Free Essays on Individual-Group Continuity In Cooperation And Competition Under Varying Communication Conditions

TERM PAPER IN SOCIAL PSYCHOLOGY INDIVIDUAL-GROUP CONTINUITY IN COOPERATION AND COMPETITION UNDER VARYING COMMUNICATION CONDITIONS ABSTRACT A 2 (Individuals / Groups) X 2 (Communication / No communication) ten-trial Prisoner’s Dilemma Game (PDG) study examined effects of repeated communications on the so-called discontinuity effect: the observation that intergroup PDG interactions are more competitive than interindividual PDG interactions. Inconsistent with the discontinuity hypothesis, but consistent with goal-expectation theory, results indicated that repeated communications increased cooperation to an equal extent for individuals and groups; and that groups had stronger cooperative expectations of, and attributed less competitiveness to their opponent, than individuals. Findings suggest an individual-group continuity effect, rather than a discontinuity effect, within the context of repeated PDG interactions and communications between individuals and groups. INTRODUCTION Groups have a bad reputation, even leading to half-jokingly comments by some authors that ‘humans would do better without groups’ (Buys 1978). Once individuals are submerged in a group, they seem to transform from a Dr. Jekyll into a Mr. Hyde and are driven by the lowest impulses and instincts (LeBon 1895). Only as single individuals, they would act in a civilized, cool, calm, and collected way. In his discussion of mass phenomena, Brown (1954) described this discrepancy between individual and group behavior as an ‘apparent discontinuity’, suggesting that individuals submerged in groups are more antisocial, domineering, deceitful, hostile, aggressive and competitive compared to isolated individuals. In their program of research on this ‘individual-group discontinuity hypothesis’ -the name was borrowed from Brown's (1954) discussion- Insko, Schopler, and colleagues give strong evidence for the negative image of the social group sketched above... Free Essays on Individual-Group Continuity In Cooperation And Competition Under Varying Communication Conditions Free Essays on Individual-Group Continuity In Cooperation And Competition Under Varying Communication Conditions TERM PAPER IN SOCIAL PSYCHOLOGY INDIVIDUAL-GROUP CONTINUITY IN COOPERATION AND COMPETITION UNDER VARYING COMMUNICATION CONDITIONS ABSTRACT A 2 (Individuals / Groups) X 2 (Communication / No communication) ten-trial Prisoner’s Dilemma Game (PDG) study examined effects of repeated communications on the so-called discontinuity effect: the observation that intergroup PDG interactions are more competitive than interindividual PDG interactions. Inconsistent with the discontinuity hypothesis, but consistent with goal-expectation theory, results indicated that repeated communications increased cooperation to an equal extent for individuals and groups; and that groups had stronger cooperative expectations of, and attributed less competitiveness to their opponent, than individuals. Findings suggest an individual-group continuity effect, rather than a discontinuity effect, within the context of repeated PDG interactions and communications between individuals and groups. INTRODUCTION Groups have a bad reputation, even leading to half-jokingly comments by some authors that ‘humans would do better without groups’ (Buys 1978). Once individuals are submerged in a group, they seem to transform from a Dr. Jekyll into a Mr. Hyde and are driven by the lowest impulses and instincts (LeBon 1895). Only as single individuals, they would act in a civilized, cool, calm, and collected way. In his discussion of mass phenomena, Brown (1954) described this discrepancy between individual and group behavior as an ‘apparent discontinuity’, suggesting that individuals submerged in groups are more antisocial, domineering, deceitful, hostile, aggressive and competitive compared to isolated individuals. In their program of research on this ‘individual-group discontinuity hypothesis’ -the name was borrowed from Brown's (1954) discussion- Insko, Schopler, and colleagues give strong evidence for the negative image of the social group sketched above...

