Tuesday, August 6, 2019
Professional Development Journal Essay Example for Free
Professional Development Journal Essay Education is an aspect where one’s cognitive and learning abilities are put to tests and pushed to its maximum abilities. It is important because education gives a man a career so he can compete with a career-oriented workplace. Education also prepares a man to efficiently and competitively perform his tasks in the field of his expertise in the real world. I have finished an A.A.S. in Telecommunications and still continuing my BS in Criminal Justice in an online school, the Kaplan University. However, I have been in and out of school because of work. Though BS in Criminal Justice is the career that I want to pursue, the need for financial aspects prohibits me to continuously go to school and finish the degree that I want. My skills in my field of interest is not trained and tested since my ten years of schooling has been in and out. The course that I have finished  A.A.S. in Telecommunications has helped me get into a telecommunication industry and this career just provided for my financial needs. When I was employed in chemical industry which produces flavorings that goes with any processed food that we drink or eat, I settled with that kind of job for the reason that I needed money and that I did not finish a degree to which I can qualify to a higher position in any offices. Now I can say that the level of education that I had did not allowed me to get a good job. Thus, the jobs that I got hindered me from continuing my studies because I cannot balance work and study. I have to work to finance my study, that’s why. Also the level of education I have achieved and the jobs that I got into, helped me realized that I can learn things I thought I would never understand. Like when I was working in the chemical industry, I would not have thought that I would understand the chemical stuff there. The realization thing helped boost my self confidence that I can still learn things if I am given the chance to, though I have been in and out of school. However, taking a look at my former job’s effect in my professional growth, I can say that it has not improved at all. I stayed with my work because I needed to fulfill my financial needs, but professionally there was no growth in it. With the telecommunication industry where I have worked for eight years,   it has opened a new field for me and a field where I can practice the degree I got in telecommunications. I have learned about fiber optics and the pay was good that is why I wasn’t able to leave my career there to study. In this job, I had grown professionally because I have already practiced the education I earned. But personal growth was very minimal. My learning abilities were put on a test, but the satisfaction I got from my job was nominal. The reason is that my line of interest is still in criminal justice, and so I can only be satisfied if I practice the field that I am totally interested in. Therefore, I have come to realize that in getting the course and career that I want to get into, I should go for the field I am most interested in. Be educated about it by getting a degree and practicing my career after. Only this can give me the maximum personal and professional growth. I have been taking up BS in Criminal Justice online and have been in and out of it for the past ten years. It has not helped my professional and personal growth in any way. I had jobs to sustain my financial needs for the moment, and when the salary is good I stay with the company. My experiences in different jobs I had was rewarding in a way that I was able to learn new things and that learning is good for me when given the chance to. So I can say that when I be given a chance to finally finish my criminal justice course, I’d be doing good in learning and finally may be able to practice it in the field that I want.            In doing this, I have discovered that employed people with low salary and are not satisfied with their jobs have these reasons why they still stay in the work they have. One is, lack of education, and even if they wanted to study, education is expensive and they still have to settle other financial deadlines they have. Another is, they might have taken the wrong choice of career. At some point in people’s life, they are too young to know what they want, that when they get a course in college, they just at times trust their instincts or what they think is cool. Next reason is that there are no other options for them, following reasons for this may vary depending on the kind of life a person has, or the difficulties they encounter. Professional Development Journal is a record of all the activities, seminars, awards and achievements, scholarships, workshops, trainings and education that a person attended that would help him track down his qualifications when trying to prepare for a resume, get employed and succeed in his chosen career. It is important to keep a record of these because it would be a great help especially in reaching a qualification or standard when applying for work or scholarship. A sample format of Professional Development Journal: Name:                                                                                   Age: Office Address:                                                                    Phone No. Permanent/Home Address:                                                  Phone No. Course of study: Major:                          Minor:                          Concentration: List down seminars attended, workshops, organizational activities and positions. Specify the date of event. List down awards, recognitions and scholarships received. Specify the date of event. Career Development: Employment while in school, internship, duty/responsibility, start/end date. Interview questions (may be included). Have you ever planned a whole event by yourself? How was it? Describe briefly. What is your plan of action to the members who refuse to follow rules and do not participate in activities? When was the moment where you experienced being in an ethical conflict? What did you do? Specify References. (Do not use a friend’s or a relative’s name and ask permission before listing.) Work References: (Include company name, position, scope of work, date started and date of the end of contract.) Non-work References: (Include name, title, company, address and contact numbers.) Reference Professional Development Journal. January 30, 2008 retrieved from www.philau.edu/career/parents/documents/ProfessionalDevelopmentJournal_000.doc
Monday, August 5, 2019
The Treatment Of Errors In The Classroom English Language Essay
The Treatment Of Errors In The Classroom English Language Essay LAST PART OF CHAPTER 3 As I mentioned before, error correction is the classroom activity that most people think as one of the language teachers most important functions (Nunan, 1989: 9). This is because most of the time the teacher is the one who corrects. The first and most important step a teacher must take is to determine the aim of the activity. As Ancker (2000: 20) mentioned in his article Errors and Corrective Feedback, if the objective is to develop accuracy, then of course correction is necessary. In this case, the correct approach is to allow the student to self-correct first. If that does not work, teachers should allow peer correction. But if no one seems to know, teachers can give the answer or correct. Although error correction seems time consuming, it helps students to focus their attention and to reduce their dependence on the teacher, and this reduction of dependence encourages students autonomy. On the other hand, if the objective of the activity is to develop fluency, then correction may not be necessary (Ancker, 2000: 20). Unless the error has been made many times, then the error correction needs to take place. One important question is who should correct learners errors. There are three possible answers to the question: the teacher, the learner him/herself or the others learners (peer-correction). But this will depend on the importance or success of the error corrections, as well as the ability of the students to do self or peer correction. According to Ellis (1994: 489) studies of repair in naturally occurring conversations have shown a preference for self-initiated and self-completed repair. But, in many cases the teacher is the one who usually corrects students in the classroom. It may be appropriate to allow the learner to self-correct without any further help from the teacher by using clarification requests such as: what?, excuse me?, what did you mean by à ¢Ã¢â€š ¬Ã‚ ¦..?, etc. That is because learners are actually capable of making changes in their developing Interlanguage systems (Allwright and Bailey, 1994: 49). Most of the times, teacher intervention should be reduced and students must be encouraged to provide feedback to their partners. In one interpretation of language acquisition, Kessler (1992: 85) suggests that the monitor can prevent or repair some errors under certain conditions. These conditions include: a) a focus on form, rather than on communication of meaning, and b) adequate time for the learner to process the output. Ellis (1994: ibidem) conducted a study to find out whether learners reformulate their use of past tense in their utterances, when given a second opportunity to do so, or ignore it. He found out that those who, when pushed through a request for clarification to reformulate their utterances, did so, by correctly forming the past tense and maintained their improved accuracy in the past tense on the subsequent occasions. Teachers must have clear that each teacher must come to an individual decision with respect to treatment of errors, just as a proverb says: what works well in Madrid may not work well in Tokyo, because not all the students have the same personality. Allwright (1996: 32) makes a strong claim for the study of error correction in the classroom in which they occur. From this observation, he came to the following conclusions: 1) Teachers just tend to repeat the correct model rather than telling the student where his error occurred and why it was incorrect. 2) Teachers are also inconsistent in their treatment of learning errors. (Because errors are not always corrected). Also, Allwright (1996: 33) asserted that another possibility is that other learners in the classroom could help by providing corrective feedback if it is necessary. In one experimental study related to this issue, Porter (1986, mentioned in Chaudron, 1993: 71) found that second language learners were able to accurately correct other learners errors, though they rarely did so. 3.1.2.3 Error Correction Techniques Although providing correct forms of learner errors is one of the most popular techniques among many language teachers (Hendrickson, 1980: 160), the use of various types of treatment methods has been recommended as it is considered to be more effective and successful than relying upon a single technique (Lynch, 1996, cited in Muncie, 2000: 50). Holley and King (1971, cited in Hendrickson, ibidem.) suggest that teachers should not use the methods which make learners feel embarrassed or frustrated. Therefore, teachers should be more sensitive about how to respond to learner errors. Fanselow (1977: 588) has argued that teachers should offer learners the greatest possible variety of treatments because different people need to be treated differently. Also teachers need to keep on trying out different possibilities of feedback that would have to be delivered in such a way as to provide affective support, so the learners will not be demoralized, at the same time as the negative cognitive information is transmitted. Once teachers do decide to treat noticed errors, and when they will do so, they have a variety of methods to their disposal. Allwright (1975, in Nunan, 1989: 32) points out the complexities of the teachers task. In the case of error correction, this can be illustrated by the following options confronting the teacher in the face of a leaners error: To treat or to ignore the error completely. To treat immediately or delay the error. To allow another student, a subgroup or the whole class to find the correct form. To return or not to the original error-maker after treatment. To test for efficacy of treatment. To transfer treatment or