Establishing Power, Control and Authority Through Domestic...

Domestic violence can affect anyone. Domestic violence is a pattern of behavior used to establish power and control over another through emotional attack, fear, and intimidation. Domestic violence or battering, often, includes the threat or use of violence; this violence is a crime. Battering occurs when one person believes he/she is entitled to control another. Domestic violence affects people in all social, economic, racial, religious, and ethnic groups; whether the couple is married, divorced, living together, or still dating. Another reality is that abusers and their victims can be gay, strait, young, or old. Violence develops from verbal, physical, emotional, financial, and sexual abuse. Most domestic violence victims are women by†¦show more content†¦An additional form of domestic abuse is emotional/verbal, which includes name-calling, put-downs, public humiliation, yelling, degrading statements, brainwashing, and control of the victim’s freedom to come and go w hen she chooses. There are many causes of battering. Among many causes, one can be attributed to the unequal power relationship between men and women. Women are traditionally in a position of being economically dependant on men. The socialization of girls prescribes girls to be passive; the socialization of boys prescribes boys to be aggressive. Another contributing cause is that family violence is a generation cycle; as battered children, or children in families where battering occurred often, people may become batterer or battered women. Domestic violence is a social problem that is widespread. It is a potentially fatal problem from which no person is immune. Domestic abuse has historically been a private violation that has been kept within the walls of the family home. This violence has also historically been denied. Domestic violence acts are events still perceived as anything but a crime; it is only no beginning to be criminalized. If someone is in an abusive relationship she/h e is caught between conflicting emotions, such as love and hate. She/he lives a life of isolation.Show MoreRelatedDomestic Violence Should Not Be A Private Matter1478 Words   |  6 PagesDomestic violence is not always reported and therefore it is difficult to establish precise statistics for its occurrence, however, it is estimated that around sixteen percent of all violent crime is represented by domestic violence. Most of the perpetrators are male and most of the victims are female (approximately 77 percent). However, domestic violence is not a new problem, it has always existed, but before, it was kept completely in the private sphere. As women have become more independent andRead MoreFeminist Movement : Ellen Pence1520 Words   |  7 Pagesto the movement to end violence against women and children (Edleson, 2010). Contributions At first, Ellen was involved with housing, antiwar, civil rights, and the feminist movement during her adolescents (Bradkin, 2016). Learning about the struggles and injustices women and children from the Minnesota Housing Authority encountered, is what motivated Ellen to become a part of the domestic violence movement (Bradkin, 2016). She became involved with the domestic violence movement in the 1970’sRead MoreDomestic Violence As A Victim Of Domestic Abuse1686 Words   |  7 Pageswoman who changed how domestic violence is addressed, in 2012, there are many lives that are being saved to this day because of her work. Ellen Pence found her calling in 1977 when she began working for the Minneapolis Housing Authority that helped individuals relocate with housing complications (StarTribune, 2010). It was then that she immersed herself through domestic violence cases and set the standard for addressing these cases. Ellen Pence is especially known for establishing the Du luth ProgramRead MoreNiccolo Machiavelli s The Prince854 Words   |  4 Pagesworld’s most effective leaders shows that they led through fear. Alexander the Great, the leaders of the Mongols, and even Hammurabi used fear to maintain their authority and the security of their domains. Alexander the Great led victorious military campaigns from Macedonia to Egypt, Persia, and beyond, establishing a mighty empire all during his brief life of 32 years (Cole et al. 89). He did not accomplish this feat through kindness but through repeated acts of cruelty perpetrated against his enemiesRead MoreThe New Deal And Civil Rights899 Words   |  4 PagesOver the years State powers has changed. The States have gained less power relative to the Federal government. 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This paper seeks to explore and discuss domestic violence crisis across Australia. To begin with, Australian Bureau of Statistics on domestic violence indicated that more than 100,000 Australians have experienced domestic violence in their lives . The overall domestic crimes include sexual assaults, homicide, physical abuse, social abuseRead MoreThe Social Construction Of Hegemonic Masculinity And Masculinity1668 Words   |  7 PagesOur society is deeply rooted in a culture that allows violence to be a solution to problems. Violence against women is one of the most prevalent forms of violence within our society. Our legal system ensures that the law is there to protect the people and to reinforce order and equality. Domestic violence, sexual assaults, rapes, abuse of all shape and forms are so common but yet only a few cases make it into court. How can we as a society evolve and progress when more than half of u s are facedRead MoreThe Eyes Of Feminism By Simone De Beauvoir2343 Words   |  10 PagesOf the first person to attempt to view history through the eyes of feminism, Simone de Beauvoir asserts that man is the great subject and woman is the other – man is seen as essential, woman is not. Her primary argument is that men fundamentally oppress women by characterizing them as the ‘other’. The author also believes that women’s inferiority in society is not a result of natural, sexual differences but rather of differences in the societal development of men and women. She argues that women

Case Study Organization And Behavior - 3589 Words

COURSE TITLE: HND IN BUSINESS UNIT TITLE: ORGANISATION AND BEHAVIOUR STUDENT ID: STUDENT NAME: DATE OF SUBMISSION: 01/04/2015 Table of the Contents Lists of the Contents Page No Introduction 3 1.1 Define and explain any three out of the following organizational structure and cultures3 1.2 Explain how an organization structure and culture can impact on the performance of a business 5 1.3 List and briefly discuss the factors which influence the behavior of an individual at work5 2.1 Compare the effectiveness of different leadership styles in different organizations 6 2.2 Explain how organization theory underpins the practice of management 7 2.3†¦show more content†¦In addition they are working in different types of organization Structure. Tall authoritative structure is one which needs a large number level from claiming progression. Previously, these organizations, there need aid typically a significant number managers, Furthermore each administration faculty need a little compass of control – they would in control about just a little assembly about kin. Tall structures have a tendency on make more convoluted Also complex, What s more might a chance to be slower to react to showcase transforms over associations the place chiefs need a bigger compass about control (Child, 2006). Flat Organization Structures: An even organization may be an association that need an authoritative structure for couple alternately no levels from claiming white collar management between staff Also executives. The thought is that well-trained specialists will make additional profitable. This structure will be by and large workable best in more modest associations or singular units inside bigger associations. The point when they compass a basic size, associations might hold a streamlined structure Anyhow can t stay with a totally even manager-to-staff relationship without impacting benefit. The level organization model advertisesShow MoreRelatedOrganization Behavior - 5 Case Studies with Answers7301 Words   |  30 PagesSUBJECT: Organization Behavior Case-1- A WINDOW ON LIFE For Gilbert La Crosse, there is nothing quite as beautiful as a handcrafted wood-framed window. La Crosse’s passion for windows goes back to his youth in Eau Claire, Wisconsin, where he learned from an elderly carpenter how to make residential windows. He learned about the characteristics of good wood, the best tools to use, and how to choose the best glass from local suppliers. La Crosse apprenticed with the carpenter in his small workshopRead MoreOrganization Behavior - 5 Case Studies with Answers7314 Words   |  30 PagesSUBJECT: Organization Behavior Case-1- A WINDOW ON LIFE For Gilbert La Crosse, there is nothing quite as beautiful as a handcrafted wood-framed window. La Crosse’s passion for windows goes back to his youth in Eau Claire, Wisconsin, where he learned from an elderly carpenter how to make residential windows. He learned about the characteristics of good wood, the best tools to use, and how to choose the best glass from local suppliers. La Crosse apprenticed with the carpenter in his small workshopRead MoreCase Study on Human Behavior in the Organization of Northgate Arinso Philippines Inc.2147 Words   |  9 Pages(University of the City of Manila) Intramuros, Manila A Case Study on THE HUMAN ORGANIZATIONAL BEHAVIOR OF Northgate Arinso Philippines Inc. Submitted to the Faculty of Graduate School of Management Pamantasan ng Lungsod ng Maynila In Partial Requirement of the Subject Human Behavior in Organization By: Melvin A. Irabon August, 2013 CASE STUDY ON THE HUMAN ORGANIZATIONAL BEHAVIOR OF Nothgate Arinso Philippines Inc. I. Description of the Organization A. Nature Northgate Arinso (NGA) is a leadingRead MoreMGT 312 Entire Course1103 Words   |  5 PagesMGT 312 Entire Course    MGT 312 Week 1 Knowledge Check Study Guide    MGT 312 WEEK 1 Organizational Behavior Paper       Write  a 700- to 1,050-word paper explaining the role and purpose of organizational behavior. Explain the main components of organizational behavior.  MGT 312 WEEK 1 Organizational Behavior Paper Provide examples of how these organizational behavior components relate to your workplace. How will knowledge of organizational behavior benefit you as a manager? 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There is many different definitions of organizational behavior, but they are all relatively the same in all cases. â€Å"Organizational behavior studies organizations from multiple viewpoints, including behavior within the organization and in relation to other organizations (Boundless.com).† This is not just the study on one organization, but the study within oneRead MoreMgt 312 Entire Course Essay1145 Words   |  5 PagesEntire Course MGT 312 Week 1 Knowledge Check Study Guide MGT 312 WEEK 1 Organizational Behavior Paper Write a 700- to 1,050-word paper explaining the role and purpose of organizational behavior. †¢ Explain the main components of organizational behavior. MGT 312 WEEK 1 Organizational Behavior Paper †¢ Provide examples of how these organizational behavior components relate to your workplace. †¢ How will knowledge of organizational behavior benefit you as a manager? Include at least twoRead MoreEthics Deals With Sets Of Acceptable845 Words   |  4 Pagesacceptable conducts laid down by organizations to guide the conducts and behaviors of members of the organization (Ralston et al, 2014, Para. 3). Individuals acquire their initial behaviors from their respective families. These sets of learned behaviors will be refined and new ones inculcate as the child make contacts at the society through formal and informal education, religious organizations, and pear groups. However, what one values as appropriate behaviors depended on many factors that influencesRead MoreMgt 312 Organizational Behavior for Manager Complete Class1190 Words   |  5 PagesMGT 312 Organizational Behavior for Manager Complete Class http://homeworkfy.com/downloads/mgt-312-organizational-behavior-for-manager-complete-class/ To Get this Tutorial Copy Paste above URL Into Your Browser Hit Us Email for Any Inquiry at: Homeworkfy@gmail.com Visit our Site for More Tutorials: (http://homeworkfy.com/ ) MGT 312 Week 1 Knowledge Check Study Guide MGT 312 WEEK 1 Organizational Behavior Paper Write a 700- to 1,050-word paper explaining the role and purposeRead MoreFactors Influencing Organizational Behavior And The Organization1123 Words   |  5 PagesFactor Influencing Organizational Behavior Student Name Course Name Course Code Introduction The study of human behavior in organizational settings, the interface between human behavior and the organization and the organization itself is known as Organizational Behavior. The study of organizational behavior can be divided into three levels: †¢ Micro Level – Individuals in an organization †¢ Meso Level – Work Groups †¢ Macro Level – How organizations behave It was observed by Chester