States With Highest Teenage Pregnancy and Birth Rates

States With Highest Teenage Pregnancy and Birth Rates While the teen pregnancy rate has been declining overall over the past two decades, rates of teen pregnancy and birth can vary wildly from state to state within the United States. However, there seems to be a connection between ​sex education (or the lack thereof) and the rates of teen pregnancy and parenthood. The Data A recent report by the Guttmacher Institute compiled teenage  pregnancy statistics in the United States gathered state by state in 2010. Based on available data, below are listings of states ranked by pregnancy and birth rates. States with the high rates of pregnancy among women age 15–19  in ranked order: New Mexico  ArkansasMississippi  OklahomaTexas  Louisiana In 2013, New Mexico had the highest teenage pregnancy rate (62 per 1,000 women). The next highest rates were in Arkansas (59), Mississippi (58), Oklahoma (58), Texas (58) and Louisiana (54). The lowest rates were in New Hampshire (22), Massachusetts (24), Minnesota (26), Utah (28), Vermont (28) and Wisconsin (28). States ranked by rates of live births among women age 15–19:   New MexicoArkansas  OklahomaMississippiTexas  West Virginia   In 2013, the teenage birth rate  was highest in New Mexico, Arkansas, and Oklahoma (43 per 1,000 women), and the next highest rates were in Mississippi (42), Texas (41) and West Virginia (40). The lowest rates were in Massachusetts (12), Connecticut (13), New Hampshire (13), Vermont (14) and New Jersey (15). What Does This Data Mean? For one, there seems to be an ironic correlation between states with conservative politics around sex education and contraception and high rates of teen pregnancy and birth. Some research suggests that U.S. states whose residents have more conservative religious beliefs on average tend to have higher rates  of teenagers giving birth.  The relationship could be because communities with such religious beliefs (a literal interpretation of the Bible, for instance) may frown upon contraception  ...  If that same culture isnt successfully discouraging  teen sex, the pregnancy and birth rates rise. Furthermore, teen pregnancy and birth rates are often higher in rural areas rather than more urban areas. Think Progress  reports: While teens across the country have largely been having less sex and using more contraception, teens in rural areas have actually been having more sex and using birth control less frequently. It’s not clear why that’s the case, but it could partly be because teens in rural areas still lack access to a range of comprehensive contraceptive services. There just aren’t as many sexual health resources in rural counties, where teens may have to travel farther to the nearest women’s health clinic. And deeply rooted attitudes about sex- including school districts that continue to cling to  abstinence-only health curricula  that don’t give teens enough information about methods to prevent pregnancy- may also play a role. Urban school districts, particularly in  New York City, have made significant advances in expanding teens’ access to sexual education and resources, but there often aren’t similar pushes in rural places. Ultimately, the data underscore that it is not simply because teens are engaging in risky behaviors, such as having unprotected sex. They are also engaging in sexual activity while being un- or under-informed and while lacking access to contraception and family planning services.   Consequences of Teen Parenthood Having a child young often incites problematic life outcomes for teen mothers.  For example, just  40% of women who have a child before age 20  finish high school. Because many  teen mothers drop out of school to parent full-time, support around their education is crucial. While supportive social infrastructure to aid young parents is key, it is often missing, particularly in states with large percentages of teen pregnancies. One small way to help is for communities to start a  Babysitters Club  so they young mothers can take GED classes and continue their educations.   As the  National Campaign to Prevent Teen and Unplanned Pregnancy  argues by preventing teen and unplanned pregnancy, we can significantly improve other serious social problems including poverty (especially child poverty), child abuse and neglect, father-absence, low birth weight, school failure, and poor preparation for the workforce.  However, until we tackle the large infrastructural and cultural issues around teen parenthood, including access to family planning resources, the issue seems unlikely to go away anytime soon.   Source: Kost K, Maddow-Zimet, I and Arpaia, A. Pregnancies. Births and Abortions Among Adolescents and Young Women in the United States, 2013: National and State Trends by Age, Race, and Ethnicity. New York: Guttmacher Institute. 2017.

Analysis of Airbus and Boeing Essay Example | Topics and Well Written Essays - 5000 words

Analysis of Airbus and Boeing - Essay Example The reactions from the airline industry for previously launched planes by Airbus and Boeing have also been discussed and then the opportunities that 787 has, have been the main point of the study. This report basically has been divided into four sections. In the first part of the report, important variables that could influence the decision of Airbus and Boeing have been discussed in detail. In the second part of the report, the risks faced by both these firms have been discussed and how the risks faced by Airbus and Boeing are identified and analysed and then model has been used to know how firms should manage risk (McLaney, 2009). In the third part of the report, stakeholders of both Airbus and Boeing have been discussed and how these stakeholders could influence the firm have been described in detail. However, in the fourth section of the report, critical financial analysis about Boeing has been discussed as it introduces the Dreamliner in the market. In the end, conclusion of the report along with recommendations has been discussed. Contents Management attitude and perception 6 Market analysis 7 Traffic of passengers 8 Change in Idea to Point to Point 8 Market Deregulation 8 Product Portfolio 9 Cost and the return 9 Technological ability 10 Risks faced by boeing and airbus 12 Technological Risk 12 Market Risk 12 Economic Risk 12 Environmental Risk 12 Financial Risks 13 Political Risks 13 Economic Risk 14 Social Risks 14 Technological Risk 14 Legal Risk 15 Environmental Risk 15 Managing Risk 15 TARA Model: 15 Predict 15 Prevent 16 Detect 16 Response 16 List of Stakeholders 18 Impact of each Stakeholder 18 Government: 18 Airlines 19 Society 19 Shareholders 19 Employees 19 STAKEHOLDER MAPPING 20 Group A 21 Group B 21 Group C 21 Group D 21 Tallman GmbH Model: 22 How has each stakeholder been affected 23 Government 23 Competitors 24 Airlines 24 Society 24 Shareholders 24 Employees 25 Recommendations 28 Conclusion 28 Reference List 30 Introduction The report is a bout Airbus and Boeing and it is primarily based on a case when Boeing introduced its Dreamliner. The case discusses the background and how things shaped up that lead towards a fuel efficient aircraft, 787 Dreamliner. The report discusses how the management feels and what variables they considered when they were preparing the feasibility of introducing a new fuel efficient plane as well as variables that influenced their decision to not go for a jumbo sized aircraft, 747. The second section of the report discusses about the risks that the company faces and how Airbus and Boeing need to manage their risk properly in order to have consistent profits in the long run. The importance of managing and identifying risks has been described in this section. The third section of the report discusses important stakeholders of both the aircraft manufacturing firms; Boeing and Airbus and analyses how they could impact the firm’s operations. Also stakeholders have been prioritised using a t heoretical framework to identify the level of their impact and their power to influence the firm’s operation. The fourth section of the report discusses the critical financial analysis of Boeing as it introduces a new fuel efficient plane and what impact the plane would make in the long run profitability of the firm. The report then gives recommendations for Airbus and Boeing