not. To let it be self-treated. All these suggested options are appropriate in different moments; the teacher only needs to develop the intuition, through experience and solid diverse theoretical foundation. As Allwright has a variety of options, Long (1977, in Allwright and Bailey, 1994: ibidem) also notes that teachers have three choices in deciding what to do when they find the error: To inform the learner that an error has been made To inform the learner of the location of the error To inform the learner of the identity of the error Moreover, Corder (1967, in Allwright, 1996: ibidem) declares that in order to show that there is a problem, the teacher usually a) retains evaluation, b) ignores the answer given and repeats the question, c) repeats the trouble source as a question, or d) changes addressee. Errors are inevitable, but if there are too many it is probably the result of inefficient practice or poor exploitation strategies. Teachers have an arrangement of techniques and nomination strategies to deal with any correction that needs to be made. Correction techniques should be helpful and supportive. When an error is detected, the next problem is that teachers would have to choose the best type of treatment to provide in order to help the second language learners achieve this needed awareness. There are many types of errors and according to Slimani (1992, in Panova 2002: 582), teachers often use seven types of feedback (or error correction techniques) when correcting errors that occur in the language classroom. They are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction and repetition. As Slimani mentioned (ibidem) a recast is an implicit corrective feedback that reformulates a wrong or incomplete utterance. Example: 1. S: Dangerous? (Phonological error. /dangerus) T: Yeah, good. Dangerous. (Recast) you remember? Safe and dangerous. If you walk in the streetsà ¢Ã¢â€š ¬Ã‚ ¦. The second type of correction is the translation (from the teacher) that can be seen in many cases when students dont know how to say a definite utterance, for instance: 2. T: All right, now, which place is near the water? S: Non, Jai pas fini (L1) T: you havent finished? Okay, Bernard, have you finished? (Translation) The purpose of clarification request is to elicit reformulation or repetition from the student who has said a wrong form: 3. S: I want practice today, today (grammatical error) T: Im sorry? (Clarification request) In the example mentioned before, Im sorry is a type of clarification request but there is also another one that is very used: I dont understand. According to Lyster Ranta (1997, in Panova, 2002: 583), metalinguistic feedback refers to comments or information related to the form of the students utterance without providing the correct answer, as: 4. S: I accord T: Oh, but thats in French (metalinguistic feedback) Lyster Ranta point out that elicitation technique is a corrective feedback that prompts the learner to correct (Panova, 2002: 584); this is an example of a peer repairing: 5. T: In a fast food restaurant, how much do you tip? S1: No money (Lexical error) T: Whats the word? (Elicitation) S1: fiveà ¢Ã¢â€š ¬Ã‚ ¦fourà ¢Ã¢â€š ¬Ã‚ ¦ (needs repairing) T: Whats the wordà ¢Ã¢â€š ¬Ã‚ ¦in a fast food restaurant? (Elicitation) S2: Nothing (repair) T: Nothing, yeahà ¢Ã¢â€š ¬Ã‚ ¦. The sixth type of feedback is the explicit correction. 6. S: The day last tomorrow (lexical error) T: Yes. No, the day before tomorrow (explicit correction) In this type of feedback, the teacher provides explicit signals to the student that there is an error in the previous utterance. The last type of corrective feedback is repetition, which the teacher repeats the wrong part of the students expression, usually with a change of intonation. For example: 7. S: I am agree (lexical error) T: I am agree? (Repetition) The research on teacher treatment of learner error, including studies by Allwright (1975), Chaudron (1977, 1986b, 1987), Fanselow (1977b), and Long (1977), shows that teachers do not treat all errors that occur. The findings also reveal that teachers have a wide variety of techniques available for the treatment of errors, but they do not typically make full use of the repertoire of behaviors from which they might choose in providing feedback (Allwright and Bailey, 1994: 99-100). Knowing all these types of error correction techniques (named also as feedback) teachers are more self-confident on what they are doing, because they know that the type of feedback they give to their students is mentioned in the seven techniques pointed out before, and they make sure they are doing right. 3.1.2.4 Momentum of the Correction The dilemma of; to correct or not to correct, has persistently engaged the minds of language teachers. Concerning to correction, Lyster Ranta (1977: 51) acknowledge that there is a certain dilemma in this regard: if teachers do not correct errors, opportunities for students to make links between form and functions are reduced; if teachers do correct errors, they risk interrupting the flow of communication. According to Longs (1977: 279) opinion, once the teacher has decided that an error should be treated, the next decision that he/she has to make is when to treat the error. The teacher may deal with it immediately, or delay treatment somewhat (for instance, until the learner finishes with the message he/she is trying to convey), while still treating the error within the boundaries of the same lesson in which it occurred. The `problem with immediate error treatment is that it often involves interrupting the learner in mid-sentence, it is a practice which can certainly be disruptive and could eventually inhibit the learner willingness to speak in class at all. Allwright Bailey (1991: ibidem) assert that if we adopt the notion of Interlanguage in the discussion of second language learners errors, we realize that by treating errors, teachers try to help learners move ahead with their Interlanguage development. However, they believe mistimed error treatment may not be helpful and may even be harmful if it aims at structures which are beyond second language learners in terms of their Interlingua development. They refer to mistimed with forms at the right time in the course of the learners speech. While correcting errors, teachers can make corrections at the moment the error is made or at the end of the activity. Having the correction at the moment is advisable when students do not make many errors and this will help not only the students who made the error , but also to the whole class or those who are paying attention; and having the correction at the end of the activities is advisable when students have many errors and run on them every five minutes, so that students do not feel like foolish in front of the whole class. The place of error correction has been controversial because teachers have to know the adequate moment to do the correction and how to do it in order to not inhibit students participation. Nunan and Lamb (1996, in Poppi, 2001: @), point out that it is important to consider when the adequate moment to make a correction is. They say that it is better to correct errors at the end of the activity just by writing on the board and explaining the reasons of the errors made since in that way, the teacher gives a better explanation of the error, but also focuses more on the error. On the other hand correcting at the moment is not advisable, because of the lack of time and also the teacher could demotivate the students. Alternately, Allwright Bailey (1991: ibidem) state that teachers may postpone the treatment for longer periods of time for two reasons: a) teachers do not want to explain the error to the whole group. For instance, oral errors, particularly if they are shared by a group of learners, may form a starting point for a future lesson. Long (1977: 290) observes that error treatment becomes less effective as the time lag between the performance and the treatment becomes longer. Deciding when and which errors to correct causes problems to teachers, as teachers may think they are encouraging their students, but they are doing the contrary or vice-versa. Teachers must also take in consideration, that constantly interrupting students to correct them can be irritating. If teachers do not know when to correct, it is necessary to consider the nature of the activity that is being undertaken. For example if students are performing a drill in order to practice pronunciation or phrases, then they should be stopped immediately when they make the error, otherwise they will continue repeating defective language; on the other hand, in fluency, if there are frequent errors, the teacher can make a mental or written note to provide feedback after the activity, so students can feel comfortable and self-confident. Teachers do not have to correct all the time, they have to be conscious on what and when they are going to correct in order to promote students participation, otherwise if teachers make lots of corrections, students could be irritated (Norrish, 1990: 280). Long (1977: 292) points out that the psychology of research literature shows, that the feedback becomes less effective as the time between the performance of the skill and the feedback increases. What is more, Virgil Oller (1976: 288) think that correcting errors at the moment is a waste of time and instead of doing that, teachers should avoid error correction at the moment. So, correcting at the moment can certainly be troublemaking and could eventually inhibit the learners willingness to speak in class at all, or students could forget what they wanted to say. Contrary to this, correcting at the end of activities is better because teachers have already finished their activities and can explain in detail the reasons of the errors (Virgil Oller: ibidem). In short, we may say that teachers can choose the moment to correct their students taking into account their necessities. 3.1.2.5 Students Attitude Attitudes are complex, hypothetical construction, which general definition includes some notion of evaluation. Ajzen (1988: 85) states that an attitude is a disposition to respond favorably or unfavorably to an object, person, intuition or event. In addition to this, Triandis (1971: 289) writes that an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. This evaluative aspect of attitude is its defining attribute, and sets it apart from other affective variables. Attitude is an emotion that all people show when they have views of an attitude object: i.e. a person, behavior or event. Attitudes come from judgments. Triandis (1971: ibidem) says that attitudes develop the ABC model (affect, behavioral change and cognition). The affective response is a physiological response that expresses an individuals preference for an entity. The behavioral intention or change is a verbal indication of the intention of an individual. And the cognitive response refers to a cognitive evaluation of the entity to form an attitude. Heider (1958, in Triandis: ibidem) points out that attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, and situation). The type of feedback language teachers provide for students reflects their view of language and their objectives. The attitude of students plays an important role in learning a second language. This attitude is developed by a variety of factors, among them feedback, which may have desirable or undesirable cognitive and affective results. Students characteristics have an impact both on the teacher who corrects the learners errors and on the learner who is corrected. The teachers treatment of error might also be influenced consciously or unconsciously by the state of mood teachers are. The attitude of learners toward error correction, not only by teachers during focused activities but also by native speakers with whom they converse, is remarkably positive (Chenoweth, Chun and Luppescu, 1983: 82). Cathcart Olsen (1976: 41) found that ESL learners who hold positive attitude toward correction like to be corrected by their teachers and want to have more correction than they are usually provided with. Another important point about attitudes is that they are subject to change; they are not set in concrete. This is good news for teachers in that poor attitude can be changed. But the good news is tempered by the fact that there are many variables