Retail Market Target

Question: What is design and why? What is type of research and why? What is your sample and why?What is the method of data collection and why? More detail and justification please in your final paper. Answer: Introduction Retail market in United Kingdom is a popular industry among the customers. Apple is one of the leading brands in the retail industry with its head quarters at Unites States. The company has 364 retail outlets all over the world (Tupikovskaja-Omovie et al., 2014). The company have various retail stores across United Kingdom. The success of the company depends on the purchase of products by customers, which in turn depends on the satisfaction of the customers. Customers satisfaction is an important part of any business that depends on various factors of the company and their services (Chakravarti Thomas, 2015). In this assignment, the satisfaction of the customers of Apple across United Kingdom would be explored. Various methods of data collection, data interpretation and probable outcome would be given in this research proposal (Wong Lam, 2016). This would give a vivid idea about the probable satisfaction level of the customers and the probable reasons behind it. Aim of the research This research aims to find the satisfaction of the customers of Apple and the factors that affect the satisfaction level of the customers. Satisfaction level of the customers is an important part for the business, as plummet in the customers satisfaction would result to loss in business. Factors that influence the customers satisfaction would also be explored in this research. Objective of the research The objective of the research is as follows: To determine the factors that influences the satisfaction level of the current customers of Apple products across United Kingdom. To determine how does these factors influence the consumers of Apple products in United Kingdom. To find how does the customers satisfaction level influence the business of the company. Research question The research questions are as follows: What are the factors that satisfy the customers of Apple? How do these factors influence the satisfaction level of the customers? How does the satisfaction level of the customers affect the business of the company? Problem statement The problem statement of the research is that the satisfaction level of the consumers of Apple products across United Kingdom is decreasing in the recent years. This had affected the business of the company. Literature review According to the viewpoint of Huang et al., (2013), it was seen that the products of Apple cost a huge sum of money than the products of other company. This results to lesser sale of the products of Apple than the products of other companies. The products of Apple have specific features that are not available for same products of other companies. As per the viewpoint of Sargunani and Bruce, (2015), it was seen that the products produced by Apple have higher resolutions, bigger display screen and advanced operating systems. Phones, laptops and other products produced by Apple provide their users with unique and user-friendly features, which are easily acceptable by the users (Piotrowicz Cuthbertson, 2014). As per the comments of Kumar, (2015), it was found that the iphone of Apple had a special feature of figure print scanner. This feature is unavailable for other phone of different company. This feature had been widely acceptable by the customers and the customers are largely satisf ied by this feature of the phone. As per the opinion of Wong and Lam, (2016), the cost of the products of Apple had been a constraint to the customers. The cost of the products makes it unreachable to many customers. This factor does not let the new technologies reach to the customers of various financial levels from all over the world. As per the opinion of Ayanso and Lertwachara, (2015), it was seen that branding strategy of Apple is an important aspect to attract customers towards their company. This company uses the Apple brand to draw consumers towards their company. They have even captured the consumers electronic industry of the United Kingdom with the products of iPods, distribution of music through iTunes Music Stores, the market of smart phones with the help of Apple iPhones and other applications via AppStores for its different products. This had drawn huge number of customers towards the company; especially the younger generation. United Kingdom, being a developed country, the people is technically advanced. They like the new features and technologies that are available in the devices of Apple. The consumers get the chance to explore new features of the devices and they tend to buy the new products that Apple introduces over the time. On the viewpoint of Taylor et al., (2014), it was found that the consu mers expect new features with the introduction of new models of Apple products to the world. The consumers expect new design and innovative technologies in the products of Apple. According to the comments of Chiu et al., (2013), the company introduces new technologies and improve their designs with the introduction of new products over the time. However, this leads to the increase in the price of the products. The common people could not buy them and they settle down with lesser-priced products that contain similar technology. This had proved harmful to the business of Apple products and they had sometimes failed in their strategies to draw customers. As per the viewpoint of Piotrowicz and Cuthbertson, (2014), promotional strategies play an important role to attract customers towards the company. The consumers of Apple products across United Kingdom are educated and have better financial conditions. They are influenced by the sophisticated advertisement of the products of the companies. This is another strategy that is adopted by the company to draw the attention of the consumers towards them. According to the viewpoint of Berg, (2014), it was seen that adapting this strategy of advertisement had failed to draw their expected amount of customers of United Kingdom to buy the products of Apple. The company had found plummet in their number of consumers in the recent years, which had become a concern for the company (Taylor et al., 2014). The causes for the dip in the number of customers over the recent years are a major concern for the business of the company in United Kingdom. The company wishes to make efforts to raise the number of consumers across United Kingdom, which would help them to develop in their business. Research Methodology The methodology of this research includes various steps that are discussed below: Research design The research would be designed that includes consumers across various age groups and various financial levels. This design would involve collection of primary data across the stores of Apple across United Kingdom by questionnaire method. The store members and the managers of the stores would be involved in this survey and they have to convince the visitors of the stores to fill up the questionnaires for the survey. These data would be used for further analysis. Data and data collection methods The desired data for this research would be the primary data that would be collected on interviewing the consumers who come to the stores of Apple to either purchase or find out about the products. The stores across United Kingdom should be instructed to survey their customers who visit the stores, irrespective of whether they purchase the product of not (Hayes et al., 2014). The stores would be provided with the questionnaire and they must be instructed to help the customers to fill up the questionnaire (Ayanso Lertwachara, 2015). The questionnaire would contain both qualitative and quantitative questions and the consumers would be asked to fill them up according to their opinion. This survey would be done for a period of three months (Piotrowicz Cuthbertson, 2014). Data collected over the different stores of Apple across the United Kingdom over three months would be used for further analysis. Three months of time would be chosen as more time would lead to the change in opinion of people with time. It would be difficult to identify the factors that affect the satisfaction level of the consumers and how does this satisfaction level influence the business of the company. Sample size and sample method A sample size of thirty across twenty stores across United Kingdom would be drawn from the primary data that would be collected from the survey. Twenty stores would be chosen randomly across various parts of United Kingdom. The data collected from these chosen stores would be considered for the survey. Thirty samples would be randomly chosen from these selected stores and they would be used for further analysis (Ayanso Lertwachara, 2015). Thus, the method of random sampling would be used to collect the samples of this research. Method of analysis There are various methods of analysis that would be done on these data in order to find the factors that affect the satisfaction level of the customers in context of the products of Apple. Count of the factors that attract the consumers to the Apple products would give the frequency of the factors (Kennedy, 2013). This would give an idea about the most and least favoured factor of the products that attract the consumers. The method of descriptive statistics would be done, which would give an idea about the average amount of money spent by the consumers to buy electronic devices and the time spent to research about the electronic gadgets (Chiu et al., 2013). Comparative study would also be done in order to find the preference of the products of Apple over the products of other companies (Jaeger et al., 2016). The method of correlation would also be done in order to know how the satisfaction level of the consumers affects the buying behaviour of the products of Apple, which in turn wou ld give the idea about the business of the company in United Kingdom (Montgomerie Roscoe,2013). The method of descriptive statistics would also give an idea about the type of people who usually visit the stores of Apple across United Kingdom and the type of people who us ally purchase these products. The method of descriptive statistics would also provide an idea about the age group of the consumers of Apple products across United Kingdom (Varley, 2014). The method of frequency distribution would give an idea about the types of professions that influence the purchase of the Apple products. It would also help to give an idea about the economic level of the consumers of the buyers and the visitors and the influence of profession on the purchase of the products of Apple across United Kingdom (Taylor et al., 2014). The method of correlation between the types of profession and the business of the company would also help to give an idea about how the profession of the consumers helps the business of the Apple in United Kingdom (Hayes et al., 2014). Thus, these methods would be used t o analyse the surveyed data and it would give an idea about the factors that affect the satisfaction level of the consumers of Apple products across United Kingdom and how this satisfaction level influences the business of the company across United Kingdom. Conclusion In this assignment, the methods of data collection were suggested to be primary data collection method, which would include all the stores of Apple across the country of United Kingdom. These data would be surveyed with the help of questionnaire method to form the population of the research. The method of random sampling would be applied on this population in order to collect the samples of the data. These collected data would be subjected to various statistical methods like frequency methods, descriptive statistics and methods of correlation. These methods would give an idea about the factors that affect the satisfaction level of the consumers of Apple products across United Kingdom. It would also give an idea about how these factors affect the satisfaction level of the consumers of Apple products in United Kingdom. These statistical methods would also give an idea about the influence of the satisfaction level of the consumers on the business of the Apple in United Kingdom. References Ayanso, A., Lertwachara, K. (2015). Analyzing Customer Service Technologies for Online Retailing: A Customer Service Life Cycle Approach.Journal of Computer Information Systems,55(4), 73-80. Berg, B. (2014). Introduction. InRetail Branding and Store Loyalty(pp. 1-26). Springer Fachmedien Wiesbaden. Chakravarti, A., Thomas, M. (2015). Introduction: hit-or-miss consumer insights. InWhy People (Dont) BUY(pp. 1-6). Palgrave Macmillan UK. Chiu, W. Y., Tzeng, G. H., Li, H. L. (2013). A new hybrid MCDM model combining DANP with VIKOR to improve e-store business.Knowledge-Based Systems,37, 48-61. Hayes, S. G., Tupikovskaja-Omovie, Z., Tyler, D. J., Chandrasekara, S. (2014, January). Segmenting the UK Mobile Fashion Consumer. Association for Information Systems. Huang, L., Hu, C., Zhang, X. (2013). Consumer experience analysis: A case study of Apple Inc. from consumers' perspective in experience marketing. Jaeger, S. R., Antnez, L., Ares, G., Johnston, J. W., Hall, M., Harker, F. R. (2016). Consumers visual attention to fruit defects and disorders: A case study with apple images.Postharvest Biology and Technology,116, 36-44. Kennedy, B. (2013). Retail Marketing Theory In Fashion Retailing Context. Kumar, P. (2015). Factors that determine the shopping behaviour of customers of organized and unorganized retail outlets:-a statistical survey of customer behaviour of shopping in Delhi/NCR.International Journal of Management, IT and Engineering,5(4), 150-184. Montgomerie, J., Roscoe, S. (2013, December). Owning the consumerGetting to the core of the Apple business model. InAccounting Forum(Vol. 37, No. 4, pp. 290-299). Elsevier. Piotrowicz, W., Cuthbertson, R. (2014). Introduction to the special issue information technology in retail: Toward omnichannel retailing.International Journal of Electronic Commerce,18(4), 5-16. Sargunani, S. S., Bruce, M. M. J. (2015). Impact of Product and Market Factors on Consumer Behavior: A Study on Personal Computers Purchase.Asian Journal of Applied Sciences,8(1), 92-100. Taylor, S. A., Donovan, L. A. N., Ishida, C. (2014). Consumer Trust and Satisfaction in the Formation of Consumer Loyalty Intentions in Transactional Exchange: The Case of a Mass Discount Retailer.Journal of Relationship Marketing,13(2), 125-154. Tupikovskaja-Omovie, Z., Tyler, D. J., Chandrasekara, S., Hayes, S. (2014, March). Segmenting the UK Mobile Fashion Consumer. InICMB(p. 2). Varley, R. (2014).Retail product management: buying and merchandising. Routledge. Wong, I. A., Lam, I. K. V. (2016). A multilevel investigation of the role of retail stores in cross-border shopping.Journal of Travel Tourism Marketing, 1-17.