Stratigey and action Assignment Example | Topics and Well Written Essays - 750 words

Stratigey and action - Assignment Example Technological Analysis: Zara is recently enjoying a high tech environment which enables it to put ideas into market more frequently than its competitors. Zara has also provided its store managers a system to check real-time sales data. Store managers are also free to order designs from Headquarters of their own choice with preferable colors through their computerized system. Industry Analysis: The retail clothing industry is large and extremely competitive. With the strategy of global selling including East Asia and African countries, Zara left its many competitors behind. Presently Gap, and Hennez and Mauritz (H&M) are two direct competitor of Zara in fashionable retail clothing industry. This industry is always growing because of brand name recognition and dedication for it among people, and a continuous rise in population of specially developed economies. It is true that this industry is highly dependent on developed countries, but it is also very unstable in trends and consumer behavior. Legal Analysis: Zara has been recently accused of stealing design ideas from Prada and online magazines, but no serious action has been taken so far against it, because many ideas can be categorized as art reproduction instead of stealing. It is only a mater of where you want to draw line. Ecological Analysis: Like any other manufacturing concern, apparel manufacturing can also use additives that can pollute environment. However, Zara take their social responsibility very well. In 2007, it was publicly revealed that Zara is going to use renewable energy system including usage of biodiesel for logistics. Zara’s business model is highly innovative as it focuses more on customer satisfaction than competition with other fashion retailers.  The customer’s feedback is not the end of the value chain but also a starting point for the new design proposals. Design centers at Zara’s take the feedback seriously and develop inspiration for new designs on that basis. In order to

Battling Boycotts Essay Example for Free

Battling Boycotts Essay 1) Question: What type of boycotts the article is addressing? Answer: The type for the boycott is the companys nationality, it would seem that nothing could be done. The business is boycotted through no fault of its own. And a growing class of boycotts has very little to do with the actions or policies of an individual company. Instead they are related to the companys country of origin. After all, it is neither easy nor desirable to change the nationality of a company to shield it from a boycott attempt. 2) Question: What are the two dimensions along which the four strategies are developed? Explain? Answer: The two dimensions along which the four strategies are developed are: the visibility of the brand and the intensity of the boycott. Brand visibility is defined as an extent to a brand which is related to a country in its customers’ minds all over the world. The more visible the brand, the more likely it is to be targeted by boycotters. In people’s eyes, visibility is very important. For example, the brand is very popular in a given country where the customers don’t strongly consider about its original country. However, another situation is that, the foreign brand is associated with a country in customers’ minds. Intensity can be measured in terms of size, duration and aggressiveness. Size which means how many people are boycotting the brand or product. Duration refers to how long the boycott is likely to continue. And aggressiveness takes into account whether, in addition to boycotting products, violent acts are conducted against the outlets or offices of the company being boycotted. 3) Question: What strategies does the article suggest for businesses to adopt to handle boycotts of this type? Answer: The strategies that the article suggest for businesses to adopt to handle boycotts of this type are: emphasizing their connections to the local community, to countering misinformation with advertising and public-relations campaigns, to simply adopting a low profile. McDonalds is a high-visibility U.S. brand that has faced boycotts in different parts of the world. An anti-U.S. boycott was initiated in Egypt in recent years and has spread to other Arab countries. This action was because of the supporting to Israel by U.S.. Thus, local McDonald established some management to connect with their communities including tailoring menus to local tastes, including the introduction by McDonalds Egypt of the McFalafel sandwich, which was launched with the help of an ad jingle by a famous Egyptian singer. McDonalds franchisees in the Middle East and elsewhere also have long made contributions to local charities. What’s more, McDonald’s franchisees also presented a local face in Islamic countries, Argentina, and the Philippines, such as launched TV ads, wore traditional clothing, changed slogan and set charitable programs. For PG, they also changed logo and set some slogans to respond quickly to the rumors. In the case of a high-visibility brand facing a low-intensity boycott we suggest a strategy of monitoring and blending in. in a high-intensity boycott environment, a company with low visibility may be better off adopting a strategy of lowering its profile, rather than actively trying to offset any potential damage by touting its local connections. For example, a Saudi furniture store in Khobar that sells American furniture has tried lowering its visibility by changing its name from the Saudi-American Furniture Store to the Saudi Furniture Store. Because furniture isnt often distinctly associated with countries in the public mind, at least in the Middle East. A low-visibility company in a low-intensity boycott environment can simply maintain the status quo. But, they still must pay attention to the potential threats. 4) Question: In your opinion, what can companies do to influence their home governments policies that may affect their success in international markets? Answer: In my point of view, I think we can not leave our own national interests in dealing with foreign affairs of other countries. Of course, we are not only talking about the national interests, but also the fact of reason in a rational and favorable circumstances to select the struggle strategy. In addition, we must also realize that, in today’s globalization economic, countries in economic are interdependent which is extremely popular. To be successful, there are some factors. First, they must make sure they have an appropriate team, such as the CEO, the CFO, legal counsel, auditors, accounting. Then, they have to fit the actual schedule and the host countries customs. Secondly, they need to know some of the weaknesses in their own businesses, identify problems that may arise in other countries, employ a high-quality team, and improve operational efficiency. Finally, there is a high level of management support.