associated with attitude change, such as the state of mood, the classroom environment, the students personality and so on. Probably, the most difficult aspect of the correction process is tailoring corrections to individual students. Teachers who wish to provide effective correction must consider its effect on each individual student. The problem has two aspects: affective and cognitive side. Truscott (1998: @) says that on the effective side, learners clearly differ in their reactions and attitudes to correction. For some, no adverse effect is likely unless corrections are delivered in a very aggressive or unfair manner. For others, there is a serious danger that correction will produce embarrassment, anger, inhibition, feeling of inferiority, and generally negative attitudes towards the class and possibly toward the language learning itself. Consequently, there are different reactions in students because all students are different: positive and negative. In this way, in order to avoid harmful effects and to make correction effective, the teacher should see each student as unique and to ask how each student will respond to correction in many possible forms, varying the type of error correction and the frequency of the correction, the clarity of the correction and the most important: the intensity of the correction. Nunan Lamb (1996, in Poppi, 2001: @) mention that attitudes and responses vary among students depending on the different ways that teachers treat their errors. For example, à ¢Ã¢â€š ¬Ã‚ ¦.teachers can correct students in a way that makes students feel comfortable and some students can have a positive attitude to the correction while others will react with a negative attitude by making gestures (like a grimace) and some others will just accept the correction and repeat it with a smile (Pinazo, 2001: @) Moreover, Wajnryb (1992, in Poppi, 2001: @) makes the point that, if teachers attempted to correct every error that occurred in class, there would be little time to do anything else. Correcting at anytime many times creates a negative classroom atmosphere, discouraging learners from risk-taking and experimentation. So, when learners are corrected intensively by the teacher it could have negative consequences in their motivation. Students will think that if they continue speaking, the teacher will continue correcting, and in order to avoid this reaction (the teachers one) they stop speaking. Pholsward (2001: @), in his investigation at the University of Thai Chamber of Commerce at the Faculty of Humanities in the language department of English, about students reaction to the error treatment, concluded that most students were quite relaxed and satisfied as they helped each other in a groups attempt to identify errors. In Pholswards research, the teachers would suggest answers in guidance to students and if the students were still not responsive, the teachers would identify errors and edit them, followed by detailed explanations. In brief, Ellis (1994: 490) affirms learners attitude towards error correction can also vary according to their characteristics, their cognitive and affective states and the nature of the treatment they receive. Apart from what was mentioned before, students reaction is complemented by non-verbal gestures, too. Students talk with gestures and their meanings are clear and specific for instance: waving goodbye. Other types of gesture, the gestures that express emotional states, reflect the mood and feeling of people. Pinazo (2001: @) expresses that these gestures show anxiety or tension of the moment such as pain, triumph and happiness. The attitudes that will be taken in consideration in this research project are: positive and negative, with its corresponding classification that were taken from the works of these authors: Rebel Gà ¼nther (2002: 49-51, 96-165), Louis Porcher (1989: 77-82), Ana Muà ±oz (2002: @), Olman Martà nez (2004: @) and Pinazo (2001: @): POSITIVE ATTITUDE NEGATIVE ATTITUDE Move the head from up to down in a moderate form Smiles Laughs Repetition of the correction Lips movement by saying thank you Soft tone of voice Quickly movement of the head in an affirmative form Hinge or attentive look Grin Smirk Sneer Snarl Rotating the eyes upward (eye rolling) Rude tone of voice Fig. 3.1 Common attitudes on error correction 3.1.3 Error Correction, Motivation and Communication in English Language Learning Motivation is as much an effect as a cause of learning. Ausubel (in Budden, 2004: @). Motivation is related to error correction in English language learning because the manner teacher corrects, is the way in which students are going to react to teachers correction. Students main goal is to participate in communication with other people. This learning goal is possible if teachers can keep students motivation for learning during oral practice activities. Terese (2005) explains that one natural and non-treating way of encouraging students to give feedback is by using a number of strategies like: clarification requests (What did you mean byà ¢Ã¢â€š ¬Ã‚ ¦?), requests for repetition (sorry, can you say that again?) and the use of questioning looks. This means that motivation is the force which determines if learners initiate, or not on a task, also how much energy they dedicate to it and how long they continue in it. Famous research carried out in the second half of the twentieth century by Gardner and Lambert (1999 in Harmer, 2001: 205) suggested that students who felt more warmly about a language, who wanted to integrate into the culture of its speakers were more motivated (and learnt successfully) than speakers who were only learning language as a means to an end (e.g. getting a better job). Harmer (1999: ibidem) says that real motivation comes from within each individual. Teachers are not responsible of their students motivation; they can only encourage students by using word and action, while teaching the foreign language. Motivation is the energy that catalyzes behavior. In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Budden, 2004: @) Motivation is a temporal and dynamic state that should not be confused with personality or emotion. It is sometimes assumed by language teachers that if students make any kind of error when talking to a native speaker they are learning, but learners frequent attitude to this is to maintain a terrified silence upon meeting a native speaker (Norrish, 1990: ibidem). This is because students think that errors discredit them with the person they are talking to. On the other hand, certain errors may conduct to a breakdown in communication, while others to social reactions. For instance, one of the breakdowns in communication is inhibition (Norrish, 1990: ibidem). Students get inhibited because they fear making errors when communicating and being ridiculous in front of the teacher or native speakers. But also when staying in the classroom or talking with other students, they feel embarrassed when making errors, because they are afraid of being seen as dumb. Nunan and Lamb (1996, in Poppi 2001:@), mention an investigation on teacher behavior and student responses on occasion of which the following question was established: Do students attitude about the types of error treatment used by their teachers in the classroom during oral classroom tasks influence their motivation? They concluded that students do hold attitudes about different ways that teachers treat their errors, and also learners would like the teacher to improve raising their awareness by allowing opportunities to self-correct and to analyze the errors; the learners would like to be provided in a positive way with information and clarification, rather than: a) being exposed by non-verbal signs, b) providing feedback without explanations, c) asking the students to repeat the sentence and d) activating the right answer on the part of the student. Additionally, students would like to build up the belief that errors are to be considered as signs of progress of the learning process , rather than evidence of failure. Correcting errors disturbs the ongoing communication process (Truscott, 1998: @) but it is important to express that errors do not necessarily guide to a breakdown of communication, because sometimes correcting errors in students encourage them to continue participating in order to improve their speaking skill. In short, along this theoretical framework, I have mentioned all topics related to error correction that will be necessary to carry out this research project. For instance, I have mentioned that errors are considered to be incorrect, wrong or should not be done. In addition to this, I have described the different types of errors like error, mistake, lapse or slip as errors, this way was easy to identify what I was referring to in the investigation. I have talked about the sources of errors; but also, and something important is that, I have mentioned error correction and the types of error correction that teachers usually use when correcting students. When correcting errors, I said that we need to take into account who will treat errors and when to treat errors. CONCLUSION Being a teacher of a foreign language implies having certain skills, whether by nature, acquired outside teaching, or arising from university studies in education. They may also gain this knowledge with books concerning issues of education or by taking professional courses on the subject. In this case, the research presented, is primarily based on improving teaching skills of those teachers who didnt study a bachelors degree in English Teaching, by providing the teaching of various courses. Improving in various teachers fields was primarily important. But, understanding two main points that serve as departure is the start point: what does teaching mean? And what does being a teacher imply? Teachers must understand that a good class depends on many factors; although the material presented to teach the class is important, the teacher should take into account that leadership and management at the beginning, during and at the end of the class is essential, for the students to learn what is taught. It is of vital importance to know the likes and preferences of the students who we give classes to; this will serve as a key piece to encourage them, especially those who learning a foreign language are a rejection. Teachers should practice self-reflection on how to teach a foreign language, and have feedback from other teachers; this is of great help in order to implement different kinds of methodologies in the classroom, especially in error correction during the communication of the students to the teachers and among themselves. Doing the research on these topics, I noticed and reflected on the magnitude of being a teacher I understood that teaching is a great responsibility, because the way of teaching depends on the likes and disposition of the students to the learning of English language, due to the motivation transmitted by the teacher. This also includes the methodology used by the teacher to teach a class, as it influences how well students understand the topic. Another important point is the attitude that teachers have in front of groups when teaching. It must be enthusiastic and positive, factors to include in the education of a class presentation. Of all these factors that I explained above, I conclude that it is very significant to continue preparing ourselves and practice teaching training, in order to perk up foreign language education. Improving internally and externally all the factors in teachers such as: learning new teaching methodologies, be at the forefront of materials that can be used with the group, making use of different types of feedback from teachers, using different tools and techniques in teaching as well as self-reflection are some of the factors explained in this research. This paper concludes that teachers that do not have a bachelors degree in English Teaching should always look for continuous improvement in different ways in all areas, in all levels of language education towards the students. Taking into account all the factors set above, this research was done, in order to improve the level of education qualitatively, pedagogically and psychological practicability in the teachers practice of English teaching at the Liceo Josà © Vasconcelos, in Tuxtla Gutierrez, Chiapas.