Learn How to Write a Rhetorical Analysis Essay Step by Step

Writing a rhetorical analysis essay can be a challenge. This article will provide a clear rhetorical analysis essay definition and rhetorical analysis essay samples. This will also give you the skills you need to write a compelling rhetorical analysis essay. Quick Links 1. What is a Rhetorical Essay? 2. How to Write a Rhetorical Analysis Essay Step by Step 2.1 Understanding your Topic 2.2 Collect Information 2.3 Rhetorical Analysis Essay Structure 2.3.1 Writing the Introductory Paragraph 2.3.2 Writing the Body Paragraphs 2.3.3 Writing the Concluding Paragraph 2.4 Rhetorical Analysis Essay Tips 3. Rhetorical Analysis Essay Topics 3.1 Literature Rhetorical Analysis Essay Topics 3.2 Sports Rhetorical Analysis Essay Topics 3.3 Consumerism Rhetorical Analysis Essay Topics 4. Find the Right Professional Help 1. What is a Rhetorical Essay? A rhetorical essay analyzes different parts of a literary work, a book, a drama, speech or any other writing piece. Such essays focus mainly on non-fiction work, and analyze it critically. Rhetorical analysis is a system of breaking down written text into its many parts. Then providing perspectives on each of those parts. But before you begin to write and analyze any written text, you must critically think about the elements of the text. That requires critical thinking and examining the words used in a given text and how they influence the reader. Rhetorical essays seek a deeper look into the use of language, its intentions, and its perception by the audience. A rhetorical analysis doesn't focus on whether or not you agree with the author's point of view. Rather, a rhetorical analysis dissects and appraises the manner in which that point of view is presented. It makes a conclusion as to the effectiveness of the text with respect to its intention. Did the author succeed in delivering his message? If so, what elements contributed to that success? If the intended communication faltered in any way, how did the language fall short of its intended purpose? Examine the techniques used by the author and their effect upon the reader. The presentation of proof and a promising opinion make it critical for the students. Writing a rhetorical essay requires a high degree of literacy and the ability to analyze the use of language. It also requires an awareness of the subject matter topics being discussed in the original piece which you are reviewing. 2. How to Write a Rhetorical Analysis Essay Step by Step When you encounter something for the first time, it's natural that you do not know anything about it. You may feel overwhelmed but it's completely okay. It happens and it will settle down once you are familiar with the task at hand. 2.1 Understanding your Topic To write a rhetorical analysis essay, you need to understand the topic and the work that you are considering. As a writer, your job is to research and analyze it from a different perspective. Then add your own explanation to it. For the readers, it is important to reveal the rhetorical aspects of the topic and analyze them from different angles. Something that makes literature, fiction and nonfiction interesting is that it is usually open ended. You can use your judgement to form meaning of it. However, be careful that whatever you say is backed with reason and proper proof. Instead of taking on the topic, as a whole, break it into bits and pieces and deal with each section separately. Once you have divided your topic into parts, determine the relationship between different parts. Also check how they influence the work, as a whole. A tricky part about writing rhetorical essays is choosing the right topic. If your professor was kind enough to assign a topic, you're good to go. If not, you can head on to our essay topic generator and find compelling topics. 2.2 Collect Information The next step when writing a rhetorical essay is to gather all the necessary information. Answering these questions will provide the essential guidelines to follow as you begin your composition: What is the author's goal in presenting the text? What are the primary ideas highlighted by the writer in the text? Which issue is raised by the author? Who is the author(s) of the text under analysis? What is the target audience of the author (location, age, gender)? How is the essential theme reflected in the text? Has the author successfully managed to convey the message? Which methods were utilized by the author to communicate the objectives? 2.3 Rhetorical Analysis Essay Structure Just like any other academic essay, rhetorical analysis essay also has an introduction, body paragraphs and conclusion Let's find out what information to present in these paragraphs, shall we? 2.3.1 Writing the Introductory Paragraph The introduction is an important part of any essay. It acts like a roadmap and sets the tone of the entire paper. To start a rhetorical analysis essay introduction, discuss the main ideas, goals and purpose of the essay. Also, include the rhetorical techniques you will use to define and analyze different concepts and ideas. 2.3.2 Writing the Body Paragraphs The body is the flesh and blood that makes up the entire essay. It comprises important information and arguments, and answers several questions. Divide each body paragraph according to different ideas and identify the ethos, pathos and logos in the work. Each paragraph must have just one claim and evidence to support it. 2.3.3 Writing the Concluding Paragraph To conclude a rhetorical analysis essay, summarize the main ideas and arguments mentioned throughout the essay and restate your thesis statement. And don't forget to provide your opinion about whether or not the original text was effective. If you need more information to outline for your essay, visit our blog on writing a rhetorical analysis essay outline. 2.4 Rhetorical Analysis Essay Tips Don't focus on proving your point, rather, analyze the text. Write your essay in present tense. Use correct transitions. Recheck the paper once you are done writing. Edit and fix the mistakes. Also, use the following persuasive methods: Ethos Relying on the author's personal experience. Pathos Use of feelings to arouse emotions among the readers. Logos Use of rational and logical approach with facts, statistics and strong arguments to convince the readers. 3. Rhetorical Analysis Essay Topics Here is our list of top 10 rhetorical analysis topics to assist you in making the right choice. 3.1 Literature Rhetorical Analysis Essay Topics Rhetorical Analysis of "Pride And Prejudice" Rhetorical Analysis of "The Fault in Our Stars" "The Odyssey" And "Beowulf" The symbolism of Bullfighting In "The Sun Also Rises" by Ernest Hemingway 3.2 Sports Rhetorical Analysis Essay Topics Rhetorical Analysis of Presidential Sports Encomia Rhetorical Analysis of Symbolic Power of Sports Rhetorical Analysis on the use of steroids 3.3 Consumerism Rhetorical Analysis Essay Topics Rhetorical Analysis of the Commercials and the Media "Electronic Media and Culture" Rhetorical Analysis Environment and Consumerism Analysis 4. Find the Right Professional Help Anyone can develop superior writing skills. Like learning to play a musical instrument, however, it takes consistent practice over time. If you want to write well, you need to read a lot and you need to write a lot. 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Metal Detectors - Persuasive Paper essays

