunity to reflect on their teaching and evaluate on their own strength and weakness on certain approach in the content based teaching. * By having a dialogic discussion on the teaching aspects, the researcher hope it will create   a culture of working together and exchanging approach in teaching practices. REFERENCES Amidon, E. Flanders, N. (1967). Interaction analysis as a feedback system. In E. J.   Ãƒâ€šÃ‚   Amidon J.B. Hough (Eds.), Interaction analysis: Theory, research, and   Ãƒâ€šÃ‚   application (pp. 121-140). Reading, MA: Addison-Wesley. Bodrova, E., Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Prentice Hall. Burns, C. Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 35-49. Busher, H. (2002). Ethics of research in education. In M. Coleman A.R.J. Briggs (Eds.), Research methods in educational leadership and management, (pp. 73- 89). London: SAGE Publications. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Cazden, C. B. (1998, March). Two meanings of à ¢Ã¢â€š ¬Ã‹Å"discourseà ¢Ã¢â€š ¬Ã¢â€ž ¢. Paper presented at the Plenary Panel of Past Presidents at the AAAL Annual Conference, Seattle, WA. Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ responses. International Journal of Science Education, 28(11), 1315- 1346. Dantonio, M. Beisenherz, P. C. (2001). Learning to question, questioning to learn: Developing effective teacher questioning practices. Boston, MA: Allyn and Bacon. Dantonio, M. Paradise, L. V. (1988). Teacher question-answer strategy and the cognitive correspondence between teacher questions and learner responses. Journal of Research and Development in Education, 21(3), 71-75. Dantonio, M. (1990). How can we create thinkers? Questioning strategies that work for teachers. Bloomington, IN: National Education Service. Duckworth, E. (2006). The having of wonderful ideas: And other essays on teaching and learning (3rd ed.). New York: Teachers College Press. Ellis, R., 2000. Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220 Edwards, A. D. Westgate, D. P. G. (1994). Investigating classroom talk. London: The Falmer Press. Edwards, D. (1993). But what do children really think? Discourse analysis and conceptual content in childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s talk. Cognition and Instruction, 11(3), 207-225. Edwards, D. Mercer, N. (1987). Common knowledge. New York: Methuen Company. Flanders, N. A. (1967). Some relationships among teacher influence, pupil attitudes and achievement. In E.J. Amidon J.B. Hough (Eds.), Interaction analysis: Theory, research, and application (pp. 121-140). Reading, MA: Addison-Wesley. Flanders, N. A. (1967). Intent, action, and feedback: A preparation for teaching. In E.J. Amidon J.B. Hough (Eds.), Interaction analysis: Theory, research, and application (pp. 283-294). Reading, MA: Addison-Wesley. Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-17. Galton, M., Hargreaves, L., Comber, C., Wall, D., Pell, T. (1999). Changes in patterns of teacher interaction in primary classrooms: 1976-96. British Educational Research Journal, 25(1), 23-37. Hardman, F. Mroz, M. (1999). Post-16 English teaching: From recitation to discussion. Educational Review, 51(3), 283-293. Hartman, M. (1996). Thinking and learning in classroom discourse. Volta Review 98(3), 93-106. Kozulin, A., 2002. Sociocultural theory and the mediated learning experience. School Psychology International, Sage Publications Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Philadelphia, PA: Multilingual Matters, LTD. Mroz, M., Smith, F., Hardman, F. (2000). The discourse of the literacy hour. Cambridge Journal of Education, 30(3), 379-390. Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education, 21, 19-41. Myhill, D. Warren, P. (2005). Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review, 57(1), 55-69. Myhill, D. Dunkin, F. (2005). Questioning learning. Language and Education, 19(5), 415-427. Myhill, D. (2003). Principled understanding? Teaching the active and passive voice. Language and Education, 17(5), 355-370. Redfield, D. L. Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51(2), 237-245. Rogoff, B., 1990. Apprenticeship in thinking, cognitive development in social context. USA: Oxford University Press Schleppenbach, M., Perry, M., Miller, K. F. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. classrooms. Journal of Educational Psychology, 99(2), 380-396. Schmoker, M. (2007). Reading, writing, and thinking for all. Educational Leadership, 64(7), 63-66. Schulte, P. L. (1996). A definition of constructivism. Science Scope, 20(3), 25-27. Shayer, M., 2002. Not just Piaget, not just Vygotsky, and certainly not Vygotsky as an alternative to Piaget. In: Shayer, M., ed. Learning intelligence, cognitive acceleration across the curriculum from 5 to 15 years. UK: Open University Press Skidmore, D. (1999, September). The dialogue of spoken word and written word. Paper presented at the annual conference of the British Educational Research Association, University of Sussex at Brighton. Townsend, J. S. Pace, B. G. (2005). The many faces of Gertrude: Opening and closing possibilities in classroom talk. International Reading Association, 48(7), 594-605. Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: Massachusetts Institute of Technology. Wells, G. Arauz, R. M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 14(3), 379-428. Wertsch, J., 1985. Vygotsky and the social formation of mind. UK: Harvard University Press Williams, M. and Burden, R., 1997. Psychology for language teachers, a social constructivist approach. UK: Cambridge University Press 1

The Real Lincoln A New Look At Abraham Lincoln - 1757 Words

In Thomas Dilorenzo’s controversial book, The Real Lincoln: A New Look at Abraham Lincoln, His Agenda, and an Unnecessary War, a new light is shed upon the historic President Lincoln. It challenges ideas and beliefs that students are taught in grade school, and incorporates a new way of thinking. Above all, this book provides insight into the real life of Lincoln, and remains controversial due to its impeding and harsh criticisms. Dilorenzo, an economic historian, is often questioned about his ethics and credibility to write such a critical book. There are different branches within the historical field of study. The economy plays into society and government today, as it plays a major role in our history. The economy is a substantial part†¦show more content†¦Shortly following the first few sentences, Dilorenzo immediately challenges what most people know about Lincoln by saying that the works composed about him are a myth. Most assume that Lincoln was a noble politici an, supporting the American way of life. However, Dilorenzo states that Lincoln â€Å"seethed in frustration for many years over how the Constitution stood in the way of his political ambitions† (3). This accusation proposes the notion that Lincoln was not a patriotic American man, but a selfish politician only concerned with his own political agenda. Also, many students are taught that Lincoln was an advocate for the abolition of slavery. However, Dilorenzo argues that Lincoln was â€Å"opposed to political or social equality of the races† (3). A pro-abolitionist strongly supports the equality of the races, whereas Lincoln supposedly does not. The next chapter in Dilorenzo’s book tells of Lincoln’s actual opposition to the equality of the races. At young ages in developmental history classes, elementary students are taught that Lincoln supported the abolition of slavery and fought for slaves’ rights. Dilorenzo again strongly challenges this idea. In fact, â€Å"[Lincoln] developed plans to send every last black person to Africa, Haiti, Central America – anywhere but the United States† (17). This idea is better known as colonization. Colonization is a term used to describe

Conceptual Framework of Accounting †Free Samples to Students

Question: Discuss about the Conceptual Framework of Accounting. Answer: Introduction: Accounting is the art which help in classifying the transactions, recording the same in the books of accounts, summarizing it, reporting in the form of financial statements and then analyzing and making interpretation out of the results. Thus, accounting plays very important role for the success of any form of organization (Deegan, 2014). Conceptual framework of accounting is defined as the framework which has been laid out with the objective and purpose to facilitates the correct and accurate measurement of assets and liabilities at the year end and the proper recognition of the income and expenses for the reporting year. The framework consists of the regulatory framework which is governed by the statutes, laws, acts, rules and regulations of the country. Conceptual framework of accounting has three main features: Faithful representation The financial statements shall be prepared and disclosed in the manner in the way it is required to be prepared. Relevance The financial statements shall be relevant for the users of the financial statements Reliability The financial statements so prepared shall be reliable enough so that the users of the financial statements including the stakeholders thereon can get maximum information out of it and will be able to make an effective and efficient decision (Capital Markets Advisory Committee Meeting, 2013). In the given case, it is said that the neutrality is considered as the key component of the faithful representation. Faithful representation