Indivdual Differences In Pain Tolerance Psychology Essay
Indivdual Differences In Pain Tolerance Psychology Essay It is generally agreed that the perception of pain does not only depend on the noxious input, but also on a variety of psychological variables including an individuals emotional state. The amygdala is one area of the brain linked with the regulation of both emotion and pain (Lapate, Lee, Salomons, van Reekum, Grieschar Davidson, 2012). This region has also been implicated in trait aggression and the act of cursing. The current study aimed to expand on previous work looking into the hypoalgesic effect of swearing on pain (Stephens, Atkins and Kingston, 2009; Stephens Umland 2011) whilst also examining the role of trait aggression and gender. Participants consisted of 50 students from the University of Central Lancashire. They took part in two cold pressor task trials whilst either cursing or repeating the word chair. They also completed the Trait Aggression Questionnaire (Buss Perry, 1992). Physiological readings of heart rate and systolic/diastolic blood pressure were taken along with cold pressor latency. It was found that swearing had no impact on pain tolerance and there were no differences in physiological reading between any of the conditions. However, the results showed that both males and females who scored high on the trait aggression questionnaire could withstand the cold pressor task for longer than those low in trait aggression. Males also lasted longer on the cold pressor task than females across both the swearing and non-swearing conditions. The lack of findings with regards to swearing could be due to the manner in which participants were asked to curse. Despite this, the findings do support the idea that individual differences need to be taken into account when studying pain and when dealing with pain in the clinical population. Physical pain has been subject to vast amounts of research across various disciplines. From an evolutionary point of view, pain serves an important purpose. For example, it motivates action to escape or avoid noxious stimuli (Ploghaus, Tracey, Gati, Clare, Menon, Matthews, Nicholas Rawlins, 1999). The more that is discovered about the physiological and psychological processes involved in the perception of pain, the more complex it has become (Ogden, 2007). Traditionally, the main body of research into pain has been on the pharmacological control of pain and has been focused on the spinal cord processes of pain relief. As more is being learnt about the different types of pain modality systems it is becoming clearer that pharmacology is not the only way to manipulate these mechanisms (Villemure Bushnell, 2002). More recent evidence has been provided using neuroimaging as a means to further explore these mechanisms. Functional neuroimaging has shown that certain areas of the brain are activated when pain is experienced. These include the thalamus, somatosensory and prefrontal cortices and the anterior cingulate cortex (Ploghaus et al, 1999). However, recent research on pain has focussed more on the role that emotions play in pain regulation. The current view is of pain is much more multidimensional. This means the perception of pain does not necessarily depend on the level of noxious input; rather it is heavily influenced by many psychological variables (Wiech Tracey, 2009). The emotional dimension of pain is further supported by findings that show a large percentage of neurons in the medial thalamus that respond to noxious stimuli applied directly to the skin are changeable depending on the motivational and affective state of the animal (Price, 2002 cited in Wickens, 2009). Therefore it is necessary to study other areas of the brain in relation to pain. More and more research is showing that the amygdala may play an important role in the integration of affective regulation and pain perception (Lapate, Lee, Salomons, van Reekum, Grieschar Davidson, 2012). Using a combination of behavioural, physiological and neuroimaging methods (Lapate et al. (2012) demonstrated that both pain and emotion regulation are reflected in amygdala function. Other recent studies have also focused on the influence emotions have on pain. For example, Godinho, Magnin, Frot, Perche  Garcia-Larrea (2006) demonstrated that empathy with other peoples suffering increased a participants own reported pain intensity. In addition, De Wied and Verbaten (2001) conducted a study looking at the effect positive and negative pictures would have on participants pain tolerance. They found that participants viewing the positive pictures prior to the task could withstand pain for longer than participants viewing the negative pictures before the task. With regards t o negative emotions it has been found that inducing anger or sadness (Rainville, Bao Chrà ©tien, 2005) or a depressed mood (Berna, Leknes, Holmes, Edwards, Goodwin Tracey, 2010) in healthy participants increases pain intensity and leads to individuals rating pain as more unpleasant than if these negative emotions had not been induced. Given that emotions are linked to the effects of pain, research has also explored the role they play in its regulation. For example recent research has looked at the effects of swearing on pain tolerance. The use of taboo words, or swearing, is a prominent yet understudied part of human language (Van Lancker Cummings, 1999) which is used across all cultures (Pinker, 2007). Swearing can be used as a means to express emotion, particularly negative. The primary meanings of offensive words are connotative (Jay Janschewitz, 2008) rather than denotative meaning they have an emotional feeling distinct from the actual meaning of the word. As soon as a child learns to speak, they learn to curse. Children learn that cursing is a form of coping with stress and it has been hypothesised that being punished for cursing as a child can lead to the words holding a negative emotional connotation for the user (Jay, King Duncan, 2006). Therefore it is important to explore how swear words effect emotions compared to normal language. It has been suggested that the connotations and denotations of words are actually processed and stored in different parts of the brain, with denotation being primarily dealt with in the neocortex of the left hemisphere and connotation being processed across connections between the neocortex and the limbic system in the right hemisphere (Pinker, 2007). Interestingly it appears that the neuropathology of swearing is distinct from the main language areas of the brain. This can be seen in cases of severely aphasic patients where cursing is done with almost perfect articulation in comparison to the patients disabilities in other areas of language and speech (Van Lancker Cummings, 1999). It has also been found that for patients suffering from coprolalia (the obscene linguistic outbursts of Gilles de la Tourettes syndrome) the symptoms are the same (although culturally specific taboos) in different languages which is evidence to support the act of cursing as having a neurobiological basis (Pinker, 2007). The amygdala has also been implicated in swearing with neuroimaging studies showing increased activation in this area of the brain on hearing/saying taboo words (Jay, 2000). However, despite swearing being common in both clinical and non-clinical populations, it is a relatively neglected area of study. This may be due partly to a universal negative reaction to profanity (Van Lancker Cummings, 1999). In particular it is surprising that swearing as a response to pain has received such little attention in the scientific community. To date there appears to be only two studies in the area of swearing as a response to pain, both of which were conducted by Dr Richard Stephens (Stephens, Atkins and Kingston, 2009Stephens, et al. 2009; Stephens Umland 2011).In the first of these studies Stephens et al. (2009) looked at swearing as a response to pain by asking participants to submerge their hand in freezing cold ice water (the cold pressor task). They hypothesised that swearing would be a maladaptive response to pain. In total 67 participants took part in a swearing and non-swearing trial. In the swearing trial they were asked to repeat a swear word they would use if in pain and in the non-swearing trial they were asked what word they could use for a table. Stephens took heart rate readings as well as using a perceived pain scale. In this study he found that swearing increased cold pressor latency (i.e. the time that they could keep their hand in the ice water), lowered pain perception and was accompanied by an incr eased heart rate. The increased heart rate is indicative of sympathetic nervous system activation, or the fight or flight response. As this study included both male and female participants the element of gender based differences in pain tolerance had to be considered. While this is a physical difference, the emotional effect of swearing for males compared to females could affect pain tolerance. The main gender difference with regard to pain tolerance found in Stephens et al.s (2009) study was that males could withstand the cold pressor task for longer than females. Women have been found to show greater sensitivity to experimentally induceds pain than men (Riley, Robinson, Wise, Myers Fillingim, 1998) although a review of studies conducted over the past ten years looking at pain and gender suggests that pain tolerance is the only measure in which there is significant difference between males and females during the cold pressor task (Racinea, Tousignant-La ¬Ã¢â‚¬Å¡ammec, Kloda, Dione, Dupuis Choinià ¨re, 2012). Other gender differences in the study by Stephens et al. (2009) were observed with females having a greater reduction