Metal Detectors - Persuasive Paper essays Persuasive Paper Period 1 I am writing you in response to having metal detectors at school. I know that this is a good idea. It is good for many reasons such as keeping students in-line, enforcing school rules, and keeping schools from being a victim of school violence. The main reason for having metal detectors is safety. Security and assurance of safety in schools is decreasing rapidly as seen on TV or read in newspapers. Metal detectors would provide much more security at our schools. Metal detectors would also help us avoid a big accident such as Columbine; it would keep people with guns from entering our school. This would make everyone from parent to teacher to student feel much safer. As far as being irritating and troublesome for as many students as we have at Heights. I know that we would need many detectors and place them where there is a lot of space so that it would not cause a huge crowd of people trying to get into school. We could put them at many doors not just the breezeways. Then we also have the question of what students can and cannot bring. Also students need to know exactly what the punishment is for different offences and what teachers need to do for problems. To implement having metal detectors at schools we would need to clearly circumscribe what you can bring to school and the punishment for those who transgress these rules. In conclusion metal detectors are a very advantageous idea at schools. I also know that there would be many bugs and problems that would be simple to work out. ...

John Duffy Railway Rapist Essays

John Duffy Railway Rapist Essays John Duffy Railway Rapist Paper John Duffy Railway Rapist Paper Offender profiling is a general term that has no accepted definition and varies in its use between the USA and the UK. It is based on three strands of expertise: statistical analysis of crime data, behavioural science, and detective expertise. Psychological profiling was in fact used in the Second World War to profile enemy leaders to see if they had weaknesses that could be exploited for example, William Langers profile of Hitler and his accurate prediction of suicide after defeat (Langer, 1972). Traditionally police collected hard evidence from the scene of a crime, such as blood, saliva and semen. Other less concrete indicators might be ignored, such as the choice of victim, what was said or not said, the location and the nature of the assault. Psychologists help police to interpret these clues. The basic assumption of offender profiling is that the offenders behaviour at the crime scene reflects something about them as a person. It leaves a psychological fingerprint, particularly where there is a pattern over a number of crimes. For example, tying up a victim suggests a need for control. The aim is to go beyond the facts and develop hypotheses about the offender. The information used includes the analysis of the crime scene, details of the victim and current knowledge about offenders from research. Holmes (1989) suggests that profiling is most useful when the crime reflects psychopathology, such as sadistic assaults. 90% of profiling is for murder or rape, but can be used for arson, burglary, and robbery. Homant and Kennedy (1998) see crime-scene profiling as including psychological profiling of offenders, geographical profiling (the area of the crime and where the offender may live) and, in the case of murder, equivocal death analysis (how the murder was committed, and a psychological autopsy of the victim). The overall aim is to look for patterns and to compare them to what is known about certain crimes and criminals. The British Approach was developed independently of the police authorities from the separate work of David Canter and Paul Britton. There is some debate about which case was the first in Britain to use profiling. Many see Paul Brittons help in the 1983 case of Paul Bostock as the first time a psychologist was used to profile the offender. This case involved two separate murders with black magic associations found near the victims. Britton gave a limited profile to the police of a young, isolated man, who had access to knives, with an obsession for black magic (what Britton called a belief dysfunction). The police eventually arrested Bostock, who was a nineteen-year-old loner, a meat factory worker, with a house full of black magic items. He did not confess to the murders, so Britton advised a line of questioning based on Bostocks fantasies, which proved fruitful. The first well-known case in Britain to involve direct help to the police in profiling came in 1986, when David Canter started to help in the case of the Railway Rapist. This case involved 24 sexual assaults near railways in North London, and three murders (between 1982 and 1986). All the crimes showed signs of having the same offender. The first attacks were rapes, which initially were thought to be the work of two offenders together. Then the pattern became clear, and with the later murders, it was definitely one man. Canter was able to analyse the details and drew up the profile. Main points of Canters profile; Lived in area near to area of first crimes. Probably lives with woman. Aged mid-to late-20s. Right-handed. Semi-skilled or skilled job with weekend work, but relatively isolated work. Knowledge of railways. Previous criminal record for violence (maybe arrested between October 1982 and January 1984). Characteristics of offender; Lived in area suggested. Recently separated from wife. Aged late 20s. Right-handed. Travelling carpenter. Worked for British Rail. Raped wife at knife point. David Canter (1994) believes that criminals, like most people behave consistently. An analysis of the pattern of behaviour observed over a number of crimes committed by a serial offender will give clues about the non-offending everyday behaviour of the criminal. We all operate within a social context and so Canter believes that offences are not separate behaviours from the rest of the offenders life but rather are directly linked to their everyday interactions. Interviews with victims about things that were said at the time of the crime could give an indication of how the criminal normally interacts with others. For example, a rapist who is hesitant and apologetic to his victim could well be committing the rape because he does not know how to go about forming a genuine close relationship with a woman in his everyday life. The British approach involves advising police officers about correlations between sets of data, such as time, place and choice of victim. Canter identified five characteristics which, they believe can aid investigations Residential Location Criminal Biography Domestic/Social Characteristics Personal Characteristics Occupational/Educational History Canter believes that during the crime vital clues are left behind and the distinctive personality of the offender shows through in some ways. Thus, it is thought that the way in which the crime is committed is in part a reflection of the everyday traits and behaviour of the individual. The interaction between the offender and the victim is thus studied closely and categorised. Canter believes that by this careful study of offence behaviour, patterns can be established and variations between offenders identified. However unlike the FBI approach, Canter does not attempt to place offenders into rigid typologies, but rather suggests that their behaviour will mirror other aspects of their day-to-day life. Canter (1994) describes his task as picking from the shadows left by the criminals, those consistent patterns in behaviour. What happens during the offence can give clues to the non-offending parts of their lives. There will also be evidence from the interaction between the victim and the offender because we are social beings even in such unusual situations. For example, murderers who kill a stranger without any interaction are likely to live a solitary life (Canter, 1989). Other important factors may be the choice of victim, location, nature of the crime and what is/isnt said, and forensic awareness of the offender, like rapists who force victims to bathe after the attack to remove any evidence of pubic hairs. One aspect of profiling that is often overlooked is the methodological collection of data and statistical analysis. Often the profiler is no more than a glorified statistician. Canter and Heritage (1990) combed through the victim statements of 66 UK sexual assaults and with sophisticated statistics were able to identify clear patterns in the form of the attack. It is possible to group how the victim is treated in three ways, each giving a clue to the offender. Victim as person involving conversation during the attack asking whether the woman has a boyfriend, or complimenting her on her appearance. This type of offender believes he is developing some type of relationship with the victim, and mistakenly believes, the sexual assault produces intimacy. Victim as object blindfolding and/or gagging the victim, while the offender tends to be disguised. The offender is concerned most with control in the interaction of the rape. The woman is seen as a dangerous object that must be trussed and coerced (Canter, 1994). Victim as vehicle violence (both physical and verbal), which demeans the victim. The actions here are a reflection of the offenders anger. This emphasis on statistical patterns has led to the creation of a database called CATCHEM (Central Analytical Team Collating Homicide Expertise and Management). The database contains details of over 4,000 child murders, which allows police officers to make statistical predictions about the killer. For example, 62% of killers of females under seventeen are single, but 83% if the victim is male and under sixteen. If the childs body is found without sexual interference, there is around a 70% likelihood that the killer is the guardian or parent, but when there is sexual interference, this figure drops to 1% -2 % (Murder in Mind, 1993). In the UK there seems to have been some resistance to profiling by the police because psychologists have been viewed as outsiders and not being able to offer anything more than what a could practitioner (eg, detective) could. Geberth (1983) feels that experts have very little to say compared with what experienced police officers are likely to work out for themselves. Holmes (1989) reports that out of 192 offender In the UK the ability of profiling to accurately identify a culprit is felt to be limited. Copson and Holloway (1997) in a survey found that detectives felt that profiling led to the identification of the offender in only 2.7% of cases and helped to solve 16% of cases. Pinizzotto and Finkel (1990) attempted to discover whether professional profilers would be more accurate than detectives, clinical psychologists and students. They asked the participants to examine two closed police cases (a sex offence and a murder) and to draw up profiles. What they found was that the profilers did indeed produce richer and more detailed profiles and in relation to the sex offence, they were more accurate than non-profilers, but the detectives were more accurate on the murder case. Pinizzotto and Finkel concluded that the success of the profilers was the result of both confidence and experience rather than the use of an exclusive technique. The implications would therefore be that both training and practical experience are vital in developing profiling expertise and that productive liaison between the police and psychologists is the way forward in order to achieve both investigative and clinical objectives. There are a number of misconceptions about profiling, usually based on its fictional use and psycho-dynamic portraits of politicians. Rarely does profiling provide the specific identity of the offender, and this is not its purpose. The aim is to narrow the field of the investigation and suggest the type of person who committed the crime (Douglas et al, 1986). The profile report will try to establish the gender, approximate age, marital status, educational level and details of possible occupation of the offender. There may be suggestions of whether this person has a previous police record and if another offence is likely. Whether profiling is effective or not is a key question, and historically there are famous successes and failures. One of the best-known failures in America was the case of Albert DeSalvo (known as the Boston Strangler). A profile suggested the offender was a male homosexual schoolteacher living alone. When arrested, DeSalvo was found to be a heterosexual construction worker living with his family. In the UK, the Rachel Nickell case is seen as a failure of offender profiling. Rachel Nickell was a young woman who was brutally murdered in mid-morning while walking on Wimbledon Common in south London. As part of the investigation into the killing, a profile was commissioned from a psychologist. A suspect was eventually identified and it was noted that he seemed to fit the profile well. An elaborate operation, drawing partly but not only on the profile, was put together in which a police woman befriended the socially isolated and inadequate suspect, offering the promise of an intimate re lationship in exchange for descriptions of his sexual fantasies and a confession that he murdered the woman on the Common. The confession was not forthcoming, but he was still arrested. The case fell apart. Pinizzotto and Finkel (1990) argue that profiling is most effective in serial sexual offences because of the extensive research base, and least effective for fraud, burglary, robbery, theft and drug-induced crimes. Holmes (1989) feels that it is most useful when there is a psychopathology involved, such as sadistic assault. Holmes (1989) cites FBI data, which reveal that in 192 cases of profile generation in 1981, arrests were made in 88, but in only 17% of these did the profile contribute to the arrest. Others ( Oleson, 1996) point out that the seminal work of the FBI in establishing offender profiling may be methodologically flawed since no control groups were used to compare the evidence obtained from interviews with offenders and there is no mention of the statistical techniques used to analyse their data. Moreover, much of the evidence used by the FBI was simply information obtained in interviews with offenders and was accepted at face value. More recent research has made greater claims for the usefulness of offender profiling (for example, approximately 80% of cases solved were helped by offender profiling according to Canter and Heritage, 1990). In the UK, a survey of detectives in 48 police forces, who had worked with offender profiling concluded that identification of the offender came in 2.7% of cases and general help in 16% (Copson, 1995). What the survey did find was variety in the individuals who did the profiling. Those involved included clinical psychologists, forensic psychiatrists, academic psychologists, clinical psychiatrists, forensic psychologists and consultant therapists. The skill of the individual profiler determined whether the police officers were satisfied with profiling generally. Indeed the research suggests that, at this stage of the development of profiling in Britain, approaches to profiling are idiosyncratic (Copson, 1995). Britton (1997) also admits that a large number of cases continue to be solved, not by profiling, but by routine police work, or the use of forensic evidence. However we should also be aware that police officers may be reluctant to admit that outsiders have helped to solve a crime. Profiling does at least allow the police to better focus their investigations. This can be important for as Canter (1994) has noted the alternative is that the police will simply throw more and more resources at a crime in the hope that something will turn up. Nevertheless Jackson et al (1997) conclude that when profiles are considered as a separate entity, they seldom, if ever, offer enough foundation to guide an investigation in a new direction. They conclude that any profile should be accompanied by practical advice on how best to proceed with a particular investigation. We should also be aware of the danger of the self-fulfilling prophecy with respect to profiling. Detectives should bear in mind that a profile may well fit a number of people and may not be totally accurate. The fact that a suspect happens to fit the profile does not prove that they committed the offence. There may be several people who share the suspects make-up and so the police should be cautious before making a presumption of guilt. This issue is most likely to be created because psychologists will tend to work on probabilities whereas police may be more likely to operate in absolute terms of guilt and innocence. The danger is that once a person has been labelled as a suspect and brought in for questioning, the police will make a presumption of guilt and see their role as merely to elicit a confession. There is little good scientific research to which one can turn in trying to answer the question of how useful profiling is. Success or failure are not so easily measured when one is dealing with the sort of material used in profiling. If a profilers information proves to be 50% accurate and 50% inaccurate should this be counted as a success or a failure? In addition if any information provided by a profiler is used that helps in catching a criminal is this success, even if the rest of the information provided was useless? A related issue to this is that profile details may only be considered as useful if it provides a type of detail, which the police could not have reasonably deduced, for themselves.