is comprised of three components namely Neutrality - It means that is zero chances of getting the financial statements so prepared with bias or any one benefit. Complete It means that the financial statements so prepared and presented to the management and stakeholders of the company shall be complete whether dealing with the financial data or non financial data. Error free It means that the financial statements so prepared and presented are free from any type of mistakes Neutrality is a major key component which is linked with the faithful representation and it does not mean that there will be zero value information rather it encompasses that the financial statements should be unbiased and should not reflect that it is being prepared for some particular community (Nash,2010). In the todays scenario, it seems impossible to have the financial statements totally neutral or fully representational faithful. It is because of the following reasons: Remuneration paid to the executives or Key managerial personnel of the company consists of three components namely fixed remuneration, short term incentive and the long term incentive. These incentives are the risk based and depend on the performance of the key managerial personnel and the total shareholder return respectively. Thus, there are chances for the key managerial personnel of the company to manipulate the figures of the financial statements in order to have the maximum incentives. (Wesfarmers Limited Official Website) Earnings per share play very important role in attracting the customers. Therefore, in the urge to have more and more customers the company might tend to increase the net profit after tax so that the earning per share will automatically gets increased. Therefore, the standard setters and other regulatory bodies want to have faithful representation in the conceptual framework of accounting. As per the historical cost of accounting, the assets are measured at the cost price of the time at which the same is purchased from the vendor and includes all the other costs including installation and loading and unloading etc incurred and paid to bring the asset so purchased to the present location and condition where the assets is required to be used and installed. The historical cost of accounting depends upon the availability of the invoice and other corroborative evidence. The historical counting has advantages but is suffered by the following weaknesses: Change in price level: The historical cost method of accounting lay down that the company will record all its assets and liabilities on the historical cost and the company in no way takes the effect of changes in the price level on the asset and liabilities of the company. Wrong Valuation of Fixed Assets: In the historical cost of accounting the fixed assets are recorded at the acquired cost and are not restated with respect to the changes in value as per the prevailing market. Inadequate Depreciation Depreciation helps in accumulating the funds which will in turn help the company to replace the current equipment as and when the need for it arises. As the depreciation is charged on the historical cost which has decreased the value but in no case the company will be able to replace the assets Unreal Amount of Profit Statement of Income so prepared will not reflect the actual amount of profit. It is because the companys revenue is being booed at the current value but the expenses had already been incurred and booked depending upon the historical basis of accounting. Thus, the amount of profit so come will not provide the desired and effective results and will not facilitates the comparison with others. Does not represent true and fair view: Financial statements consist of two parts income statement and the balance sheet. This section deals with the balance sheet of the company. It entails that monetary assets like cash, advances to other parties, trade receivables and trade payables will not be affected but the non monetary assets like inventory and fixed assets including the land and building will be recorded at the historical cost of accounting. In the case of the boom in market, the comparison can never be made as the fixed assets of the company including stock cannot be ascertained. Thus, the change is required otherwise the auditor can issue the qualified report again as to comparability and the presentation of the true and fair view of the financial statements for the year end. Apart from these limitations, the historical cost accounting has the following advantages: Cost of the asset so purchased is available and the same can be checked with the invoice and The method of accounting in different ways facilitates the comparability within the