Essay about The Necklace the Development of Irony

The Necklace: The Development of Irony by Kimberly Ednie Mrs. Connolly ENC 1102 M-W-F 9:00AM Short Story Essay January 29, 1997 Guy de Maupassants The Necklace is situational irony written in 1884. The story was written in a time when there were very distinct social classes primarily determined by ones birth. It is about a woman who can not come to terms with her position in the middle class. Although she knows she can not escape her class, she refuses to accept it gracefully. It is through Matilde that Maupassant develops the storys irony. This is reflected through Matildes daydreaming, which only serves to torment her, the loss of the necklace borrowed for show, which only worsens their economic position, and†¦show more content†¦When the necklace can not be found, Matilde and her husband have no choice but to replace it. As a result, Matildes desire to appear part of the upper class has only succeeded in making them part of a lower one. Without a doubt, the most ironic part of the story is the Loisels unnecessary sacrifice. The Loisels decide to replace the necklace without telling the owner of its loss. In a shop in the Palias-Royal, they found a necklace that seemed to them exactly like the one they were looking for (8). They secure the thirty-six thousand for the necklace from Mr. Loisels inheritance and in the form of loans. They struggle and live in poverty for ten years to pay off the necklace. By now, Matilde looks old. She had become the strong, hard, and rude woman of poor households (9). Matilde is walking along the Champs-Elysees when she encounters the friend who loaned her the necklace. Her friend is shocked when Matilde finally tells her about the necklace. It is then that Matilde learns that the necklace her and her husband toiled to replace was only costume jewelry. Even among the rich there are apprearances to keep up. Maupassant, through irony, shows us that in pursuit of wealth or status it is easy to forget what one already has to appreciate. Also, appearances are just that, no matter what class you belong to. Because Matilde did not understand this, desire to rise above the middle class was replaced with a desire to merely rise aboveShow MoreRelatedStructural and Textural Irony Essay999 Words   |  4 Pagesuse of personification, and the use of irony are primary tools and building blocks for great literature. With the incorporation of literary elements, an insignificant story of occurrences can be transformed into a literary work of art presenting depth and purpose to its audience. 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AristotleRead MoreMr Know All3164 Words   |  13 Pagescause problems with their marriage. Part Three: This part of the story contains (מכי×Å") the climax (× ©Ã—™× ) of the story. Mr. Ramsey decides to start an argument with Mr. Kaleda just for the fun of it. The argument centered on whether the development of artificial peals (× ¤Ã—  Ã—™×  Ã—™×  מ×Å"כו× ªÃ—™×™× ) would have a negative impact (×”× ©Ã— ¤Ã— ¢Ã—” × ©Ã—Å"×™×Å"×™× ª) on the price of the real pearls. This argument was very heated, even more than past ones and Mr. Know All lost his temper (× Ã—™×‘ד × Ã— ª ×”× ¢Ã— ©Ã— ªÃ—•×  Ã—•× ª). Mr. KaledaRead MoreA Synopsis of the Movie I Not Stupid Too4121 Words   |  17 Pagesdisappointments about them. Incapable of raising the money asked from them by the conmen and being scared of being jailed, Tom and Chengcai opted to rob an old woman of her necklace. But as they ran off, they slowly realized that what they did was wrong. 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Defining Virtue Machiavelli s New Representation Of...

Defining Virtue: Machiavelli’s New Representation Of Lucrezia Vs. Lucretia Defining the true definition of virtue can be a debated subject. There are many different definitions that can be used to define virtue and many people can have their own opinions on the matter. We only have to consider definitions provided by academic scholars and those we believe possess virtue. Using St. Thomas Aquinas’ definition of virtue as Machiavelli’s intended definition of virtue in Mandragola will be used as the standard definition of virtue. In this essay, I will prove that Machiavelli’s representation of Lucrezia displays a better example of a virtuous woman than the original Lucretia. What is virtue? What does it mean to be virtuous? Virtue has many different meanings. According to Msgr. William King, in his research What Is Virtue, he uses the definition taught by St. Thomas Aquinas to define virtue. According to Aquinas: â€Å"Virtue is the perfection of human activity — that is to say, virtue is human activity at its best. Virtue describes the best traits of human action. The word itself comes from the Latin word for strength or power, vis. As with any human strength, it is built up through repetition. Do something good repeatedly and it becomes a good habit; do it long enough and it becomes a virtue. Virtue is developed by positive action, so merely avoiding evil or sin is not virtuous. Virtue consists in acting in a positive way to bring about good things such as justice, mercy or

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS Free Essays