Preventing Fraud, Waste, and abuse Simulation Essay

Preventing Fraud, Waste, and abuse Simulation - Essay Example The outcome of a simulation is difficult to determine especially in terms of benefits and the cost since most of the ocassio0ns that call for its applications are very challenging and may involve a long-term use. A range of motivating forces and execution machinery can be expected to push simulation forward, together with professional societies, legal responsibility insurers, medical care payers, and in due course the general public. The prospects of simulation in healthcare fully rely on the dedication and resourcefulness of the healthcare simulation community to see that enhanced patient well-being by means of this instrument becomes a reality. With the increased federal and state government expenditure on health care each year, the concerns of fraud and abuse also increase. A lot of money has been lost to fraud and abuse allegations with CMS estimating about 15 to 25 US dollars per year in Medicaid fraud and close to 1.1 US dollars were recovered in 2005 in false health care claims. It is with this in mind that all pharmacies have been called upon to safeguard any possible abuse, fraud, and waste. It is the obligation of any company to protect itself against fraud, abuse, and waste and try to eliminate it completely. Several companies have put in place some policies and procedures that are used to fight fraud, abuse, and waste. It’s the obligation of every employee of an organization to put a stop to fraud, abuse, and waste, failure to do so may result in the following; For individual involvement in either of the scandals, the repercussions include disciplinary actions that may even call for job termination. It is, therefore, necessary that everybody in the company is conversant with the knowledge of fraud which include how to identify fraud and abuse, prevention, and reporting of abuse and fraud.

Description case in the healthcare system Essay

Description case in the healthcare system - Essay Example The pains did not stop if anything they were becoming worse by the minute and I had no one coming to check on me as promised. Judging by the wall clock in my white-walled room, it had been over two hours since my admission and not a single soul had come by to check my vitals despite it being at night and hence not many patients were being attended to. The sight of the pure white walls was sickening and I could not let the thought of how depressing they were away. With every pain in my stomach, groin and I guess the whole body; I shuddered and let out a scream full of agony to signify my current state. I could not take it anymore, I had to press that bell and call for help. Twenty minutes after pressing the so-called emergency bell, a tall burly-looking like nurse appeared on my door half drowsy and I could tell by her facial expression that she was not happy to be woken up by a screaming pregnant lady or even a truly dying patient. That was to be proved a few seconds later when she s aid: â€Å"what is it that you want?† I was in too much pain to think about it then (but thinking about it now, that was a rude remark).I explained to her my predicaments and the promise of the doctor being there soon to check on me but had seen no one for over two hours and the pain was getting worse by the minute. She just looked at me with this unbelievable expression in her eyes and just left without uttering a single word. So I decided to wait for that conversation with the mean-looking nurse got me no one.

HR Management and Motivation Essay Example for Free

HR Management and Motivation Essay High employee motivation is a function of many internal and external factors and can be intrinsically or extrinsically led. Many employers feel that the real objective of the supervisor or HR manager is to ensure that employees are intrinsically motivated. This is because such an employee works hard on his job because he enjoys it and wants to do it, and he may continue to do so regardless of extrinsic rewards to a certain extent (Schop, 2). I myself faced a situation recently where I had immense drive and enthusiasm to do that work and it was majorly sourced by intrinsic motivation. One of my professors was starting a community welfare club and requested students to join in as volunteers. We had to go to different organizations that worked with special people and spend time with them and do various activities. I joined in as a volunteer as well and started at a school that worked for the rehabilitation of special children. The first day was an eye opener for me. There were kids of all ages there, handicapped in some way or the other, and yet they were the sweetest and the most adorable children. Not only had I felt thankful to God for making me such a complete human being and for bestowing such blessings on me, but I also felt deeply for those children. I started visiting them twice a week and did various different activities with them for hours. Time always flew by quickly and all the children would hug and kiss me when I was leaving. After leaving that place, I always felt a strange sense of tranquility over me and great personal satisfaction. It was a great feeling to be doing something for those who are less privileged than us. The love they showed me, the thankfulness in their gestures and the smiles in the eyes was enough to take me there every other day. I started to love spending time there with those people, and started to visit them more and more regularly, taking various things with me for them. From twice a week to thrice, I started spending ten to fifteen hours a week over there. This was all because I loved going there and enjoyed every minute I spent there. The pleasure, the comfort and the satisfaction after spending time there intrinsically motivated me. Seeing my dedication, my professor made me the leader of the volunteers working there, which added to my motivation. He gave me full autonomy and freedom to decide and plan activities, shifts and rotations. I had a chance to introduce more fun activities there for the children and plan the work of volunteers, and this also added to my motivation. Encouraging leadership and responsibility opportunities serves as one of the true motivators (N. a, 3) and proves to be very encouraging for the worker. Not only this, my professor also from time to time encouraged me and complimented me on my efforts. These things added to the drive I already had because the appreciation made me feel even nicer about my work. I was then asked to expand our volunteer network and organize a proper recruitment drive from various other schools and colleges. I planned the whole process with my team and we went to different institutions and did interviews. The entire responsibility for this was on me and I this again served as a great motivation tool. I started worked harder and harder on it and gave in my full energy and dedication to this activity. My professor was highly impressed by my drive and the contributions I was making to his cause. At the annual dinner for students, he gave me a certificate of appreciation for being the most effective contributor in front of the entire student and faculty body. I felt a great moment of pride at that point and it further instilled in me the drive to work for this cause. I still volunteer for the children and our network of volunteers, which started from fifteen students, has now expanded to over a sixty students. My motivation was highly intrinsic and self instilled because of the satisfaction I got from doing something for those people. But it was also complemented and enhanced by my professor who from time to time encouraged me, and added to my drive by giving me an opportunity to exercise freedom and autonomy. The reward in the end was an extrinsic tool that also encouraged me to further pursue it with more energy and enthusiasm.