company or outside the company. The method of accounting ensures that there will be stable pricing and is not subject to any market conditions (IASB,2010). It is still popular among many persons because of the fact that it does not give the accountant or any other person to manipulate the books of accounts in any manner and thus facilitates the true and fair view of the state of affairs of the company as well as financial performance of the company. For proceeding with and completing any kind of work, methods are required how to start with the works. In the accounting methods are also required within the conceptual framework which will give the idea to the company as to how the same can be applied. There are two methods of accounting. One is fair value of accounting and another one is historical cost accounting. Both the methods are equally important for the companies requiring the financial statements to be prepared and presented within the defined framework. This framework is known as conceptual framework. The first method of accounting ensures that the assets are recorded at the market value or fair value at the end of every reporting period. The necessary revaluations will be done accordingly in finalizing the financial statements. The second method of accounting entails that the assets and liabilities will be recorded at the historical cost and will not revalued on the basis of the changing market conditions and therefore the value will be the same. Since the year nineteen hundred and twenty there has been the debate as to whether the companys financial statements and books of accounts are required to be prepared and presented as per the fair value method of accounting or the historical cost method of accounting. In the current scenario, the International Financial Reporting Standards have given an option to the preparers of the financial statements and the books of accounts as to the adoption of fair value method or the historical cost method will be optional in case of the non financial assets (IASB,2015). It means that the power to adopt the method of accounting totally depends upon the discretion of the management. The International Financial Reporting Standards has not made it mandatory to use the particular method of accounting in the particular manner rather has given the full discretion to the management. Fair value method requires that the assets of the companies are to be valued at the price which the product will fetch from the market. For instance, the cost of furniture in the books of accounts is $100 but in the market if we sale it then the value come as $ 150 which means the revision in the price is automatically updated and increased in the market. To make these changes the company has to revalue the assets at all the reporting date either upwards or downwards depending up on the market value and take the corresponding effect in the financial statements. Historical cost method of accounting does not require any revaluation neither upwards nor downwards rather than the method states that the value of all the items of the financial statements shall be stated at the cost. Users of the financial statements will have more financial information if the financial statements are prepared as per the fair value method of accounting as it will detail what is status of the company in terms of the profit as well as in terms of the financial position whether the company will remain solvent in future or there are chance of insolvency (Whttington ,2014). Historical cost accounting method does not facilitate comparison. Due to disadvantages present in Fair Value Method, the method has not been applied uniformly. References Capital Markets Advisory Committee Meeting, (2013), Conceptual Framework available on https://www.ifrs.org/Meetings/MeetingDocs/Other%20Meeting/2013/March/AP%203%20conceptual%20framework.pdf accessed on 02/05/2017 Deegan C, (2014), Financial Accounting theory, available on https://www.sekoyen.com/DeeganFAT_3e_Chapter_01.pdf accessed on 02/05/2017. International Accounting Standards Board, (2010), Conceptual Framework for Financial Reporting 2010 , pages 16-21 IASB (2015), Historical Cost Vs Fair Value measurement, available ohttps://www.ifrs.org/Alerts/Conference/Documents/2015/Hans-Hoogervorst -speech-Paris-June-2015.pdf accessed on 02-05-2017. Nash H., (2010), Conceptual Framework for Financial Reporting, available on https://www.ifrs.org/Current-Projects/IASB-Projects/Conceptual -Framework/DPJul06/Comment-Letters/Documents/CL9.pdf accessed on 02/05/2017. Whttington G., (2014), Fair Value and the IASB / FASB Conceptual available on https://ritholtz.com/wp-content/uploads/2009/01/whittington-two-world-views -2008.pd fon 02/05/2017.