string(138) " of each degree is cognitive, rhetorical issues of audience and intent are every bit appropriate and can be specified for any assignment\." The intent of this survey programme is to find if pupils from the simple degree of Hin Hua High School ( Chinese Independent School ) improved in their ability to compose in English after holding studied specifically developed course of study. The 7-hour remedial programme is to be conducted one time the academic section releases the concluding appraisal classs. Fifteen pupils with the lowest mark were selected utilizing the standard method to undergo the remedial programme. We will write a custom essay sample on REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS or any similar topic only for you Order Now the importance of all six major facets of composing measured in the English Test which comprises chiefly punctuation, grammar and use, sentence construction, scheme, organisation, and manner. It is believed by go toing the remedial programme selected pupils would be able to demo the ability to do and joint judgements by taking place on an issue or job. Besides prolonging a place by concentrating on the subject throughout the authorship. They are alson expected to develop a place by showing support or grounds utilizing specific inside informations and do illations based on support or grounds. Most significantly, they should be able to form and present thoughts in a logical manner by logically grouping and sequencing thoughts. Hence communicate clearly by utilizing linguistic communication efficaciously and by detecting the conventions of standard written English Introduction As a linguistic communication instructor, I frequently select composing undertakings from linguistic communication text editions to assist pupils better their authorship ability. Behaviorists, communicative, cognitive, and discourse theories could act upon composing attacks in linguistic communication text editions. Each theoretical model has provided us with a better apprehension of the multiple dimensions and intents of learning composing. A reappraisal of the developments in composing teaching method leads us to reason that we could learn composing as a agency to better lingual, rhetorical and communicative competency or as a find and cognitive procedure. The composing undertakings that we select from linguistic communication text editions and assign to pupils could reflect one or some of these pedagogical intents. As instructors, we need to oppugn and understand the pedagogical premises of text edition composing undertakings so that we can choose undertakings that will assist our pupils become confident authors and independent minds. Primary pupils come ining the secondary school degree ( high School ) are challenged non merely to larn new content in the subjects but besides to pass on this. A important figure of pupils will non hold equal academic literacy degrees to be able to make this successfully ( Jones and Bonanno, 1995 ( 1 ) . Atlhough traditionally pupils were expected to develop academic literacy accomplishments without any expressed instruction of these accomplishments, schools now recognize the progressively diverse backgrounds of their pupil populations and have put in topographic point mechanisms for assisting pupils develop their academic literacy. These have included the constitution of literacy and larning units every bit good as the demand for school course of study to turn to the instruction of composing accomplishments including communicating accomplishments. English Learning Centre of Hin Hua High School Klang, like other literacy and larning units, has been involved in a figure of collaborative undertakings with instructors involved in learning Junior One to incorporate the instruction of communicating accomplishments into the course of study ( Webb et al, 1995, Taylor and Drury, 1996 ) . These enterprises have resulted in the development of new learning stuffs and attacks every bit good as new patterns of appraisal and feedback. However, as capable country course of study are being adapted to computer-based signifiers of acquisition, it is besides necessary to see how the instruction of communicating accomplishments can be integrated into these plans or how the instruction of communicating accomplishments can be contextualized within the acquisition of capable country cognition. With the current demand for propheciuency in English Language great importance has been given to developing plans to transfuse good composing manners to the si mple scholars which aims to assist pupils go successful editors of their ain authorship. 1.1 LITERATURE REVIEW Writing accomplishments have been identified as to better pupils ‘ thought. Moffett and a few others have developed cognitively sequenced course of study for simple and secondary authorship, college composing, when it is sequenced at all, tends to trust on structural or rhetorical agreements, which are neither consecutive nor cumulative. Progressions from word to condemn to paragraph to theme confuse quantitative with qualitative growing, while rhetorical sequences confront pupils with cognitive jobs of different but equal complexness. In short, from a cognitive position, most writing direction in higher instruction is consistent with that in secondary instruction: what Stephen Judy described as â€Å" Advanced Hodgepodge † in high school gives manner to â€Å" Arrogant Hodgepodge † in college. A big and turning organic structure of research, nevertheless, shows that cognitive development follows a hierarchal sequence of phases and suggests that a course of study can be consecutive organized to advance cognitive development. Bloom ‘s Taxonomy of Educational Objectives provides some indispensable connexions between the cognitive abilities we expect of college pupils and a course of study that can excite those abilities Bloom ‘s Taxonomy is one solution to the cognitive odds and ends of the authorship course of study. It allows us to sequence direction and assignments in ways that speak straight to pupils ‘ developmental demands. From least to most complex, For composing direction the taxonomy provides a flexible theoretical account of what happens cognitively in the acquisition procedure Bloom described a six phase sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. ( See Figure 1 ) Figure 1.0 The flow chart of Bloom ‘s Taxonomy At each new degree, thought procedures construct on and embrace old degrees. Implicit in this construction is the premise of an go uping graduated table of trouble and fullness. Thinking at the