Holocaust Denial Propaganda Essay -- Essays Papers

Holocaust Denial Propaganda The Holocaust that took place during World War II is a very important incident in history. It is used as an example to prevent this from happening again. Today there is a movement that has the main goal of denying the Holocaust and that it ever happened. This propaganda movement targets the youth by placing ads in college newspapers. The denial of the Holocaust has been publicly present since the Nuremberg trials. Today the Holocaust denial is a propaganda movement whose goal is to deny the truth behind the Nazi regime’s mass murder of 6 million Jews during World War II. The movement is active in the United States, Canada and Western Europe. The movements target youths and young adults. The simple idea of denying the Holocaust is started by Nazi policy. The Nazi policy tried to camouflage the mass murder of 6 million Jews. The Nazi party sought to deny the "Final Solution to the Jewish Question," even as the directives were being carried out. The fact that death squads were ordered and used to assassinate the Jewish race was completely denied. During the Nuremberg trials, post-War French Trotskyists and anarchists denounced evidence of the genocide as "Stalinist atrocity propaganda". The French Trotskyists were lead by the deceased Paul Rassinier and sought to advance their own political prowess by denouncing genocide as "Stalinist atrocity propaganda". The roots of Holocaust revisionism takes place in 1979. Willis Carto started the largest anti-Jewish propaganda organization, the Institute for Historical Review (IHR). The organization is staffed by unaccredited professors, writers without formal academic certification and anti-Semites. They all convened to develop new out... ...-denial is a movement that tries to camouflage many of the atrocities that occurred during World War II. The Holocaust-deniers do not receive much credit because they twist facts and myths of the Holocaust to systematically fit their view. Society needs to recognize the farce being put on so that each individual has the chance to learn the truth about the Holocaust without being swayed by lies and tall tales of Holocaust revisionism. Works Cited - Kuttner, Paul. The Holocaust: Hoax or History? Dawnwood Press: New York, 1996. - Lipstadt, Deborah. Denying the Holocaust. Plume: New York, 1994. - Dawidowicz, Lucy S. What is the Use of Jewish History? Schocken Books: New York, 1992. - Dawidowicz, Lucy S. The War Against the Jews. Schocken Books: New York, 1975. - Vidal-Nanquet, Pierre. Assassins of Memory. Columbia University Press: New York, 1992.