in perceived pain and a greater increase in heart rate during the swearing condition. This could be due to gender differences in swearing. For example, it has been found that females perceive more power in swear words than males (Dewaele, 2004). It has also been found that although swearing frequency is similar across both genders, males tend to be more offensive than females (Jay Janschewitz, 2008). There have also been inconsistent results in studies looking at physiological responses to pain in men and women. Maixner and Humphrey (1993) found that women responded to pain with an increased heart rate, as shown in Stephens et al. (2009), and men responded to pain with an increase in blood pressure. However a more recent study conducted by alAbsi, Peterson and Wittmers (2002) found a relationship between blood pressure and pain perception only amongst their female participants whilst other studies have found no evidence of gender differences when looking at the blood pressure/pain relationship (Helfer McCubbin, 2001; Poudevigne, OConner Pasley, 2002). These gender differences could go some way to explain why swearing has the different effects on pain perception and physiological responses.In a second study conducted by Ste phens Umland (2011) replicated earlier findings in a second study on 71 participants. , most of the results from the first study were replicated. Participants were able to keep their hand in the cold water for longer if they were swearing, and heart rate was also increased. With regards toHowever, when they looked at gender differences they found males lasted longer during the cold pressor task than females as before but this time there was no dramatic change in heart rate for the female participants. One possible reason for swearing being an effective response to pain is that it could activate part of the brain known as the Rage Circuit. This is an evolutionary response in mammals which goes from part of the amygdala, through the hypothalamus then into the midbrain. It is like a sudden reflex response to pain or frustration. When this happens the rage circuit triggers the parts of the brain connected with negative emotion including words with a strong emotional connotation such as swearing (Pinker, 2007). Indeed, Stephens et al. (2009) suggested that swearing may be effective due to it inducing a negative emotion despite previous research suggesting that negative emotion actually decreases pain tolerance and increases pain perception (Berna et al., 2010; De Wied Verbaten, 2001; Rainville et al., 2005). It should be noted however that such research tends to consider the emotional state prior to the experience of pain rather than the emotional response to noxious stimuli (Rainvil le, Bao Chrà ©tien, 2005). Another explanation for the hypoalgesic effect of swearing could be the role of the amygdala in the fight or flight response. The central nucleus of the pathway projects to the hypothalamus which then triggers the sympathetic nervous system resulting in the fight or flight response of raised heart rate and blood pressure (Wickens, 2009). This response can be activated by a number of different stimuli; including pain and can increase pain tolerance and decrease the perception of pain. Further activation of the amygdala, such as through swearing, may increase physiological reactions further resulting in this mechanism being even more effective against pain. Negative emotions such as anxiety and depression have received a lot of attention in the field of pain research. It is becoming apparent that other negative emotions, such as anger, fear and aggression may also be involved in the perception of pain (Quartana, Bounds, Yoon, Goodin Burns, 2010). Aggression is one of the negative emotions that have been suggested to be linked to swearing (Stephens Umland, 2011). Many studies have been conducted in the past on whether pain elicits aggression, but there has been little research into whether aggression as a trait has an effect on pain tolerance and pain perception. In a study conducted by Seguin, Pihl, Boulerice, Tremblay Harden (1996) adolescent boys were asked to take part in a pain tolerance task assessed via finger pressure pain. Trait aggression was recorded as stable, unstable or no history. The results suggested that boys classed as unstable aggressors displayed the lowest pain tolerance, whereas boys classed as stable aggressors displayed the highest pain tolerance. Another study found that male participants who displayed higher levels and frequency of aggression could endure longer periods of pain compared to males with lower levels of aggression (Niel, Hunnicut-Ferguson, Reidy, Martines Zeichner, 2007). This seems to suggest that aggression does, in some way, play a role in pain tolerance. The main issue arising from these studies is that they only included male participants. A more recent study looking at a sample of both males and females found no significant relationship between pain tolerance and trait aggression once the mens conformity to a masculine gender role had been controlled for (Reidy, Dimmick, MacDonald, Zeichner, 2009). These conflicting results highlight the need for further research into the role of trait aggression in the experience of pain alongside the effects of swearing and including both male and female participants. The amygdala has already been mentioned in connection with pain modulation, swearing and emotion however it has also been linked with trait aggression. In a recent study 20 volunteers underwent brain scans which revealed a significant negative correlation between trait aggression and amygdala volume (Matthies, Rusch, Weber, Lieb, Phillipsen, Tuescher et al., 2012). Due to this and the previous inconclusive research into the role of trait aggression and pain, a high/low trait aggression condition will be included in the current study to see if there is any interaction between trait aggression and swearing during the cold pressor task. The main aim of the current study is to try and replicate the results found by Stephens et al. (2009; 2011). A cold pressor task will be used as the noxious stimuli with swearing, gender and trait aggression being compared with regards to cold pressor latency. Heart rate will be recorded as in Stephens et al. (2009; 2011) but the current study will also record systolic and diastolic blood pressure. These physiological responses were not measured in the original studies on swearing and pain and would provide more evidence that the sympathetic nervous system is activated to a greater degree whilst swearing as well as giving more insight into the blood pressure and pain relationship (Helfer McCubbin, 2001; Poudevigne, OConner Pasley, 2002). Based on previous research several hypotheses were generated. In line with the findings of Stephens et al. (2009; 2011) it is hypothesised that cold pressor latency will be longer in the swearing condition compared to the non-swearing condition for males and females. It is also expected that physiological responses (systolic/diastolic blood pressure and heart rate) will be higher in the swearing condition compared to the non-swearing condition. Additionally, males are expected to withstand the noxious stimulus (cold pressor task) for longer than females across the swearing and non-swearing conditions. In line with Stephens et al. (2009), but not Stephens Umland (2011) it is hypothesised that females will display a greater increase in heart rate (and therefore systolic and diastolic blood pressure) in the swearing condition in comparison to the males. HypothesisIn line with Stephens et al., (2009; 2011):Cold pressor latency will be longer in the swearing condition compared to the non-swearing condition for males and females.Systolic blood pressure will be higher in the swearing condition compared to the non-swearing condition for males and females.Diastolic blood pressure will be higher in the swearing condition compared to the non-swearing condition for males and females.Heart rate will be higher in the swearing condition compared to the non-swearing condition for males and females.Overall males will withstand the noxious stimulus (cold pressor task) for longer than females across the swearing and the non-swearing conditions.In line with Stephens et al., (2009), but not Stephens Umland (2011):Females will display a greater increase in heart rate (and therefore systolic and diastolic blood pressure) in the swearing condition in comparison to the males.Due to the inconclusive research into the role of trait aggression and pain tol erance no specific hypothesis will be generated for this variable. Instead it will be examined whether trait aggression will have any effect on systolic blood pressure, diastolic blood pressure, heart rate and cold pressor latency across the swearing and non-swearing conditions and also whether there are any gender differences. METHOD DESIGN A 2 x 2 x 2 mixed subjects design was employed for this study. The between subjects factors were gender (male/female) and trait aggression (high/low). The within factor was swearing with all participants taking part in both the swearing and the non-swearing condition. The order of conditions (swearing/non-swearing) was counterbalanced for each participant. The dependent variables measured were systolic blood pressure (mmHg), diastolic blood pressure (mmHg), heart rate (BPM) and cold pressor latency (length of time participants kept their hand in the cold water in seconds). The cold pressor task was employed as the painful stimulus. To avoid demand effects participants were not informed of the true nature of the task until they were debriefed. PARTICIPANTS The participants consisted of 50 students attending various courses at the University