Love Song Of Prufrock Essays (1369 words) - Chapbooks,

Love Song Of Prufrock The ironic character of "The Love Song of J. Alfred Prufrock," an early poem by T.S. Eliot (1888-1965) in the form of a dramatic monologue, is introduced in its title. Eliot is talking, through his speaker, about the absence of love, and the poem, so far from being a "song," is a meditation on the failure of romance. The opening image of evening (traditionally the time of love making) is disquieting, rather than consoling or seductive, and the evening "becomes a patient" (Spender 160): "When the evening is spread out against the sky / Like a patient etherized upon a table" (2-3). According to Berryman, with this line begins modern poetry (197). The urban location of the poem is confrontational instead of being alluring. Eliot, as a Modernist, sets his poem in a decayed cityscape, " a drab neighborhood of cheap hotels and restaurants, where Prufrock lives in solitary gloom" (Harlan 265). The experience of Prufrock is set against that of unnamed "women" (13), collectively representing womankind. Their unattainable status is represented by their constant movement- they "come and go"- and their "polite chitchat about Michelangelo, who was a man of great creative energy, unlike Prufrock" (Harlan 265). We cannot imagine that they would listen to any love song by Prufrock, any more than they would find his name or his person attractive. "A man named J. Alfred Prufrock could hardly be expected to sing a love song; he sounds too well dressed" (Berryman 197)."J. Alfred Prufrock" indicates his formality, and his surname, in particular, indicates prudery. The powerful metaphor, a visual image of the "yellow fog" (15) in the fourth stanza, represents the jaundiced environment of the modern city, or Eliot's "infernal version of the forest of Arden" (Cervo 227). The image is ambiguous, however, because Eliot also makes it curiously attractive in the precision he uses in comparing the fog's motions to that of a cat who "[l]icked its tongue into the corners of the evening" (17). We also hear the fog, disquietingly, in that image, in the onomatopoeia of "licked." Repetition of "time", in the following stanza, shows how the world of Prufrock's being is bound to temporality. "Prufrock speaks to his listeners as if they had come to visit him in some circle of unchanging hell where time has stopped and all action has become theoretical" (Miller 183). "Time" is repeated, several times, but it is not only its inescapable presence that Eliot is emphasizing, but also the triviality of the ways in which we use it; "the taking of a toast and tea" (34). The melancholy of Prufrock's situation begins to emerge when he speaks of his experience of failures in love and life. The initial vitality of his invitation to go out into the evening is now replaced by images of the many evenings he has known, with their same disappointing conclusions. This meditation expands to include "mornings, afternoons" (50) - all of his life, in other words - which, in a famous image, he has "measured out with coffee spoons" (51). The emphasis on "I" in the poem, which we would expect in a dramatic monologue, is also typical of Romanticism, with its celebration of the ego. Again, in this poem, Eliot is pointedly unromantic, as the "I" that is revealed is fit not for celebration but for ridicule, especially when Prufrock shows that he has been repeatedly diminished, even reduced to a laboratory specimen, by others' evaluation of him. It is little wonder that his self-confidence, the essential quality of a successful lover, has been shattered. It is women, of course, who have delivered this judgement on Prufrock. He finds them powerfully attractive, with "[a]rms that are braceleted and white and bare" (63), but we notice that this image - like the eyes, earlier, that "fix you in a formulated phrase" (56) - does not indicate a whole person, but rather a fragment of a human being, almost lifeless, like "[a]rms that lie along the table" (67). We may be critical of Prufrock, but the objects of his desire are scarcely more desirable. The criticism broadens to encompass a society, even civilization, and Prufrock becomes a type of human being - modern urban man, perhaps - not merely himself. The poem is haunted by the refrain referring to the women. Prufrock is taking himself and us on a quest in pursuit of them, "Let us go then, you and I" (1). It is a Romantic image, but Prufrock's quest is frustrated by the modern setting and by his unheroic qualities. Prufrock's

Inspirational Sales Quotes