Giving Voice to Values

Ms. Foley does not agree with this course of action and is experiencing internal conflicts where her loyalties to the CEO are at war with her assessment of the situation. Compounding the situation are her concerns about the impact this course of action would have on the community and her family. 2. 0 Problem or Central Issue: The central issue is Denies Foley disagreement with the Coo's projected course of action regarding the future of the major regional hospital. 3. 0 Facts: Major Regional Hospital Weak financial future could lead to its sale to for-profit institution Denies FoleyPromoted to Senior UP by new CEO after 45 days Feels assessment of contracted consultant is incorrect Disagrees with CEO about projected course of action, the sale of the hospital Fears adverse action to voicing her opinion (I. E. , loss of Job, colleague, etc. ) CEO Contracted consultant to provide future financial outlook of the hospital Lacked confidence in the hospital CEO, kept him out of the analysis Agreed with consultant advisement, best course of action is to sell the hospital to a for-profit institution 4. Opinions: Impact of hospital sale to for-profit institution may lead to: Hospital closure; leaving immunity with one local provider/increased prices Reduced services, community (community service/charitable offerings) to counter hospital closure based upon the assessment of the local government's past performance CEO/Consultant Based upon a bleak financial future, the best course of action for the hospital is its sale to a for-profit institution. 5. 0 Legal Issues: No legal issues noted 6. Discussion: What are the main arguments Foley is trying to counter? That is, what are the reasons and rationalizations she needs to address? Ms. Foley is trying to argue that the Coos session could be based upon faulty information and that selling the hospital to a for-profit institution is not the best solution. She needs to address her rationalization regarding the sale. Her fear of w hat she predicts the impact of the hospital sale appears to be the basis for her stance.What levers/arguments can Foley use to check her own reasoning and motivation, and to influence the CEO, and how might they be informed by an understanding of the biases to which Foley and her CEO are most vulnerable? Ms. Foley can research and obtain the financial records of both the COOP and the contracted consultant and ampere them. She can then take her information to the CEO. This would show who, if anyone, was manipulating numbers like she suspects, or rather Just poor financial management by the COOP. So what should Foley do and say? I believe Ms.Foley should attack this issue on three fronts. First she should look further into data that led to the consultants and subsequently the Coos recommendation. The next step would be to have a candid discussion with the CEO to inquire about any information she is not aware of and also to address the concerns she has for the community and herself. Fi nally, she should research and evolve a contingency plan for her and her son. 7. 0 Alternative Solutions: Ms. Foley withholds her opinion, supports the Coo's decision and researches other employment opportunities as a contingency plan.Confer with COOP and conduct comparative analysis between his financial projections and the contracted consultants. She could then base her concurrence/non-concurrence with the Coo's concerns The CEO could have kept Ms. Foley in the loop regarding his actions and projected plans for the future of the company. He also could have utilized the COOP of the company and compared the data with the outside consultant. His actions demonstrate a lack of trust in the COOP and in Ms. Foley for not including her in the process.If he were open from the start, perhaps she could have focused more on coming up with a solution, than wasting time worrying about â€Å"what ifs†. 8. 0 Recommendation I feel that since Ms. Foley was promoted to Senior Vice President a nd COO by the CEO himself, he respects her and her Judgment. He would be willing to hear what she has to say, especially if she has records to back up her suspicions. A meeting between Ms. Foley and the CEO would be beneficial in discussing problem areas and possible solutions.

Merchant of Venice †a Tragedy or Comedy Essay

* â€Å"The tragic feeling is invoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing, his sense of personal dignity† – Arthur Miller * Leading up to Shylock’s trial he undergoes a lot of struggle with regards to his bond with Antonio where. Antonio deceives Shylock when he doesn’t pay him and escapes the clause of the bond (pound of flesh). * Shylock At the same time Shylock loses his daughter, whom he loves very much, to a Christian man. Shylock was betrayed by his daughter and deceived by Antonio and the rest of the Christians. * I would my daughter were dead at my feet, and jewels in her ear! Would she were hearsed at my foot, and the ducats in her coffin! * Therefore it is tragic when Shylock is stripped of his money and forced to convert religion. Against all his struggles he was just conducting his way of business and has to suffer so much. * This story is also tragic for the Jewish communities: * They were mocked and scorned by the Christians and perceived as â€Å"different† from other people (personality and physical attributes) * They were forced to live all together in a separate part of the city known as â€Å"ghettos† * When they exited the â€Å"ghettos† and went to different areas amongst Christians they had to wear red hats (this is a sign of the segregation of religions) * They could not engage in any other jobs except merchandise. This is why the Jews were mostly known as ‘usurers’. * Revenge is a theme of tragedy * Revenge is dark and hateful and particularly in this play Shylock is consumed with it. * He wants revenge with his daughter because he feels betrayed and hard one by. She disobeyed him and their religion and stole money from him. * He is consumed with revenge towards Antonio and his Christian friends because of the way Antonio deceived him where he did not pay off his bond and the way the Christian friends mocked him. This was emphasised in his famous monologue â€Å"hath not a Jew eyes† where he describes the way he is treated. * The way the director personifies the characters * In most renditions of the play, especially in the most modern movie, the main characters (Bassanio, Antonio and Shylock) are very serious characters and this adds to the tragic mood of the play * When dealing with problems these characters do not seem to be in a light-hearted or joyous mood, they are more dull and serious. * At the time tragic characters had to be very static and weren’t versatile and this is evident, mostly in the characters of Antonio, Bassanio and Shylock.