comprehension degree is more demanding than at the cognition degree ; cognitive jobs necessitating synthesis or rating encompass all the preceding degrees. A reappraisal of Bloom ‘s definitions for each systematic degree suggests what such a cognitively-based authorship class might imply. Although the focal point of each degree is cognitive, rhetorical issues of audience and intent are every bit appropriate and can be specified for any assignment. You read "REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS" in category "Essay examples" Most of all, the taxonomy allows us to contemplate the value and feasibleness of a cognition-based course of study in composing. Such a course of study would reflect the hierarchal dealingss of the assorted idea procedures and would assist to command for cognitive complexness in authorship and believing about falsifying natural discourse. In this signifier, composing or writing-intensive classs would consistently develop pupils ‘ thought accomplishments instead than go forthing them to opportunity or, worse, blunting the author ‘s still-developing ability to research and show thoughts. In short, a cognition-based course of study ensures that pupils take part to the full in utilizing composing as a manner of acquisition. 2.0 INTENDED PURPOSE The remedial programme is targeted for the simple scholars who are in the procedure of upgrading their authorship accomplishments to the pre -intermediate degree. A sum of 15 pupils are selected from the age group of 13 old ages old based on the concluding semester scrutiny consequences. The scrutiny fundamentally structured in conformity to the text edition presently used in the school course of study, New Opportunities ( Pearson Longman-Cambridge ) . Basically the ( Stiggins to foreground achievement differences between and among pupils to bring forth a, 1994 ) . School systems might desire to sort pupils in this manner so that they can be heighten their competence degree even further. The major ground for utilizing a norm-referenced trial ( NRT ) is to sort pupils. NRTs are designed on reliable rank order of pupils across a continuum of accomplishment from high winners to low winners be decently placed in remedial or talented plans. These types of trials are besides used to assist instructors choice pupils for different ability degree reading or mathematics instructional groups. As the selected pupils fall under the below mean group in Paper 1 ( Writing Assessment ) whereby there are two parts that the had to finish here: Section A Notes Expansion and SECTION B Continuous Writing ( Choose one subject out of five given ) From the academic analysis it was found that bulk pupils failed in Section B where it consists of 25 % of the entire Markss of 40 % of the Writing paper. Thus they are required to go to a 7 hr remedial programme to better their authorship accomplishments by at least 85 % . FINAL Semester: Paper 1 RESULTS ( 40 % ) Name Class SECTION ( 15 % ) Section B ( 25 % ) 1 LIM WAI MENG ELEMENTARY 8 8 2 CAROLINE TAN ELEMENTARY 7 7 3 CHONG YOKE LAN ELEMENTARY 9 6 4 LIM CHEN PHANG ELEMENTARY 8 6 5 LEE AI VIN ELEMENTARY 8 7 6 SOO HUI YING ELEMENTARY 5 5 7 TAN KUI ROU ELEMENTARY 6 8 8. TEE WAN RU ELEMENTARY 5 9 9 NG JIA JI ELEMENTARY 9 7 10 LIM SHAO YI ELEMENTARY 9 4 11 KELVIN LAI ELEMENTARY 6 8 12 TAN MAY LI ELEMENTARY 8 8 13 TOO MEI LING ELEMENTARY 5 5 14 LIM TAI YONG ELEMENTARY 6 9 15 TEO JOYCELYN ELEMENTARY 7 6 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The grounds for the remedial plan to be initiated is to break the scholars in their authorship accomplishments and beef up it so that they have all capablenesss to be promoted to the following degree but due to certain infinitesimal factors they fail to adhere to the criterions of the pre-intermediate degree. Therefore these pupils are carefully selected utilizing the standard method to undergo the 7 hr remedial programme. In order to bore and actuate these pupils in the remedial programme an enriching lesson program is formulated to make a positive result at the terminal of the the 7 hr remedial programme. The intents for stressing authorship accomplishments are to bring forth who can grok instruction and acquisition in a positive mental properties. There is a broad organic structure of research proposing that measuring pupils ‘ written public presentation is a valuable project. Not merely is an teacher able to assist a pupil ‘s advancement, but besides the teacher can ease the acquisition procedure and the acquisition results by being cognizant of pupil public presentation throughout the academic session. Undeniably, 3R accomplishments are of import and necessary in day-to-day life. They are besides needed to back up the development of a knowledge-based economic system. Acknowledging these demands, the school has initiated and implemented programmes to place pupils who have non mastered the 3Rs. These programmes are designed to specifically turn to and get the better of the inability of pupils to get the hang the 3Rs. This is in line with the essentialism which instills pupils with academic cognition and character development. Among the programmes that have been implemented in schools are the Early InterA ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides boring and enriching the remedial scholars with the nucleus authorship accomplishments, there are besides exposed to the importance of sub-skills in their acquisition such as: I Manipulating the book of the linguistic communication: script, spelling and punctuation. II Expressing grammatical [ syntactic and morphological ] relationships at the sentence degree III Expressing information or cognition in authorship: explicitly implicitly IV Enrichment of Vocabulary Part B 4.0 Aims of the 7-hour remedial programme The chief purpose in presenting and implementing the remedial programme peculiarly in the facet of composing accomplishments is to