of Central Lancashire. They were recruited using both opportunity sampling and through the research participation pool where students receive credit for taking part in research. Participation was entirely voluntary. There were 25 females and 25 males with ages ranging from 18 to 44 years. Mean age was 23.4 years (SD = 5.71). Participants were screened for existing heart conditions, high/low blood pressure and circulatory problems. No participants were excluded from the study on the basis of this screening. MATERIALS Prior to taking part in the study, participants were given a brief sheet (see Appendix 1 for brief) and screened using a health screening questionnaire provided by the University of Central Lancashire (see Appendix 2 for Health Screening Questionnaire). For the Cold Pressor Task a bucket filled with a mixture of cold water and ice was used. Prior to each task a thermometer was used to check the temperature was 0 °C. For baseline readings and between tasks a bucket containing room temperature water (25  °C) was used. Physiological readings were obtained using a LifeSource ® UA-767 Plus machine which measures both blood pressure (systolic and diastolic) and heart rate. Trait aggression was measured using a trait aggression questionnaire (Buss Perry, 1992). This questionnaire consists of 29 items which participants rank on a likert scale of one to five with one being not at all like you and five being completely like you. Examples of statements are; Once in a while I cant control the urge to strike another person and I tell my friends openly when I disagree with them. Within the questionnaire are four subscales which measure verbal aggression, physical aggression, hostility and anger. For the purposes of this study the overall trait aggression score was used where a higher score on the questionnaire equals a higher level of trait aggression. The questionnaire has been shown to have good internal consistency (ÃŽÂ ± = .89) as well as test-retest reliability (r = .80; Buss Perry, 1992). (See Appendix 3 for Trait Aggression Questionnaire). After completing the aggression questionnaire participants were made fully aware of the nature of the study th rough the debrief (see Appendix 4 for debrief). PROCEDURE For the task students individually attended a research laboratory on campus at the University of Central Lancashire. They were informed that the study would be looking into physiological responses to the cold pressor task and asked to complete a health screening questionnaire. Following this participants were asked to make themselves comfortable whilst the blood pressure/heart rate cuff was placed around their non-dominant arm before submerging their dominant hand up to the wrist in a bucket of room temperature water for three minutes. At the end of the three minutes a baseline blood pressure and heart rate reading were recorded. Participants were then asked for what swear word they would use if they were to bang their thumb with a hammer and also what word they would use to describe a chair. Whilst repeating their chosen word for either cursing or chair, participants submerged their dominant hand in the cold water. They were given the instruction to keep their hand in the water unti l it became too uncomfortable or painful. A time limit of three minutes was imposed due to safety reasons and 11 participants reached the limit in one or both conditions. During the task, heart rate and blood pressure were recorded every 30 seconds. Once they removed their hand they were asked to submerge it back in the bucket of room temperature water for three minutes. Following this participants were asked to repeat the initial cold pressor task, this time repeating the chosen word not used in the first condition. Order of conditions was counter-balanced for all participants. Following both cold pressor tasks participants were asked to complete the aggression questionnaire before being fully debriefed. The trait aggression questionnaires were scored and then a median split performed. Possible trait aggression scores range from 29 145. Participants in this study scored from 49 113 with a median of 69.5. Trait aggression was then split into high or low, with high being equal to, or more than 69.5, (n25) and low being less than 69.5 (n25). The research was conducted with the approval of the ethics committee at the University of Central Lancashire The research was conducted with the approval of the ethics committee at the University of Central LancashireRESULTS For the purpose of analysis, averages were taken of the systolic, diastolic and heart rate readings for male and female participants with high and low trait aggression in each condition (swearing/non-swearing). Cold pressor latency was recorded in seconds. the trait aggression questionnaires were scored and then a median split performed. Possible trait aggression scores range from 29 145. Participants in this study scored from 49 113 with a median of 69.5. Trait aggression was then split into high or low, with high being equal to, or more than 69.5, (n25) and low being less than 69.5 (n25). (For raw data refer to Appendix 5) The effects of swearing/aggression on systolic blood pressure during the cold pressor task Systolic blood pressure (mmHg) was recorded during the cold pressor task. Table 1 shows the means and standard deviations of systolic blood pressure during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 1: Means (and standard deviations) of Systolic Blood Pressure (mmHg) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 125.24 (20.95) 129.21 (16.05) 127.15 (18.48) FEMALE 123.31 (12.45) 119.81 (11.65) 121.49 (11.92) TOTAL 124.31 (17.07) 124.32 (14.45) 124.32 (11.92) NON SWEARING MALE 121.45 (16.46) 129.48 (19.54) 125.30 (18.09) FEMALE 119.33 (13.77) 116.44 (11.28) 117.82 (12.36) TOTAL 120.43 (14.95) 122.70 (16.82) 121.56 (15.79) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on systolic blood pressure (F(1,46) = 1.57, p = 0.217, Eta ² = 0.033). There was a non-significant main effect of gender (F(1,46) = 2.95, p = 0.093, Eta ² = 0.060) and a non-significant main effect of trait aggression (F(1,46) = 0.13, p = 0.718, Eta ² = 0.003). In addition, the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.29, p = 0.593, Eta ² = 0.006). The interaction between swearing and gender was non-significant (F(1,46) = 0.19, p = 0.662, Eta ² = 0.004) as was the interaction between gender and trait aggression (F(1,46) = 1.42, p = 0.240, Eta ² = 0.030). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 0.16, p = 0.691, Eta ² = 0.003). (For analysis output on systolic blood pressure see Appendix 6). The Effect of swearing/aggression on diastolic blood pressure during the cold pressor task Diastolic blood pressure (mmHg) was recorded during the cold pressor task. Table 2 shows the means and standard deviations of diastolic blood pressure during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 2: Means (and standard deviations) of Diastolic Blood Pressure (mmHg) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 78.73 (17.66) 87.37 (12.75) 82.88 (15.81) FEMALE 85.63 (9.85) 79.50 (16.37) 82.44 (13.72) TOTAL 82.04 (14.58) 83.28 (14.99) 82.66 (14.65) NON SWEARING MALE 80.56 (13.05) 86.24 (13.05) 82.88 (15.81) FEMALE 85.21 (8.81) 85.74 (10.06) 85.49 (9.29) TOTAL 82.79 (11.24) 85.98 (11.78) 84.39 (11.51) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on diastolic blood pressure (F(1,46) = 0.65, p = 0.425, Eta ² = 0.014). There was a non-significant main effect of gender (F(1,46) = 0.07, p = 0.801, Eta ² = 0.001) and a non-significant main effect of trait aggression (F(1,46) = 0.48, p = 0.491, Eta ² = 0.010). In addition the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.21, p = 0.651, Eta ² = 0.004). The interaction between swearing and gender was non-significant (F(1,46) = 0.40, p = 0.531, Eta ² = 0.009) as was the interaction between gender and trait aggression (F(1,46) = 2.51, p = 0.120, Eta ² = 0.030). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 1.41, p = 0.241, Eta ² = 0.030). (For analysis output on diastolic blood pressure see Appendix 7). The Effect of swearing/aggression on heart rate during the cold pressor task Heart rate (BPM) was recorded during the cold pressor task. Table 3 shows the means and standard deviations of heart rate during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 3: Means (and standard deviations) of heart rate (bpm) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 83.79 (11.45) 81.93 (15.86) 82.90 (13.48) FEMALE 92.10 (16.79) 87.34 (16.14) 86.92 (16.29) TOTAL 87.78 (14.59) 84.74 (15.91) 86.26 (15.19) NON SWEARING MALE 84.57 (20.16) 84.91 (16.13) 84.73 (17.96) FEMALE 89.88 (12.40) 85.17 (16.42) 87.43 (14.53) TOTAL 87.12 (16.76) 85.04 (15.94) 86.08 (16.22) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on heart rate (F(1,46) = 0.01, p = 0.934, Eta ² = .000). There was a non-significant main effect of gender (F(1,46) = 1.40, p = 0.243, Eta ² = 0.030) and a non-significant main effect of trait aggression (F(1,46) = 0.46, p = 0.503, Eta ² = 0.010). In addition the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.09, p = 0.770, Eta ² = 0.002). The interaction between swearing and gender was non-significant (F(1,46) = 1.14, p = 0.292, Eta ² = 0.024) as was the interaction between gender and trait aggression (F(1,46) = 0.24, p = 0.628, Eta ² = 0.005). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 0.08, p = 0.780, Eta ² = 0.002). (For analysis output on heart rate see Appendix 8). The Effect of swearing/aggression on cold pressor latency during the cold pressor task Cold pressor latency (the length of time participants kept their hand in the ice water) was recorded in seconds. Table 4 shows the means and standard deviations of cold pressor