The Consciousness Raising Model

The Consciousness Raising Model Abstract Consciousness raising model is a process of creating awareness in a new language, learning it and then using it in conversations. Generally, the first step in consciousness-raising model in relation to English language is creating awareness that the language exists, and then distinguishing it from other languages and lastly, using it to communicate. New language consciousness is important, as it helps in making communication easier.Advertising We will write a custom term paper sample on The Consciousness Raising Model specifically for you for only $16.05 $11/page Learn More Even though people master their first language easily, it is also possible for them to master other languages, especially when the best strategies of consciousness-raising are adopted. In most cases, when learning strategies used match with the learners’ needs and preferences, the learning process becomes easier. Nevertheless, consciousness-raising strategies in second lan guage learning are usually based on motivation of learners, aptitude test, learner’s cognitive ability, and the styles used in learning. These strategies have been proved by personality and social psychologists to be among the factors that determine individuals’ cognitive abilities. Introduction Consciousness-raising model is used to promote and develop cognitive ability of a learner in acquisition of a second language. Second language acquisition is the process that allows learners to master a new language, which is usually different from their first language. Teachers play a big role in raising consciousness on new language by allowing them to recognize its form, meaning, and context, and then learning how to use it. For example, a learner may first learn phrasal verbs used in English and then try to distinguish them from other sounds in other languages before they can be able to communicate using the language. Generally, in raising consciousness about a new language , learners’ differences cannot be ignored, hence the need for discussing second language acquisition in relation to the psychology of the learners. Therefore, this paper will discuss consciousness-raising model and strategies, as well as the styles that can be used in promoting second language learning, specifically the English language. It will also discuss the various individual differences that influence consciousness in second language acquisition, including personality traits and mood of the learners (Robinson, 2002).Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Individual Differences and Consciousness Raising in Language Acquisition In order to come up with the best strategies for consciousness-raising process in second language acquisition, it is important to consider individuals’ differences and characteristics, mainly because they give the basis about their l anguage aptitude, learning styles, and motivation, which are very important contributors in the process of learning a second language (DÃ ¶rnyei, 2005). Individuals’ differences and characteristics that have contributed largely towards raising consciousness in second language acquisition include personality, moods, and learning motivation strategies. Therefore, it is important to consider values, interests, learning coping styles and social identity and relationships of the learners (Johnson, 2004). In addition, their cognitive perceptions and psychological aspects of life including health and educational lifestyle should be given priority in the process of raising consciousness in second language acquisition. Besides, individuals’ characteristics such as attitudes, emotions, skills, socio-economic status, and gender should also be given enough emphasis in order to develop better strategies of learning a second language. Evidently, proper analysis of these qualities w ill give more genetic codes about an individual’s cognitive skills, interpersonal abilities, and emotional attachments, which are very important in acquisition of second language (Macaro, 2010) Individual moods and Consciousness Raising in Language Acquisition Individuals’ moods and personality play an important role in the way individuals communicate, as well as in their self-esteem and beliefs. Therefore, a teacher should be sensitive to these moods and personality traits when raising consciousness about a second language in order to prevent instances of anxiety and fear in the learning process (DÃ ¶rnyei, 2005). Again, personality, temperament, and moods go hand in hand in the learning process, hence the need to consider them in the second language acquisition and learning process. Given that a learner is being introduced to new ideas and sounds, it is important to ensure that they are in the best mood to recognize and internalize what is being taught in order for the learning process to be effective.Advertising We will write a custom term paper sample on The Consciousness Raising Model specifically for you for only $16.05 $11/page Learn More Due to this important role that personality plays in the learning process, it is important to give it more emphasis in order to enhance effectiveness of second language acquisition and consciousness-raising process. One of the ways of studying personality involves the use of the big five model. This model involves controlling the use of common sense, hence determining an individual’s emotional stability and consciousness, which lead to good results and good performance in the learning process (Saville-Troike, 2005). Personality and Consciousness Raising in Language Acquisition According to social and personality psychologists, an individual’s personality has great effect on the process of his or her linguistic ability and second language acquisition (Ellis, 2003) . Again, personality plays