Self Regulation Theory In Relation To Motivation Education Essay

Self Regulation Theory In Relation To Motivation Education Essay Learning and acquiring a second or foreign language can be difficult for some people and at the same time easy for others. Factors influencing this observation may be explained in terms of individual differences in Second Language Acquisition (SLA). These individuals differences may include personality, intelligence, language learning strategies, attitude, emotion and motivation. Some researchers believe that motivation may impact learners whole process of learning a second language (L2) (Gardner Lambert, 1972). One theory which has long been recognised in the field is called self-determination theory (e.g. Brown 1981, 1990), and it examines intrinsic/extrinsic motivation in L2 learning. However, there has also been a development of a more process-oriented theoretical approach namely the process model of L2 motivation by Dà ¶rnyei Ottà ³ (1998). They have highlighted the importance of developing self-regulatory strategies to manage, reinforce or sustain ones motivation during the course of learning. Accordingly, L2 self-regulation theory was later proposed by Dà ¶rnyei (2005), and the theory represents a major reformation of previous motivational thinking. This essay, therefore, will discuss the extent in which motivation plays a key role in second language learning. The focus of this essay is specifically on the linkage between self-regulation theory and second language learning, using the authors personal experience in Persian language learning as a case study. Research Objective The aim of this essay is to examine the authors experience in Persian language learning and analyse, based on self-regulation theory, to what extent motivation contributes to the learning of a second language. Methodology The essay employs a qualitative analysis based on theories and the authors personal experience in Persian language learning. First, definitions of the term motivation will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and constructs of motivation in relation to self-regulation will be explored. Third, the role of motivation in the authors Persian Learning Experience will be evaluated based on self-regulation theory. Finally, a conclusion will be presented with a further discussion on future recommendations. CHAPTER TWO DEFINITIONS OF MOTIVATION Motivation is a broad concept, and definitions of motivation vary according to research and findings. The aim of this section is to explore several definitions of the term motivation and conclude on the most appropriate definition in second language (L2) learning which will contribute to this essay. To begin with, motivation comes from the Latin verb movere which means to move. It can be described as the driver inducing a person to take a certain action, make a decision, or invest efforts toward carrying out certain behaviours (Dà ¶rnyei Ushioda, 2011: 3). In a psychological perspective, motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In a socio-educational framework, motivation to learn the second language is viewed as requiring three elements: effort, desire, and enjoyment. First, the motivated individual must expend an effort to learn the language. There must be a persistent and consistent strive to achieve success in learning such as by doing homework, practicing the language whenever there is an opportunity, etc. Second, the individual must demonstrate the desire to achieve the goal. Such individual will do all that is necessary to achieve the goal. Third, the motivated individual will enjoy the task of learning the language. Such an individual will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to differentiate individuals who are more motivated and those who are less motivated. However, each element, by itself, is seen as insufficient to reflect motivation. Some students may display effort, even though they have no strong desire to succeed, and may not find the experience particularly enjoyable. Others may want to learn the language, but may have other things that detract from their effort, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motivation has been identified as one of the key factors which determines L2 achievement and attainment. Motivation initially serves as an impetus to generate learning and later as a sustaining force to ensure that the learner remains on-track with acquiring the target language (Cheng Dà ¶rnyei, 2007). According to Gardner (1985: 50), he posits that motivation in learning is based on four characteristics: a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity in question. Dà ¶rnyei and Ottà ³s definition of L2 motivation (1998: 65) has a broader sense; they defined motivation as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. According to Dà ¶rnyei and Ushioda (2011: 4), the by far definition that most SLA research, including this essay, would agree on concerns the direction and magnitude of human behaviour, that is, motivation accounts for: why people decide to do something (choice), how long they are willing to sustain the activity (persistence), and how hard they are going to pursue it (effort). It is important to note that although choice, persistence, effort are the three key issues allowing learners to regulate their own motivation, Ushioda (2003: 99-100) further demonstrates that in order for motivation to grow in a positive way, it cannot be seen as a progressive attempts to regulate behaviour from outside. There needs to be supportive interpersonal processes which foster the development of autonomy and the growth and regulation of motivation from inside. Thus, with this in mind, this essay will consider the issue of motivation in relation to self-regulation in the following chapter. CHAPTER THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motivation plays an important role not only in general academic learning, but also in the process of achieving the goal in a second language learning. According to Dà ¶rnyei (2002), L2 motivation has been seen as a dynamic construct that directs and enhances learning behaviour. There are many theories that devoted to motivation in relation to autonomy and strategy use, and two most-cited theories are self-determination theory and self-regulation theory. The self-determination theory, which was developed from the education psychology approach, examines about intrinsic and extrinsic motivation in relation to the learners behaviours and regulation. It denotes a sense of choice, personal responsibility, and self-initiation of behaviours. While the self-regulation theory, a more recent development within the field of SLA research, refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals. Other well-known related theories are Language Learning Strategies (LLS) and L2 Motivational Self System. LLS is another approach which relates to strategic behaviours and keys attribute of good language learners. This theory has been trying to establish a link between strategic behaviour and actual learning gains, to demonstrate that strategies are not culturally biased, and to explain why poor strategies user differs from good strategy users only in how they use strategies in context but not in the kinds or frequency of strategy they use (Ortega, 2009:214). Though self-regulation is a more recent alternative study that replacing the traditional emphasis on sheer frequency of strategy use. Its emphasis on the creativity of efforts employed to control ones learning processes is the main issue I would like to point out in this essay. L2 Motivational Self Systemis another important recent theory of L2 motivation proposed by Dornyei (2005). It concerns motivation especially in terms of the theory of possible selves and the self-discrepancy theory (Dornyei Ushioda, 2011). Drawing on theoretical paradigms from both motivational psychology and L2 motivational research, Dornyei (2005)s L2 Motivational Self System model has three main dimentions: the Ideal L2 self, the Ought-to L2 self, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motivation in the context of SLA, self-regulation theory seems to best fit this essay. The self-regulatory approach allows for the combined study of motivation and strategic behaviour, and of cognition and affect, under a single theoretical framework. As supported by Ortege (2009: 211) who demonstrates a clear relevance of self-regulation theory to SLA and individual differences when learning another language poses a high-anxiety and complex challenge that demands cognitive as well as affective self-regulation, and individuals differ in their capacity to self-regulate. There have been concerns about the clear-cut of LLS, as according to Dà ¶rnyei (2005: 162), there is a change of perspective that the LLS are immensely ambiguous phenomena and nothing is clear-cut about them. Furthermore, Dà ¶rnyei (2005: 190) stated that researchers started to accept that examining the LLS was not important as much as the fact that the good learners choose to put creative effort in their own learning and that they have the capacity to do so. Thus, because of learning strategies examine the outcome of these forces, I decided to draw self-regulation theory which is looking at the initial driving forces. The L2 Motivational Self System also does not fit in my context of describing a short language experience. It concerns more in terms of primary sources of the motivation to learn another language which are the Ideal L2 Self, Ought-to L2 Self, and L2 learning Experience. Review of Self-regulation Theory in Second Language Acquisition The starting point of self-regulation theory is that human endeavours are always goal-directed, intentional, effortful and voluntary (Boekaerts et al., 2006). In the face of multiple goals and ensuing environmental challenges, humans are capable of achieving the ends they choose to pursue because they are able to self-regulate their behaviour (Ortega, 2009: 211). In the context of SLA, L2 self-regulation is a process by which individuals direct their efforts, thoughts, and feelings toward the attainment of their personal goals, and self-regulation is neither a discrete mental ability nor an academic skill (Zimmerman, 2000). In other words, self-regulation involves processes, responses, and strategies that students initiate and regulate (Zimmerman, 1986) to activate and sustain both their behavioral conduct and their cognitive and affective functioning (Boekaerts, Pintrich, Zeidner, 2000; Zimmerman, 2001). Self-regulation theory became the recent developments in the field of L2 individual differences as there has been a need to reconceptualize the strategic behaviour into a theory over the past decades. The two main proponents for this urge are Dà ¶rnyei and Skehan (2003) who have pointed out that the L2 learning strategic behavior should not be limited to OMalley and Chamot (1990)s taxonomy of observed heuristic and reported mental process or Oxford (1990)s inventory of self-reported frequencies of strategy use. Then, in 2005, Dà ¶rnyei pushed forward the solution to theorizing learning strategies and claimed self-regulation theory as a framework for SLA research about strategic behaviour during L2 learning. Self-regulation Strategies Dà ¶rnyei has created a model of motivational strategies based on the psycholinguistic concept of selfà ¢Ã¢â€š ¬Ã‚ regulation which is intended to reà ¢Ã¢â€š ¬Ã‚ theorize language learning strategies by examining strategic learning in the paradigm of selfà ¢Ã¢â€š ¬Ã‚ regulation (see Dà ¶rnyei, 2005; Tseng et al., 2006). This taxonomy of strategic learning is based in the framework of motivation control strategies (Dà ¶rnyei, 2001) and consists of five categories. Dà ¶rnyei (2006) notes that his system was based on Kuhls (1987) and Corno and Kanfers (1993) taxonomy of action control strategies. The categories are defined below: 1. Commitment control strategies Commitment control strategies examine the students ability to set and reach goals in their learning. It helps to preserve or increase the learnersoriginal goal commitment. For example, students may keep in mind favourable expectations or positive incentives and rewards, or students may focus on what would happen if the original intention failed. 2. Metacognitive control strategies Metacognitive control strategies involve the monitoring and controlling of concentration, and the curtailing of any unnecessary procrastination e.g. identifying recurring distractions and developing defensive routines, and focusing on the first steps to take when getting down to an activity. 3. Satiation control strategies Satiation control refers to students capacity to control boredom and dissatisfaction in a learning task, and the ability to cope with these negative feelings (Dornyei, 2005). For example, students may add a twist to the task or using ones fantasy to liven up the task. These strategies can help to eliminate boredom and add extra attraction or interest to the task. 4. Emotion control strategies Emotional control strategies examine how learners cope with emotionally charged feeling such as stress, depression and disappointment that may hinder their language development. For example, students may use self-encouragement or using relaxation and meditation techniques. 