chiefly: to develop competences in composing accomplishments among scholars to travel from a teacher-centered didactic theoretical account to a student-centered constructivist theoretical account to get the ability to compose in a more clear, concise and acceptable mode 5.0 Instructional Design: Using the ADDIE Model to Construct Writing Competency Among Remedial Learners 5.1 Model The generic term for the five-phase instructional design theoretical account dwelling of Analysis, Design, Development, Implementation, and Evaluation.A Each measure has an result that feeds into the following measure in the sequence.A There are likely over 100+ different fluctuations of the generic ADDIE theoretical account. Instructional design purpose for a scholar -centered instead than a traditional teacher-centered attack to direction, so that effectual acquisition can take topographic point. This means that every constituent of the direction is governed by the acquisition results, which have been determined after a thorough analysis of the scholars ‘ demands. This phases sometimes overlap and can be interrelated ; nevertheless they provide a dynamic, flexible guideline for developing effectual and efficient direction. 5.2 ADDIE ‘S Theory The ADDIE direction theoretical account for this desin is outlined by Smith and Ragan ( 1995 ) in their book entitiled Instructional design. The focal point is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a demand to carry on remedial programme for the simple low scorers where an opportunty was given to larn and develop basic essay composing accomplishments. 6.0 Remedial Education Programme In Malaysia, the importance of remedial instruction gained attending in the sixtiess. Consequences of a pilot undertaking in nine schools between 1967 and 1970 showed a demand for remedial instruction, particularly for students in rural countries. This paved the manner for remedial instruction programmes in primary schools. The innovators in the field attended a biennial intensive class on remedial instruction in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial instruction were organized. With the exclusion of little schools or under-enrolled schools, every school is allocated one remedial instruction instructor. At the school degree, a Remedial Education Committee is formed, consisting the schoolmaster, remedial instruction instructor, category instructor, capable instructor, resource Centre coordinator, and other instructors as members. The debut of a new course of study for primary schools in 1983 implied a return to the rudimentss in instruction. The ultimate end was to guarantee that no student is illiterate by the twelvemonth 2000. The execution of the remedial instruction programme for kids in Primary 1-3 is to guarantee that they master the 3Rs. Childs who have been recommended for remedial instruction are required to go to remedial categories. As of 1999, 54,000 primary school kids have undergone the intercession programme. In add-on to bettering and heightening instructor development, the Malayan authorities besides works towards bettering the course of study at school to run into the altering demands of the economic system. During the Fourth Malaysia Plan, the primary school course of study was revised with the purpose of supplying and set uping a steadfast instruction in reading, authorship, and arithmetic. This led to the development of a new course of study stressing the 3Rs. Surveies looking at the returns to instruction in Malaysia have found positive consequences in those who have had some signifier of formal instruction, thereby supplying support to the authorities guidelines on the primary course of study which emphasizes the acquisition of basic skills.Education in Malaysia, altering really quickly reacting to the emerging focal point of womb-to-tomb acquisition ; the turning accent on larning ; as opposed to making and the development of the new bringing systems 6.1 The Educational, Philosophical and Psychological foundation Elementary instruction shall take to develop the religious, moral, mental and physical capablenesss of the kid, supply him with experiences in the democratic manner of life, and instill thoughts and attitude necessary for enlightened, loyal, unsloped and utile citizenship. To accomplish these aims, simple instruction course of study shall supply for the: ingraining of religious and civic values and the development of a good citizen based on an staying religion in God and echt love of state ; preparation of the immature citizen in his rights, responsibilities and duties in a democratic society for active engagement, in a progressive and productive place and community life ; development of basic understanding about Malayan civilization, the desirable tradition and virtuousnesss of our people as indispensable necessities in achieving national consciousness and solidarity ; instruction of basic wellness cognition and the formation of desirable wellness wonts and patterns ; development of functional literacy in English as basic tools for farther acquisition ; and acquisition of cardinal cognition, attitudes, wonts, and accomplishments in scientific discipline, civics, civilization, history, geographics, mathematics, humanistic disciplines, and place economic sciences and support instruction and their intelligent application in appropriate life state of affairss. The Elementary Basic Education Curriculum focuses on the tool larning countries for an equal development of competences for larning how to larn. A The end of Instructional design is to back up the cognitive procedures that result in acquisition ( McGriff ) . The expected result of instructional design is to supply cognition and accomplishments to people. The three major larning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist rules. Instructional design is associated with instructional systems development ( Leshin et al, 1992 ) . An Instructional System is the â€Å" agreement of resources and processs to advance acquisition † ( Berger and Kam ) . 