a significant role in speech acquisition, which makes it important for personality aspects and applied linguistics to be largely considered in the process of teaching oral language including speech. Indeed, research shows these two aspects have an important impact on the theoretical aspects and application in raising consciousness in second language study and learning. Besides, it is important to consider language aptitude of the learner, since it has great influence on the cognitive aspect of second language acquisition. It is also important if the individual’s mental ability is considered in teaching some language styles and methodologies, since the reasoning and thinking skills should be well developed for consciousness-raising process to be effective. Nevertheless, psychologists believe that the process of acquiring new knowledge and processing information depends mostly on the mental abilities (Ellis, 2003). Motivation and Intelligence Developm ent According to research, it is clear that second language acquisition depends on an individual’s intelligence quotient. Hence, it is important to improve the intelligence of learners in order to facilitate the acquisition of English as a second language (Ellis, 2003). Modern language aptitude test, which involves testing numbering, phonetic script, and spelling clues, is also very important in the process of learning English as a second language; hence, the test should be used as one of the strategies of raising consciousness in learning second language.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, factors such as role learning ability, grammatical sensitivity, and phonetic coding ability should be put into consideration in the process of learning English as a second language. For an individual to learn more effectively, it is usually important that auditory ability, verbal intelligence, and inductive language learning ability of the learner be improved to gain more knowledge about the rules governing the use of English language (Ellis, 2003). The use of good motivational strategies has been regarded as some of the means and ways of improving second language acquisition, since it increases learners’ self-confidence, thereby giving them more courage to express themselves using the new language learnt. Motivation also gives learners, the courage to be involved in self-evaluation, hence leading to self-improvement towards learning of the second language (DÃ ¶rnyei, 2005). Styles Used in Raising Consciousness in Language Acquisition Theories such as task motiv ation theory can be used in order to improve awareness in English language acquisition. Parental influence, learner’s beliefs, and giving feedback to learners can also be effective in motivating learners to become more aware about the use of the new language (Lamb Reinders, 2008). Various styles can be used in raising consciousness in language acquisition such as the use of reflective observation as well as the use of divergence and convergence, including both active and concrete styles of learning. These styles will enable individual learners to develop their own thinking abilities and generate concrete ideas. It is also important that learners be allowed to involve in try-outs, which involve guessing meaning of phrases, verbs and other stylistic linguistics used in English language, followed by continuous and consistent practice. Deductive and inductive styles of learning should also be applied in raising consciousness about a new language in order to enhance faster learni ng of the second language (Robinson, and Ellis, 2008). Conclusion From the above discussion, it is clear that learning a second language requires raising consciousness about the new language and then using strategies that match an individual’s needs and preferences in order to produce positive results. Again, it is clear that personality and individual characteristics play a major role in influencing the effectiveness of consciousness-raising process in second language acquisition. In addition, various style of language learning should be considered in raising consciousness on acquisition of the second language, given that learning different languages requires different styles. From the paper, it is also evident that an individual’s moods and capabilities, including the intelligence level, determine the level of consciousness needed in acquisition of a second language. Cognitive ability must be well developed in order to accommodate the various complex rules and method ologies in second language learning. Moreover, since language promotes easier communication and relationships between individuals, it is important to establish the best strategies that will enhance raising consciousness about the new language and allow learners to use it effectively. Therefore, consciousness-raising strategies discussed above should be adopted in order to promote the acquisition of English as a second language. References DÃ ¶rnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New Jersey, USA: Lawrence Erlbaum Associates Publishers. Ellis, R. (2003).Second language acquisition. Oxford, England: Oxford University Press. Johnson, M. (2004). Philosophy of Second Language Acquisition. New Haven, CT, USA: Yale University Press. Lamb, T., Reinders, H. (2008). Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam, Netherlands: John Benjamin’s publishing Company. Macaro, E. (2010). C ontinuum Companion to Second Language Acquisition. London, England: Continuum International Publishing. Robinson, P. (2002). Individual Differences and Instructed Language Learning. Philadelphia, USA: John Benjamin’s. Robinson, P., and Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. New York, USA: Routledge. Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge, England: Cambridge University Press.