Sunday, August 4, 2019
Celine Dion :: Canada Canadian
Celine Dion Celine Dion is a proud Canadian, that is why she has sung our national anthom at countless events, that is why she financially supports numerous Canadian organizations, that is also why she continues to make french and english albums. She is a healthy role model for young and old people all over the world, and it is an honour to say she is Canadian. Celine Dion was born in Charlemagne, Quebec, on March 30, 1968 and was the youngest of 14 children in a large musical family. Celine Dion was named after a song her mother was singing while pregnant. She was discovered singing in the family owned restaurant, at age 12, but had been singing there ever since age five, along with her other siblings. It was a small restaurant and club where the children could often showcase their musical talents where her father would play the accordian and mother the violin. At only five years old, she had already began to develop as a singer and entertainer, so it makes sense she had the talent and capability to produce her very first recording at only age twelve with her mother and her brothers. Celine was discovered by Montreal Impresario, Rene Angelil, who later became her husband, in 1981. Celine's mother had found Rene's address in an album of Ginette Reno, a popular french singer. Rene had heard the demo-tape containing the songs Cel! ine had written (In particular "Ce N'etait Qu'un Reve"-or in english, "It was Only a Dream"), and he was immediatly taken by the voice of young Celine that he became determined to make her an internationally known talent. When he first heard her sing live, he cried because it was so beautiful. Rene had so much faith in Celine, that he even mortgaged his house to finance the production of Celine's debut album. Her only obstacle for success beyond Canada and France was her French lyrics. Record companies, as it turned out, were less enthusiastic of investing in a low-class preteen than Rene Angelil was. The financial support they needed to make Celine a success was not being produced, so they created a low budget Christmas album, "Celine Chante Noel," (Celine Sings Christmas), and another album, "Voix du bon Dieu," (The Voice of God). Celine released these singles at the young age of 13, yet they proved to be very successful. Even though these were low budget, people gave the albums a chance, and soon Celine had become the teen sensation of Quebec. Her early years also brought a string of awards, allowing
Saturday, August 3, 2019
Cetaceans And Evolution :: essays research papers
Cetaceans           There are many forms of cetacean life living in the worlds waters. How an why they came into existence is uncertain, but there have been many theories. Some say that dolphins are aquatic forms of goats, and others believe they evolved just like everything else, from a single cell, and not from an actual multi-cellular being. Because most cetaceans have some vestigial structures such as under-developed os coxae, the former of these two theories remains prevalent in most researchers minds.      The theory that cetaceans evolved from a goat-like being is not at all farcical. The similarities between the skeletal systems are more than coincidental. The only difference is that the cetaceans adapted to a marine lifestyle. The front limbs became modified as paddle-shaped flippers, the bones of which are still reminiscent of jointed limbs and digits, but the hind limbs were lost. The broad horizontal tail flukes that provide the main propulsive thrust bear no anatomical connection to the lost hind limbs, but are a seperate and distint development. They contain no bone, and owe their firm and yet flexible shape to underlying fibrous elastic tissue. The body is enveloped in a thick layer of blubber that aids in bouyancy, helps to preserve body heat, and is a source of stored energy. A cetacean’s skin is free of sweat glands, oil glands, or hair, and feels much like smooth, wet rubber to the touch.      Cetaceans, like other mammals, have lungs. They breathe air through a single nostril, or pair of nostrils, located on the top of the head; but contrary to a popular image, they do not â€Å"spout†water when they exhale. The visible spout, the size and shape of which is unique to many species, is simply water vapor in the lungs and a small amount of water present in the depression around the blowhole, which is blown into the air as th cetacean exhales.      A number of physiological adaptations enable whales to perform deep dives. First, they have a larger blood volume than land mammals of comparable size and weight, and they also have a greatly increased capacity to store oxygen in their blood and muscle tissue. Second, each breath provides an 80 to 90 percent renewal of air in the whale’s lung, compare with only 10 to 20 percent in most land mammals. Third, cetaceans have a resistance to the metabolic by-product carbon-dioxide, the buildup of which in the tissues, rather than the lack of oxygen, triggers the involuntary breathing response of most mammals.
Friday, August 2, 2019
Federal Trade Commission Act
The American government has engaged in the process of creating and enforcing legislation as the course of action for everyone to follow when dealing with labor issues and the workforce. In my research, I found several pieces of legislation such as the Sherman Antitrust Act of 1890, and the Federal Trade Commission Act, the Clayton Act (Federal Trade Commission, n.d.), and per text the Wagner Act of 1935, and the Taft-Hartley Act (DeCenzo, 2016). Congress passed this legislation as the determining element in how much control that management and/ or unions would have in protecting the rights of the workers and the organizations.The US government has been involved in the process of acting as a mediator between the organizations and unions with labor clashes. In the 1800's, there weren't many laws that would govern how unions would operate within the organization. So in the early stages of unions organizations thought that the unions were illegal and that they would interfere with the progress of the organization.The Sherman Antitrust Act was the initial legislation adopted that shaped labor unions. This act was important to the organization because it prevented any â€Å"restraint of commerce across state lines and the courts ruled that union strikes or boycotts would be covered by the law†. There is two additional act of the Sherman Act, they are the Federal Trade Commission Act the prohibit bias procedures concerning competition and misleading forms of practice, the Clayton Act focuses on certain issues such as mergers and joining boards members. The main strike in 1894 between the Pullman Palace Car Company and the American Railway Union, where workers walked off of the job because wages were cut by as much as forty percent. At that time the organization was able to obtain a ruling that stopped both the strike and boycott. And because of this labor unions discovered that it would be harder to organize successfully (Shmoop, 2018). The National Labor Relation Act of 1935, which is also known as the Wagner Act was endorsed to protect both employers, and employees, it is the main key to union rights. The Wagner Act distinctively insist that employers should bargain in excellent confidence on issues such as wages, hours, and employment environments. This gave unions control over bias labor habits. Therefore, the Wagner Act empowered unions to be able to grow and advance, plus to establish unions permitting them to protect and bargain together, which means the workforce has the right to come as one to make their demands known even without a union (DeCenzo, 2016) (Shmoop, 2018).Because the Wagner Act sheltered the unions it led to the Taft-Hartley Act which is known as the Labor-Management Act (DeCenzo, 2016). This act covered the concerns of the employer in preventing bias practices of the unions. It prohibited closed stops by declaring them illegal and empowering the states to pass laws that would decrease mandatory union representation. It also disallowed secondary boycotts by giving the president authority whenever differences may influence national security. Both parties must bargain in â€Å"good faith†by coming to the table intending to reach an agreement. But if they don't reach one the Taft-Hartley developed the FMCS to help in the talks (DeCenzo, 2016).All of these laws are vital to the organization and unions since they're the basis of the relationship that is between the workforce and the employer. While the NLRA has changed over time it is very important because it includes how both should work together throughout the bargaining process. And how the Taft-Hartley controls the duration of the relationship. But they safeguard that everyone should work together during the conditions of the association.As a result, unionized workers through combined efforts of both the union and organizations cooperative bargaining have produced better wages, benefits, safe environment, and health conditions for the workforce. They have also included better opportunities for the non-unionized workers (Walters, 2003).ReferencesDeCenzo, D. A. (2016). Fundamentals of Human Resource Management, 12th Edition. Hoboken, NJ: John Wiley and Sons Inc.Federal Trade Commission. (n.d.).Retrieved from The Antitrust Laws: https://www.ftc.gov/tips-advice/competition-guidance/guide-antitrust-laws/antitrust-lawsShmoop. (2018). Retrieved from History of Labor Unions: https://www.shmoop.com/history-labor-unions/law.htmlWalters, M. a. (2003, 8 26). Economic Policy Institute.Retrieved from How unions help all workers: https://www.epi.org/publication/briefingpapers_bp143/.