6.2 Programme Design: ADDIE Model ADDIE is a all-purpose theoretical account, which can be used to make instructional merchandises and plan design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five stairss in the Instructional Design procedure. The instructional interior decorator makes determinations critical to guaranting the effectivity of the educational experience in each stage of the procedure. In conformity with the procedure betterment theoretical account, the five stages are a â€Å" cringle, † with the betterment of larning results as the end. Dick and Carey and Kemp ( Kemp, et.al, 1998 ) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist attack in interrupting direction down into smaller sections aiming bomber accomplishments. The scholar is required to maestro of bomber accomplishments, which are aggregated to accomplish overall accomplishment command and learned behaviour. It provides a systematic attack to curriculum and plan design. Teaching is basically a philosophical enterprise and hence educational activity can be conceived within the context of a doctrine or worldview. The curricukum refelects the art and trade of learning. Educational engineering can supply diverseness of believing sing course of study and direction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the pupils whom the remedial programme to be conducted are pupils who learn English Language as a 2nd linguistic communication. They are originally from Chinese talking households with a minimal exposure to English Language. Due to the outlook of the school and the educational demands in adhering English as one of the nucleus topics in school these pupils are required to hold in deepness cognition and accomplishment in it. All of them have been educated in the Chinese primary school instruction system. Based on the concluding semester scrutiny consequences 15 pupils are selected to undergo remedial programme as they fall in the boundary line line instances.The pupils get hapless composing accomplishments, while being able to build sentences reasonably good, they seem to hold great trouble in forming and developing their thoughts into the signifier of an essay that has an debut, organic structure and decision. In order to advance these pupils to the following degree that is the pre-intermediate stage from their beginning simple degree the English Language Department found it critical for them to go to a 7-hour remedial programme in order to happen solution to this state of affairs. All of them need to foster develop their authorship accomplishments in term of coherence and coherency ; clip and pattern. 6.2.2 Design The chief design end for our programme would be on the cognitive schemes of being able to develop an thought for composing since all of them com e from a really similar background and have basic sentence composing accomplishments. Besides the development of linguistic communication in the mechanics of sentence building such as sentence structure, grammar, construction, etc given precedence. R.Gagne ( 1965 ) divided larning into 5 classs: Verbal or declaratory cognition, rational accomplishments, cognitive schemes, attitudes and psychomotor accomplishments. The acquisition ends are besides in connexion to these classs to seek to set educational value behind our ends. At the same clip the end besides reflects competencies lineations by Benjamin Bloom ( Bloom,1956 ) . These include: Knowledge, Conprehension, Application, Analysis, Synthesis an Evaluation. These give our ends cogency whereby competences are incorporated in conveying about concrete undertaking for scholars that we assign in order to accomplish their ends. Hence in the rating stage, we can utilize this facet to happen out the cogency and the achievement of the scholars in implementing the programme. Learning Goals and Type of Learning Aim Standard GAGNE ‘S DOMAIN BLOOM ‘S TAXANOMY Learners will place an essay subject and 3 sub-topics Standards established by Hin Hua High School, English Language Department Cognitive schemes Synthesis Learners will be able to compose a 3 paragraph essay with an debut, 2 bomber subjects to include their sentiments, thoughts and decision Standards established by Hin Hua High School, English Language Department Declaration Cognition Intellectual Skills Synthesis Evaluation Application Learners will be able to utilize the library and Handouts to research printed information on their subjects Standards established by Hin Hua High School, English Language Department Procedural cognition ( declaration cognition ) Cognition Learners will be able to utilize proper mechanics of grammar sentence structure Standards established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to show their subjects in category Standards established by Hin Hua High School, English Language Department Declaration cognition Comprehension 6.2.3 Development In order to set up a accessible remedial programme for the simple scholars, we English instructors have developed a remedial programme which will set about a 7 hr larning procedure. The instructors from the same degree have brainstormed and come up with a class content for the 7-hour instruction and larning programme. The instructors from the same instruction degree are the best individual to make the lesson as they deal with the same competence degree of pupils all the clip and are considered experts in their country. Besides this, they will be able to do he printed and computing machine stuffs and added measure of acquiring the right content for the degree. On top of that since they have already been learning in the same range so they will be doubtless familiar in the procedure of instruction and steering the scholars in order to do the remedial programme a success. 