5. Environment control strategies Environmental control strategies refer to how a student controls their learning environment in order to facilitate study. Learners with good environmental control are more aware of how their environment affects their learning and have strategies to curb these negative effects. For example, students may try to eliminate distractions or asking friends to help. Such activities will help in eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal. CHAPTER FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Persian Language Experience is part of the Second Language Teaching and Learning module. The aim of this language experience is not primarily for future use but to exemplify, and make more real, some of the issues connected with the language teaching and learning with which the modules deal. The instructor gives the reasons for choosing this language as follows: It is unlikely that any of the module students has learned it before. It is an Indo-Europeaen language, and so its grammatical categories, and some of its vocabulary, will be relatively familiar to students. The course runs eight weeks, covering the first six lessons of the textbook. The students will learn in romanised transcription not the Arabic script version as the purpose is to learn a limited amount of conversational Persian (Farsi), with associated grammar and vocabulary. There will be a review session at the end of each two-lesson section. (See Appendix 1 for more details) The class consists of about 30 students from various nationalities, mixed with females and males, aged approximately from 20 to 25, and all the lessons are taught in English. The instructor is the native speaker of the target language. I am a complete beginner-level learner as I have no previous knowledge in Persian language or culture. Though, I still show a great interest in learning a new language. I see this as a challenging task, and I am highly motivated by the thought of using the language as a mean of exploring Persian culture and people. Persian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that learning a second language is considered as a challenging task which requires time and effort. As I am highly motivated to use the language not just only for the purpose of the module, I developed my own goal to learn the language as much as I could within the time limit. In order to achieve the goal, keeping my learning on track is very important and the following strategies are how I regulate my Persian language learning in accordance to self-regulation theory: Commitment control strategies During the first two weeks, I was very interested to learn the language when the instructor began to introduce the lesson with an easy to remember greeting phrase. I became more motivated to learn Persian when the instructor presented about the tourist places and the culture. Hence, I made up my mind that I have to take this as an opportunity to learn the language as much as I could in order to travel to the area in the future. With this in my mind, I committed myself to buying a Persian textbook, so I would have to fully utilise the book and study thoroughly throughout the course. Metacognitive control strategies After the result of the first quiz, I became aware that maintaining my motivation through culture exploration was insufficient, and I needed to review more grammar and vocabularies periodically. In other words, I needed to structure my Persian learning by setting frequent goals. To illustrate clearly, I set mini-goals for myself to complete one or two exercises in the textbook per day. I also had a specific goal for each week that I must finish studying one chapter in the textbook before every Monday class. In the case that there were other deadlines from other courses and I could not finish one chapter by weekend, I told myself to devote a Sunday evening to complete the chapter. These mini goals provided me an opportunity to reflect and monitor my own progress each week and helped providing the motivation to focus on my tasks. Satiation control strategies During the course, I was always looking for a new inspiration or a new motivation in learning the language. I enhanced my interest by searching about tourist places or Persian culture online. I also recorded my own voice to overcome boredom while learning new vocabularies or practicing pronunciation. Emotion control strategies It was obvious that I experienced negative feelings such as anxiety, frustration, and discouragement after the result of the quiz. I avoided interacting with the instructor in the following lesson. However, I understood that I could not keep avoiding the interactions, and it would be better if I had prepared for the lesson ahead. I tried to get rid of negative feelings and cheered myself up by reminding myself about the real aim of the course, which is to point out some issues in the teaching and learning of a second language, and that the quiz mark was simply a way to reflect on my L2 learning progress. Environment control strategies As the Persian lesson runs only one hour per week, learning in class would be insufficient to achieve my personnal goal. to complete the book. Therefore, I tried to have extra lessons and/or sought out additional sources of input and interactions. I look for a good environment that have easy access to time and place to avoid procrastination such as the internet; I practice Persian pronunciation through YouTube videos and study more about Persian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my daily progress in order to incorporate received feedback on the prospective assignment, it helped me to monitor my progress and observe my strategies whether the way I self-regulate has been improving my learning or not. In terms of commitment control strategies, I had a high amount of motivation in the beginning that I wanted to learn as much as I could. I had a very high expectation of myself and even bought the textbook in hope to study further the requirement. Although, this might not be strong enough to keep myself commit to my goal, in fact it kept me engaged in the tasks for a short period. Part of this failure was due to the fact that I did not have a definite schedule of my Persian learning and that I was distracted by other subjects. Another part might due to high intrinsic motivation, I was too ambitious to learn and did not examine my ability thoroughly. However, even though my motivation was dropped after the quiz, when I later set up the mini goals for each week, my process of learn became more structure and sustain my motivation throughout the week. In other words, these strategies help me minimizing procrastination or distraction and maximizing concentration and keeping goals in focus. This can be said that metacognitive control strategies are essential to develop a learner autonomy. As Wenden (2001: 62) demonstrates that a recognition of the function of metacognitive knowledge in the self-regulation of learning should contribute to a clearer understanding of learner autonomy, especially how it can be developed and enhanced. Wendens findings on the role of metacognitive knowledge in self-regulatory process also corroborate Chamot and OMalleys (1994: 382) observation that explicit metacognitive knowledge about task characteristics and appropriate strategies for task solution is a major determiner of language learning effectiveness . In addition to my satiation control strategies, the way that I always look for inspiration from different sources for my own learning can keep my learning on process. In my opinion, this strategy should be a way to increase my motivation when I feel procrastinated or bored. However, I found myself spending too much time browsing on the internet about Persian culture and had less time to review the task. I should be careful that it would not take up too much time of my daily Persian learning otherwise it would not be effective. So, it seems that this strategy might not be helpful to me sometimes because I can use it as an excuse to procrastinate. My emotion control strategies, particularly to my positive self-talk is also mentioned in a study by Bown (2009) that this technique helped learners maintain perspective on their language learning. It alleviated feelings of frustration or anxiety. Bown divided that learners used self-talk for two primary purposes: (a) to remind themselves of their own motivation for learning the language and (b) to encourage themselves when they felt that they were not making enough progress. The use of this self-talk also served to help learners keep their expectations of themselves realistic, as informed by their beliefs about language learning. Learners would tell themselves that mistakes are part of learning or that it takes longer to learn Russian than other languages they may have studied previously (Bown, 2009). Though it is true that the use of this strategy became effective when I had a low quiz mark, in my case it must be combined with other strategies (such as metacognitive control strateg ies) at the same time in order to completely encouraging myself. I must have a definite plan (the mini goals) to support my positive self-talk. For my environment control strategies, Wolters (1998), citing research from Corno (1989, 1993), Corno and Kanfer (1993), and Kuhl (1984, 1992), pinpoints a self-regulation technique I employed: (1) environmental control, for example a student who decides to go to a quiet place conducive to studying (225). In my opinion, the way that I always try to turn my surrounding environment into a learning environment for me makes me sometimes enjoy learning by myself rather than studying in the classroom. It helps me complete the mini goal I set for myself in each day. In addition, this can be supported by the study from Bown (2009). The findings suggested that effective self-regulation depended on the learners sense of themselves as agents in the learning process. Learners who recognized their role as authors of their own learning transformed the learning environment to meet their individual needs (Bown, 2009). CHAPTER FIVE CONCLUSION AND DISCUSSION It is believed that motivation is essential in learning a second language as it can be a driven force for the learners to start their second language acquistion and it can be a force that sustain the learning throughout the acquisition. However, motivation, according to Dornyei and Ushioda (2011), is a dynamic and complicate factor which concerns about the choice, persistence, and effort of the learners in regulating thier own motivation. From this, motivation can be seen as a factor that correlate to the learner behaviour which can contribute to the learner autonomy. There are many theories which were developed to examine about motivation in relation to L2 learner behaviour and strategy use. Self-determination theory (SDT) is one of the theories that has a broad framework for the study of human motivation and personality. It is concerned mainly with intrinsic motivation and the way to which the individual is self-motivated and self-determined.Language Learning Strategies (LLS) is another approach which examines the strategies that the good language learner employ. The L2 Motivational Self System is another recent approach in relation to L2 motivation and the self framework. It concerns three self dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the degree to which individuals are active participants in their own learning. It is a more dynamic concept than learning strategy, highlighting the learners own strategic efforts to manage their own achievement through specific beliefs and processes (Dà ¶rnyei, 2005). In the context in this essay, it is found that motivation became a critical factors on how the learner will choose the strategies to regulate his/herself and keep the learning process going in order to achieve goal of learning a second language. In other words, it can be argued that self-regulation of L2 learning is multidimensional, including cognitive, metacognitive, motivational, and behavioral processes that learners can apply to enhance achievement. The deliberative, adaptive process of self-regulation enables learners to handle tasks effectively and prepares them to take responsibility for their learning (Wenden, 2001). In chapter 4, based on the Self-regulation theory, my Persian Learning Experience has been evaluated in relation to motivation. According to the four self-regulation strategies I employed, it is found that I depend much or less on motivation to regulate or control the four strategies. For instance, motivation became a crucial factor on how I use the metacognitive control strategies to change the way I learn the language. While motivation has been rarely concerned on how I chose the place to study as in the environment control strategies. Nevertheless, I could not agree more that both motivation and the four self-regulation strategies are the two essential factors that cannot be overlooked in learner autonomy and the development in the process to enhance individual learning in order to achieve the goal. Though the aim of the Persian Language Learning class was merely to experience the issues that can be raised in L2 learning and teaching, the fact that the class is conducted only one hour per week might not be enough to motivate some learners to engage during the lesson. In order to have a more effective class, the instructor could raise an awareness of using self-regulation strategies which I believe will be fruitful for the students themselves to have an opportunity to monitor their learning progress and develop their learning autonomy in L2 learning. As Hurd (2008) emphasises, awareness-raising of self-regulation in L2 learning is equally if not more important in independent learning setting (e.g. online environments and distance learning), where students lack the kind of social-affective support provided by regular interactions with other learners and the teacher, and typically may be engaging in language learning on top of full-time study and personal commitments.