Conjugation of Entender, Perder, and Similar Spanish Verbs

Conjugation of Entender, Perder, and Similar Spanish Verbs Entender, which usually means to understand, is a common stem-changing verb. The only change from the regular conjugation is that when the -e- of the stem is stressed it becomes -ie-. Other verbs (and common definitions) following this pattern include ascender (to climb), atender (to attend to), defender (to defend or protect), descender (to go down), and perder (to lose). Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Entender entender (to understand) Gerund of Entender entendiendo (understanding) Participle of Entender entendido (understood) Present Indicative of Entender yo entiendo, tà º entiendes, usted/à ©l/ella entiende, nosotros/as entendemos, vosotros/as entendà ©is, ustedes/ellos/ellas entienden (I understand, you understand, he understands, etc.) Preterite of Entender yo entendà ­, tà º entendiste, usted/à ©l/ella entendià ³, nosotros/as entendimos, vosotros/as entendisteis, ustedes/ellos/ellas entendieron (I understood, you understood, she understood, etc.) Imperfect Indicative of Entender yo entendà ­a, tà º entendà ­as, usted/à ©l/ella entendà ­a, nosotros/as entendà ­amos, vosotros/as entendà ­ais, ustedes/ellos/ellas entendà ­a (I used to understand, you used to understand, he used to understand, etc.) Future Indicative of Entender yo entenderà ©, tà º entenders, usted/à ©l/ella entender, nosotros/as entenderemos, vosotros/as entenderà ©is, ustedes/ellos/ellas entendern (I will understand, you will understand, he will understand, etc.) Conditional of Entender yo entenderà ­a, tà º entenderà ­as, usted/à ©l/ella entenderà ­a, nosotros/as entenderà ­amos, vosotros/as entenderà ­ais, ustedes/ellos/ellas entenderà ­an (I would understand, you would understand, she would understand, etc.) Present Subjunctive of Entender que yo entienda, que tà º entiendas, que usted/à ©l/ella entienda, que nosotros/as entendamos, que vosotros/as entendis, que ustedes/ellos/ellas entiendan (that I understand, that you understand, that she understand, etc.) Imperfect Subjunctive of Entender que yo entendiera (entendiese), que tà º entendieras (entendieses), que usted/à ©l/ella entendiera (entendiese), que nosotros/as entendià ©ramos (entendià ©semos), que vosotros/as entendierais (entendieseis), que ustedes/ellos/ellas entendieran (entendiesen) (that I understood, that you understood, that he understood, etc.) Imperative of Entender entiende (tà º), no entiendas (tà º), entienda (usted), entendamos (nosotros/as), entended (vosotros/as), no entendis (vosotros/as), entiendan (ustedes) (understand, dont understand, understand, lets understand, etc.) Compound Tenses of Entender The perfect tenses are made by using the appropriate form of haber and the past participle, entendido. The progressive tenses use estar with the gerund, entendiendo. Sample Sentences Showing Conjugation of Entender and Similar Verbs Quiero entender lo que ests diciendo porque sà © que es importante. (I want to know what youre saying because I know its important. Infinitive.) Un 19% del bosque nativo ms diverso del paà ­s se ha perdido en los à ºltimos 40 aà ±os. (Some 19 percent of the most diverse old-growth forest in the country has been lost in the past 40 years. Present perfect.) Defiendo los derechos de los animales. (I defend the rights of animals. Present indicative.) El terreno sobre el cual estaban desciendo era muy à ©rido. The terrain they were descending was very dry. Past progressive.) El venezolano ascendià ³ al puesto 48 de la lista de jonroneros. (The Venezuelan climbed to No. 48 on the list of home run hitters. Preterite.) La produccià ³n continuaba creciendo mientras que los precios descendà ­an rpidamente. (Production kept on rising while prices fell rapidly. Imperfect.) Atenderà © mi cuerpo y su salud fà ­sica. (I will take care of my body and its physical health. Future.) A lo mejor lo entenderà ­a si me lo explicaras. (Maybe Id understand it if you explained it to me. Conditional.) Espero que no pierdas las ganas de cambiar las cosas. (I hope you dont lose the passion for changing things. Present subjunctive.) El evento tambià ©n sirvià ³ para educar a los atletas para que entendieran la situacià ³n. (The event also served to educate the athletes so they would understand the situation. Imperfect subjunctive.)  ¡Te pierde! (Get lost! Imperative.)

POVERTY AND STUDENT ACHIEVEMENTS Article Example | Topics and Well Written Essays - 750 words

POVERTY AND STUDENT ACHIEVEMENTS - Article Example This article looks at very important issues which are important to note in every way. The paper also tackles some issues which are very pertinent in the issue of poverty and education. It looks on the issue of social services, the definition of poverty and the need to protect families from indigenisation arising from depending on social services. This paper was written in the knowledge that of all the issues which affect the students such as race and ethnicity, poverty is the most difficult to understand because it is not discreet. In this regard, it becomes very difficult to know exactly when a child requires help in order to help them to not be affected by poverty. One of the major and most important factors which come out from this paper is the fact that it was revealed that the issue of poverty cannot be solved by money alone. In the Gift of Education Project, it become apparent that just giving the students financial aid did not help in making the students to be able to overcome the challenges poverty was giving them. This is a very important finding as it has very far reaching implications and to which solutions must be developed on order to make sure that it is possible to develop good solutions about the issue of poverty. ... r shows that it is necessary to understand that poverty is not just the absence of money of economic necessities, but rather that poverty is something that goes way beyond the issue money. This is important for policy makers in government in order to help them develop better ways of addressing the issue of poverty in schools. The authors also look at the relationship between poverty and race as well as locale. This is an important element and may be a good platform to create solutions to deal with the issue of poverty. The paper defined and determines some very strong links relating the economic abilities of families and their race as well as the location of a school or the students. This brings a new element to the issue of race and it is necessary to identify the need deal with poverty in a different manner. This study took a quantitative way of looking at the issue of poverty. Although 17% of all children under the age of 18 were in poverty, the study broke the numbers down to ind icate that children from African-American families were the most affected by poverty with as much as 33% of them being from families in poverty. While it is good to identify race related numbers with regard to student poverty, the authors however have not clearly indicated why these numbers are necessary and how why these numbers cna be utilised to punch out these issues. More importantly, the article tackles the issue of the difficulty of identifying big academic talent from poor families. The authors indicate that it is not easy for authorities to be able to identify those students with high academic potential who would then be given the support they need in order to prevent the academic talent from going to waste. While this is true in some ways, the authors have not been able to be