6.2.3. ( 1 ) Procedure The remedial programme would be in the English medium since the chief aim is to better composing accomplishments among simple scholars. The programme consists of 6 regular Sessionss and followed by a reappraisal and a trial twenty-four hours. Each hr is scheduled to be conducted for 60 proceedingss 6.2.4 Execution Further to the development to the development the instructors would be equipped with integral class content for he programme. The faculty would be prepared in balance with the clip frame allotted for the programme. Any instructor who is selected for this undertaking should be ready to set about the instruction procedure based on the strategy that has been prepared. Al cubic decimeter 15 pupils will be instructed to go to the programme for 7 hours. These are the assorted facet of execution emphasized in the learning procedure: 6.2.5 Evaluation The rating stage consists of two parts: formative and summational. Formative rating is present in each phase of the ADDIE procedure. Summational rating consists of trials designed for sphere specific criterion-related referenced points and supplying chances for feedback from the users. Chiefly the rating is done in two parts. The first stage will be the rating of pupil work based on the aims in the â€Å" Learning ends and type of larning † listed above. Students will be rated by their instructor based on the A, B, C, F standards set by the English Department. An Angstrom is first-class work, B is mean, and C will intend pupil demands betterment. An F would intend that pupil failed the composing appraisal with below 60 % of grade. Students will be evaluated at each phase of the class. The section will utilize this rating in order to happen out how they might necessitate to modify the programme in the hereafter. A summational rating will be conducted as outlined by Smith and Ragan ( 1999, p.352 ) . Those writers explain that in order to measure the effectivity, entreaty, and efficiency of direction, a aggregation, analysis and sum-up of informations on pupils ia indispensable. In our designed programme an test is built to entree pupils of their command on the abilities taught during the programme.Students are to demo their capablenesss in their apprehension and cognition taught to them by finishing the set of prep targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the undermentioned subdivisions: Student name Student able to take a subject n sub-topics Student able to utilize press releases information Student able to finish the essay Score dated from 1 to 5 1: hapless 2: Able to understand the authorship construct with some counsel 3: Able to finish the undertaking with aid and support 4: Able to understand the construct and finish the undertaking separately A pre-test and post-test can mensurate how good learners achieved the larning aims. However, it normally takes more clip and attempt to mensurate things such as whether the scholars will utilize their preparation. This rating stage can widen for months. Upon completion of the programme the pupils ‘ feedback will be collected to further estimate the success of the programme. Questions are besides answered on a graduated table of 1 to 5. 1 is low and 5 is high. The standard inquiries constructed are as below: Were you satisfied with the content of this class? Were you able to understand the instructor ‘s account? Were you able to set into pattern elements that you learnt? Did you fond the class interesting? On a graduated table of 1 to 5, what is your general feeling about the class? Part C 7.0 REVIEWER ‘S COMMENTS Below is the sum-up of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School sing the 7hour remedial programme on composing accomplishments. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and failings of the freshly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively take parting in group treatment 2. Encouraging pupils to build their ain thoughts and cognition of the subject 3. Student-centered instead than teacher or subject-centered 4. Teaching assistance contributed to pupil ‘s visual image on the subject given 5. Suitable to student ‘s development degree 6. Group work enables pupils to self – express, to be self-assured and self- consciousness 7. Promote teacher to develop pupil ‘s originative thought abilities 8. Stressing the construct of group work and peer rating where no pupil Is left behind 9. Promoting the co-operation among pupils and instructor positively 10. Enables pupil to hold a positive mentality in originative authorship Failings 1. Unsuitability of activities for crowded room 2. Lack of stuffs used as assistance for pre-writing undertaking 3. Lack of instructor ‘s rating on the first stage of composing 4. Certain undertaking may take more clip than the planned clip 5. Peer rating on composing inappropriate attack for simple scholars 8.0 Summary of Review Summarized below are some of the achievements and challenges I personally went through in building the remedial programme: 8.1 Strengths 8.1.1 Improved pupils attitude and motive Students are mentally prepared to take part in the programme because pupils agree to a peculiar gait, work load, and larning environment from the beginning. 8.1.2 Making Learning Communities: Classs map as Teach communities both teacher and their pupils benefit – in both societal and academic countries – from working with each other over a full programme. 8.1.3 Extinguishing Stigma of Dependency: The construct group work and peer rating removed the stigma of being excessively dependent on the instructor Writing stuffs. 8.2 Failings 8.2.1 Students engagement Some scholars will non lend in due to the deficiency of involvement or proficiency 8.2.2 Stipulated Time The period allotted might non be sufficient for certain undertaking. Thus this will hold or sometimes disrupt the whole programme construction. 