A Streetcar Named Desire

Williams also reinforces his implied themes with many motifs and symbols, such as music, drunkenness, and bathing. Towards the end of scene three, Blanche turns on the radio and â€Å"waltzes to the music with romantic gestures [while Mitch imitates] like a dancing bear† (57). Because Blanche is accustomed to her insanity, which is represented by the Varsouviana Polka, she is able to move along with the music fine while Mitch, who is accustomed to reality (and has primitive traits), is unable to gracefully match Blanche’s movements and grace. Not only does the Polka music represent Blanche’s descent into insanity, but also tends to appear at moments when she is in a state of panic. Secondly, drunkenness is a major symbol throughout the play. Stanley states that â€Å"[one thing that] belongs on a poker table [is] whiskey† while Blanche lies and says â€Å"[she isn’t] accustomed to having more than one drink† (54). Stanley and the men seem to drink for social reasons, and they sometimes end up becoming violent or barbaric. Blanche, however, seems to drink in an almost anti-social manner while keeping it a secret, and the results of her drunkenness usually end up causing her to deceive herself. Although the author never states the illness that Blanche is eventually diagnosed with, the Diagnostic and Statistical Manual of Mental Disorders, a guide used by modern day psychologists to classify types of mental disorders, would classify her as a paranoid schizophrenic. In addition to music and drunkenness, bathing also is an important symbol that is implanted into the play, which is evident when Stanley becomes violent and his friends bath him with â€Å"the water . . on full tilt [and later] comes out of the bathroom [and] breaks into sobs† (59). Because he was violent (and drunk), Stanley’s friends cleanse him of his bad actions with water. He then comes out of the bathroom afterwards and feels regretful, calling out to his love and wanting to be forgiven. Throughout the history of the world and its culture, men and women have had gender-based roles in society which usually portrays men as being primitive and lacking emotion while portraying women as being more delicate and fragile. Such depictions can be seen in a work of Tennessee Williams, A Streetcar Named Desire, which is based on a woman’s false beliefs that slowly lead her into a descent of insanity. Throughout scene three, many subtle cues embedded into Tennessee’s work, which include lighting, stage directions, colors and more are used to help portray the traits of certain characters and especially Blanche Du Bois’ inability to overcome reality. In conclusion, Tennessee Williams uses many motifs and symbols in his works of literature, with A Streetcar Named Desire being a very prime example. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† Primitiveness and fantasy’s inability to overcome reality are represented in many things including lighting, music, colors, drinking, and even bathing. Tennessee Williams uses setting, lighting, and costumes to reinforce theme by describing the setting and events in the rawest and most articulate manner, which gives readers a detailed and symbolic image of the content in scene three including the primitiveness of men and fantasy’s inability to overcome reality. When the author first describes the setting, he states that the men are â€Å"at the peak of their physical manhood, as coarse and direct and powerful as the primary colors† (45). Because the men are very up-front and â€Å"coarse,† Tennessee reinforces the theme of the primitive and the primal by describing the physique and status of the men at the poker table. He also compares them to the primary colors, which helps back up the description of their rawness and vigor. Secondly, Tennessee Williams uses lighting to help give the readers more insight on the novel. For example, when Mitch and Blanche are together in the room, she tells him to â€Å"put [the new lamp shade she just bought] over [a] light bulb† (55). Although Blanche lets many people see her in daylight, she only allows Mitch to see her in dimly-lit areas and even lies to him about many things including her age because she likes him and doesn’t want him to discover her slowly fading beauty. The theme being inferred here, fantasy’s inability to overcome reality, is also represented by Blanche’s past haunting her due to the death of her husband, the loss of her Old Southern family estate, and her dismissal from work due to an improper affair with a student. Lastly, the themes of both the primitive/primal and Blanches inability to overcome reality are represented in the author’s choice of costume assignment, which is evident when Blanche is dressing and â€Å"stands in her pink silk brassiere and white skirt in the light through the portieres† (51). Unlike the men in the novel, who are portrayed in colors that are raw and primary, the absence of primitiveness is shown in the many descriptions of Blanche’s pastel-colored clothing. The silhouette that also appears as Blanche stands in the light of the portieres also helps create the foundation of Blanche’s fantasy world (the darkness of the silhouette) that is enclosed and trapped by reality (the light around her). A Streetcar Named Desire A Streetcar Named Desire is one of the most famous and noted plays in American history. The play was written by Tennessee Williams and won him the 1948 Pulitzer Prize for Drama (Spoto, 1997).The main characters of the story, Blanche DuBois, Stanley Kowalski and Stella Kowalski represent the social and personal conflicts of post-war American society. One of the most interesting elements in the play that contributed to the success of the play is the manner by which each of the character’s perspectives and illusions are used to bring insight to the reality.Naturalism was depicted in the play by incorporating existing social conditions, language and through references to events, personalities and issues. This is evident in the backgrounds and demeanors of characters and in the manner of their interactions. Another factor that represents naturalist elements to the play is the use of developing sciences and issues into the story such as Stella’s nervous condition, Stanleyâ₠¬â„¢s involvement with the growing violence and vice of the city and   Blanche's rape and nervous breakdown.Another use of naturalism in the play is seen in the lack of dramatic role reversals among the characters and instead the characters are portrayed as individuals simply with lives that can go beyond their ability to control (Williams & Miller, 2004).Another factor that has contributed to the appeal of the play was because of the ease of reference with audience. The main reason for this is the realism of the characters. Blanche’s situation of having to leave the South was a common to the era as economics became an issue in the region. Stella represented common issues regarding rights and independence being raised for women.Stanley represented the stiff challenges of the city which requires aggressiveness and dominance. Though the characters are representations of social segments, Williams gave them their individual idiosyncrasies and vulnerabilities which made persons to the audience.ReferencesSpoto, Donald (1997). The Kindness of Strangers: The Life of Tennessee Williams. Chicago: Da Capo PublishingWilliams, Tennessee and Miller, Arthur (2004). A Streetcar Named Desire. New York: New Directions Publishing Corporation.