Thursday, August 1, 2019
Does marketing create or satisfy needs? Essay
When we talk about marketing, there are lot things that we should know first. Marketing is activities of creating value that desired by the potential buyers and receiving value from the potential buyers for the value that they have received. When marketers want to create something that has value to the potential buyers, marketers must know first, what do the potential buyers need or want. As a marketer, it does not make any sense if we sell something that does not have value, or if the marketers want people to purchase something that they do not need of even want. Marketers can not force anyone to do something. They can only ask them to buy their product or service. Some people might not care about what they are asking for. So, in the business of selling product or service, we know word â€Å"marketing†. Marketing is an art of identifying and meeting the people’s needs and wants. It is all about communication between two parties that profitable for the both sides by exc hanging value. Marketing is not that easy to do. As we know, we can not mess with the â€Å"free will†of the people around us or people that we see as the potential buyers. It is up to them if they are willing to buy the marketers’ products or service. In this case, the marketers have to do their marketing activities. Their job is to tell people that their product or service is suit with the people’s need or want. Therefore, the marketers have to know what do people need or want. How can the marketers find out about what the people need or want? They analyze the potential buyers. They have to collect data about the potential buyers. The data is all about their behavior and so on. Anything that can help the marketers to make the potential buyers recognize their product or service and tell them that they should buy it because it is something that they need or want. Products and services can not be created or even sold if people do not need or even want them. So, the data about t he potential buyers’ behavior is important. When the marketers analyze the data, they can tell if their product or service is desirable or not. In the marketing, we know â€Å"4p’s†. 4p’s are product, place, price, and promotion. First is product. It means that in order to make the potential buyers purchase the marketers’ product or service, they have to create a product or service that has desirable value. In another word, a useful product must be created for the potential buyers. Second is place. When the marketers want to sell their product or service, they have to consider the place also. Place that geographically potential to sell the product or service. Selling product or service at a wrong place can bring the marketers to the misery of loss. It can happen because place or environment can affect the ways of thinking or the behavior of the people in it. Different place means different need and want. Kentucky Fried Chicken (KFC) recognize the need of Indonesia people for chicken that being eaten with rice. So, unlike in the other countries, they sell not only fried chicken, but also rice in In donesia. So, it is an important thing to consider the place to sell the product or service. Third is price. When the marketers sell their product or service, they have to set price that suit with their product or service. For example, we can not sell T-shirt at a price of $10,000. It will make sense if what we sell is car. So, the marketers have to set the price based on the value they are offering to the potential buyers. Nowadays, discounts can make the product or service being purchased. Setting the lowest price to pull the potential buyers is becoming trend to many companies. The last one is promotion. Talking about promotion is all about sending message to the potential buyers. The message tells the potential buyers that they need or want the product or service. That is why they have to buy it to fulfill their need or want. Promotion can be in any forms. The product or service can be promoted in commercials, banners, and any other media. The message must reach the way of thinking of the potential buyers or even their heart. Whatever it takes to make them desire and purchase the product or service. To sell the product or service, any marketers have to really consider about the 4 p’s. As we know, nowadays, people are independent and have their own thought. So, marketers have to think hard in order to reach a lot of people. But only reach people, but they also have to pull people to recognize and purchase the product or service. We can not avoid the fact, different person, different personality, different thought, and different perception. What the marketers think is not the same as the people think. The way people think is influenced by the environment or the society around them. Places with different cultures must have different kind of people. Culture influences people time after time. So, it is something that can not be easily erased or changed by any marketers. And people with different kind of family backgrounds and different kind of friends must have different perception or way of thinking. People or group around the potential buyer influence their way of thinkin g and sometimes help them to decide what do they need or want. So, any marketers can not underestimate the 4 p’s. The needs and wants of the customers are differently created because of factors, such as cultural factors, social factors, and personal factors. First, cultural factors like the cultures around the customers create several certain needs and wants. Mostly, the culture in a country is different from the other countries. In a culture of a country, people have a different perception and way of thinking than people in the other country. It is a fundamental determinant of the marketers’ opportunities to enter the market. The second is social factors, such as reference group, family, role, and status. As we know, people around the customers are influence the way of thinking or perception and the behavior of the customers. We also know that people with different roles and status must have different needs and wants. For example, a person with a role as a governor needs a security. Unlike the common people who do not need any added security need. High status people usually purchase more than low status people. The high status people might need an expensive brand like Armani to show other people that they have a high status and power. Unlike the common people with middle to low status. They do not need more than a well known brand like Zara or something like that. As long as they are wearing an outfit that looks good on them. The third one is personal factors, such as gender, age and life cycle, economic circumstances, and lifestyle. Gender is really matter to create needs and wants. Women and men have different perception and circumstances. Women routinely need cosmetic to make them look good. But men do not need any cosmetics. Age and life cycle of the customers determine their need. A person in age 1 up to 2 or in ‘baby’ life cycle needs nappies. But a girl in age 16 or in ‘teenager’ life cycle needs tampons. Economic circumstances of people are also determining what do they purchase. People with a good economic circumstance can recognize more needs and wants and purchase more than the other people. Next is lifestyle. It is obviously that lifestyles of the customer influence their behavior and they can also recognize their need and want. Because of their lifestyle, people purchase different thing with the other people. Lifestyle is a person’s pattern of living in the world as expressed in activities, interests, and opinion. For example, mostly of the people with a healthy lifestyle do not purchase junk foods. They only purchase fresh foods. So, they basically create their need based on the way they are thinking and their own perceptions. We can think of marketing as a way of making sure the customers have the right types of product and service experiences to create the right brand knowledge structures and maintain them in the customers’ memory. In practice, marketing is following the logical. First, marketers have to analyzing their opportunities, and then they have to select their target market. Market is a group of consumers or potential buyers. Marketers select the market which is desire their product or service, because they need or want it. Targeting market is about targeting people who do you think want to buy your product or experience your service. In practicing marketing in the target market, marketers also have to consider the four dimension of SIVA. SIVA contains of solution, information, value, and access. These are the questions of the customers that are designed to be answered in order to make the benefit exchange between the customers and the marketers. Solution : How can I solve this problem? Information : Where can I learn more about it? Value : What is my total sacrifice to get this solution? Access : Where can I find it? The dimensions above are the basic questions that must be answered by the marketers. So, to attract the customers, marketers must tell them that they can solve their problem. Somehow, the marketers must communicate with the customers and make them sure that the marketers are really care about their problem and also care to solve it. In communication, marketers not only make the customers recognize their care, but also recognize the capability of the marketers to help the customers. The marketing process cans not being processed without any push by any means from the customers. Marketers are developing the marketing plan by analyzing the customers’ behavior or customers’ environment first. Any strategies that created are basically reflected by the data of the customers and their environment. Marketers communicate with customers in order to find out what do they need or what is their problem and tell them that marketers can fulfill it and also solve their problem. So, we can say that Marketing is reflect the needs and wants of the customers and happening in order to satisfy customers’ needs and wants. There is no way a company creates a useless product or service. There must be reasons and goal to reach when a company creates product or service. The marketing plan that developed by the marketers simply reflected by needs and wants of the customers. Marketing exist in order to satisfy the needs and wants of the customers. There is another thought that say ‘Marketing shapes or create the need of the customers’. Some people might be agreed with the statement. There are a lot of marketers that have innovative and creative thinking who usually ‘think outside the box’. They make a new product and service. An unusual product or service that launched by the marketers. They promote them and tell the market that they should buy this for goodness sake. Because they need it. So, people simply think that marketing might shapes or even create the need of the customers. But there is something that we have to consider. They are creative and innovative marketers who basically just like the other marketers. They collect data from the customers and the environment around them and then transform it into useful information. But, they who think outside the box can recognize the ‘new need’ of the customer. So they create product or service based on their recognition. Product or servic e that the customers might do not think to need it but in the end, the customers hold on that product or service. All we can say is that the marketers just recognize the ‘new need’ of the customers, but not create them. Who creates them are the customers themselves. For example, when they need communication, they have cable telephone. But, the marketers recognize that the cable telephone might not appropriate for people nowadays. So now there are cell phones. Portable phones are now become a basic need. People can not live without communicate with the other people by cell phones. The marketers found the ‘new need’ just by analyzing the customers and the environment. But, the customers are basically creating them time after time. Marketing is about recognize the existing problem or even the new problem of the customers and tell the customers that they can solve it by their product or service. It is all about satisfying the customers’ need and want to gain value from them too.
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