8.2.3 Truly in equal marker Some scholars will non adhere by the regulations set in equal marker when it comes to appraisal. Favoritisms and ego -centered will act upon the observation 9.0 Decision It is expected that by go toing this theoretical account of English remedial direction it will be good to low English winners. Students will derive well in grammar and vocabulary and they will besides bit by bit better in their overall English competency. Based on the remarks from the referees it can be concluded that scholars will be efficaciously better their English authorship accomplishments through the prepared class faculty for the remedial programme. A well-designed class will decidedly give them encouragement and support to promote their English proficiency and be prepared for the following degree, pre=intermediate. 10.0 PART D 7 HOUR LESSON PLAN REMEDIAL PROGRAMME – ENGLISH LANGUAGE Purposes: by the terminal of my lesson, pupils will be able to compose a full-length essay on Endangered Species and better their attack of composing schemes. Auxiliary purpose: pupils will be able to better their usage of associating words in controlled and less controlled authorship activities on Endangered Speciess Evidence: ( How will I know I have achieved the purpose? ) Students will be able to finish effect and short authorship scheme undertakings: Quizzes, Test Students will be able to finish their group presentation and compose a full length essay on Endangered Species. Materials: Course Content prepared by Elementary instructors from the English Department of Hin Hua High School, Klang. 1. New Opportunities Students Book ( Module 7- Endangered Species ) 2. Multimedia devices 3. Cultural consciousness Context: Endangered Speciess Anticipated Problems Solutions 1.Students have no cognition of Endangered Species Promote them to look at the exposure 2.Students are non able to do connexion with the subject Promote them to work in groups 3.Students find composing within the clip frame really demanding Set and maintain rigorous clip bounds 4. Students may non understand the right vocabulary use for the undertaking Pre-teach the vocabulary before pupils do the undertakings 5. Students may non be able to compose much about Endangered Speciess Get them to work in groups and portion thoughts. Premises 1. Some pupils have cognition of Endangered Species and hold read about them 2. Students have cognition of the extinction of animate beings. 3. Some pupils have had exposure through the media and cyberspace on the Endangered Species development. 4. Students have sufficient vocabulary to get down the authorship. 5. Students understand and use some linking words and sequence connections taught. Timing ( mins ) Phase name Procedure Purpose Interaction 30 Ice- Breaker Teacher sticks up assorted sorts of carnal images on the whiteboard and asks pupils to do a conjectures on animate beings of endangered species. T negotiations about the images and T proctors activity. T gets feedback on activity and writes a few conjectures on WB To warm up the category and to set up a game- like ambiance To research around the category, to be introduced to the subject of endangered species, bit by bit To interchange positions for their picks with grounds given T -S T – Second S – Second T – Second S – Second 30 Pre-writing ( a ) After feedback, T gives a presentation on several species of endangered animate beings and their characters and populating wonts utilizing PPT ( Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas ) T prepares a cartridge holder of picture â€Å" ICE AGE † in order to steer the pupils to discourse on the grounds of people killing animate beings To set up context and to utilize scholar ‘s conventional cognition of the animate beings on the whole to unite it with the lesson ‘s subject T – Second T – Second 30 Pre-writing ( B ) I. After feedback, T gives each group a set of images of animate beings and asks them to place the endangered species. two. After feedback, T advises scholars to look at it complete and this clip, to happen out why are these animate beings in danger and the grounds for it. To advance group work to place the images, to work out context in groups and to trip bottom-up reading accomplishments To work out in context intent and audience, in groups and trip top-down reading accomplishments S – Second T – Second S – Second T – Second 30 Pre- Teaching Vocabulary After feedback, T holds the attending of Ss to the unknown word in the context ; T elicits their significance in context, utilizing mini- lexicon from the New Opportunities Students Book, To pre-teach unknown vocabulary, to work out its significance in context, utilizing the dictionary and to pattern emphasis, modulation and beat T – Second T – Second S – Second 30 Pre – Writing ( degree Celsius ) After feedback, T assigns two paragraphs for each group to work on, and hands out a wh-comprehension undertaking to finish for their paragraphs Ss are to come to the w/b and put the strips of paper one under the other To pattern reading accomplishments, such as scanning and reading for item To reorder the strips of paper on the w/b, to show it as a whole, and to utilize it as a springboard for the brainstorming session S -S T – Second S – Second 30 Brainstorming: T asks Ss to believe why some animate beings are endangered and ways of assisting the endangered animate beings T prepares a cartridge holder of picture â€Å" ICE AGE † in order to steer the pupils to discourse on the grounds of people killing animate beings During the activity, T goes about, proctors and provides aid where necessary. To trip their conventional cognition of the endangered animate beings, to unite their scheme to culturally targeted subjects All thoughts are to be brainstorm in their group for bring forthing bill of exchanges S – Second T – Second S – Second 60 While – Writing ( Rough Draft ) Peer rating Thymine informs them that they will hold to compose their ain thoughts down, in