Inspirational Sales Quotes Are you looking for inspirational quotes on selling? Sometimes you have to look past the numbers to find the philosophy behind making the sale. Is your sales staff motivated enough, or could they use a wake-up call?   Who better to inspire salespeople than those who have achieved  success in their fields? Whether its entertainment, sports, or life in general, the wisdom of others who have triumphed over adversity is always a source of inspiration. Here is a collection of quotes to help motivate you to think about sales in different ways. Remember, closing the deal is about more than just the bottom line or the end result. Sometimes its about the journey to get there. Quotes From Oprah Winfrey About Success Its worth putting Oprah in her own category because any woman who is known the world over only by her first name is definitely doing something right. The talk show host and award-winning actress became a media empire unto herself through sheer grit and determination. Her success came after overcoming a difficult childhood and struggling with her health and her weight under intense public scrutiny. And Oprah has had plenty to say about success. Here are some of her most memorable quotes.   Think like a queen. A queen is not afraid to fail. Failure is another stepping stone to greatness.Real integrity is doing the right thing, knowing that nobodys going to know whether you did it or not.The key to realizing a dream is to focus not on success but on significance. Then even the small steps and little victories along your path will take on greater meaning. Quotes From Others to Inspire Sales Closing the deal is intimidating, but it doesnt have to be overwhelming. Get your game face on and take inspiration from some of these quotes about winning attitudes. Remember, you only have to succeed the last time. -Brian Tracy, writer and inspirational speakerSeek out that particular mental attribute which makes you feel most deeply and vitally alive, along with which comes the inner voice which says, This is the real me, and when you have found that attitude, follow it. -William James, doctor and philosopherThere are two kinds of people: those who do the work and those who take the credit. Try to be in the first group. There is less competition there. -Indira Gandhi, the first female prime minister of IndiaSetting an example is not the main means of influencing others; it is the only means. -Albert Einstein, winner of the Nobel Prize in Physics who developed the theory of relativityShow class, have pride, and display character. If you do, winning takes care of itself. -Paul William Bear Bryant, record-setting college football coachShow me someone who has done something worthwhile, and Ill show you someone who has overcome adversity. -Lou Holtz , college football coach and broadcaster It always seems impossible until its done. -Nelson Mandela, anti-apartheid activist who became president of South Africa

International banking Essay Example | Topics and Well Written Essays - 2000 words

International banking - Essay Example Having considered these two versions of definition for funding liquidity, it is also worth noting here that some experts (Brunnemeier and Pedersen, 2007; Strahan, 2008) have defined liquidity from traders and investors’ perspectives, by stating that it refers to their capability and potential to raise funds in short term. In cases when banks are unable to make timely payments or traders or investors are unable to generate funds from the market, as readily as they could have, there is a situation involving funding liquidity risk. International Monetary Fund (2008) defines funding liquidity risk by stating that it is the lack of capability of a financial institution to discharge its liabilities or financial obligations in due time. Normally, funding liquidity risk emerges from availability issues pertaining to the following sources of funding liquidity: Trading of Assets; Securitization; Loan Syndication; and Obtaining loans from Secondary Market. Having considered these factors , it is not a simple task to measure funding liquidity risk. ... t process for funding liquidity, Drehmann and Nikolaou (2008) have suggested a more simplistic measure for funding liquidity risk while keeping in view the central bank as the source for funding liquidity. The adjusted bid is denoted by the following expression: On the basis of this adjusted bid determination expression, Drehmann and Nikolaou (2008) then constructed a proxy for the funding liquidity risk, which is the sum of all bids made by all banks. The proxy is presented as follows: Or in other words: The review of theoretical and empirical literature pertaining to funding liquidity risk shows that increased risk associated with funding liquidity reflects an increased valuation of bids in the market, as investors and traders seek more return for higher risk assets. In order to normalize the bid price, Drehmann and Nikolaou (2008) have introduced the concept of adjusted bid, which is ultimately used in the measurement of liquidity funding risk. Having discussed funding liquidity, funding liquidity risk and its measurement, it is now relatively a simple task to describe and understand market liquidity, which in a similar manner, refers to the ability of traders to sell and/or buy assets in the market with no or little influence on its price and at lowest possible costs (Hooker & Kohn, 1994). Market liquidity relates directly to the cost of an asset in the market. It is the bid-ask spread aimed at determining the loss caused to sellers upon selling an asset in the market and purchasing it again at the same time. Another factor which relates to market liquidity is the â€Å"market depth†. Market depth is depictive of the number of units of an asset traders are willing to trade while keeping in view the existing prices, i.e. both for bid and ask, provided that no changes