order they like on a piece of paper, -one group member will compose the bill of exchange and the others will give aid and counsel. During the activity, T goes around proctors and provides aid Ss exchange documents with the other squad and give remarks on each other ‘s work To compose a unsmooth bill of exchange, to choose thoughts and to set up a point of view To advance coaction amongst group members, to peer-evaluate, to offer support and counsel with written work S – Second S – Second 60 While – Writing ( First Draft ) Peer rating T advises S to rewrite the essay every bit good as select which thoughts will travel to each paragraph, in their squads T tells them that one of them will compose and the others will assist out After composing, T tells Ss to trade documents and give them to the other group to remarks To set up information, to construction the text ( White and Arndt 1991 ) To work collaboratively to accomplish an purpose To advance co-operation to accomplish a end, to peer evaluate, to react to the first bill of exchange and to give feedback on the content ( Raimes cited in Gaith 2002 ) T – Second T – Second S -S T – Second S -S 60 While – Writing ( Second Draft ) Editing T advises S to rewrite the bill of exchanges, much better, now, they ‘ve got the feedback from other groups After composing, T tells Ss to read out what they ‘ve written To better the accomplishment of authorship ( Charles 1990 ) To redact, to proof-read content S – Second T – Second 60 Post – Writing ( Finished Draft ) T advises Ss to get down their single authorship on the foolscap paper provided T gives Ss appraisal Markss based the authorship produced To show their pieces of complete authorship S – Second T – Second How to cite REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS, Essay examples

Age Diversity free essay sample

A more diverse workforce does not necessarily mean more problems. Diverse workforce can however be seen as something positive that may bring positive impact to an organisation despite of all the challenges that the management as well as the employees may have to deal with. In this essay, I will focus on age the aspect of diversity often been avoided, the organisational behaviour challenges that are created and lastly, knowledge and skills managers have to develop. Generations are sectioned into the Traditionalists (born 1900-1945), the Baby Boomers (born 1946-1964), the Generation Xers (born 1965-1980), and the Millennials (born 1981-2000). The Traditionalists have core values of dedication, hard work, conformity, discipline, loyalty, consistency and patience. The Baby Boomers on the other hand, believe in growth and expansion, optimistic, service oriented, driven, willing to â€Å"go the extra mile†, and good team players. The Generation Xers attained the core values of diversity, thinking globally, balance, techno-literacy, fun, informality, adaptability, independent, and pragmatism. We will write a custom essay sample on Age Diversity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And lastly, the Millennials, whose core values are optimism, civic duty, confidence, achievement, sociability, morality, and street smarts. They also have multi capabilities and technology savvy. (Zemke, R, Raines, C Filipczak, B 2000) With the differences in personalities and values among generations, there bound to be misperceptions of one another. Thus, conflict arises where values differ and needs varies. This is where several organizational behaviour challenges come to surface. Some negative impacts that are related are such as how costly it can be when companies have to set policies, develop procedures, and create everything from corporate cultures to compensation and benefit plans, and how challenging it can be for the managers who are charged with recruiting, managing and motivating up to four generations in the workplace at once. One of the greater challenges is to purge stereotyping. Stereotyping occurs everywhere, some of which are exaggerating or discriminating. Media is one of the greater influences that contribute to stereotyping. It puts negative images into our minds, and these affect how we view each of the generations. Stereotypes also arise from resentment. For example the Generation Xers resent the Traditionalists for being resistant to change, or Boomers resent Xers for finding it so easy to change jobs whenever they feel like it (Lancaster, L. C Stillman, D 2002, p. 17). Another challenge is to cater to the different values each generation has. As mentioned earlier in the essay, each generation possesses their own values that eventually define who they are and their behaviour. Organisations rely on individuals to make decisions and take actions that achieve corporate objectives. Consequently, values represent a potentially influential approach to keep employees’ decisions and actions aligned with corporate goals (McShane, S Travaglione, T 2005, p. 111). Also a challenge is to provide adequate training for unskilled and inexperienced workers. It is not just simply providing. Other issues such as the cost, time and abilities have to be considered. Basically, the complications of generational collisions at work include everything from reduced profitability to the loss of valuable employees, higher payroll cost, wasted human potential, and even serious health problems caused by stress. Bridging the generation gap is becoming more important in the workplace because networking and relationships are more central to job performance. Apart from the government and organisation, managers also play a huge part. Managers must first have understanding of the diverse workforce, obtain the knowledge of almost every aspects of the diversity and develop certain skills to deal with the challenges. Managers have to appreciate all perspectives, eliminating biasness, and encourage employees and team members to see the value of all (Chang, R. Y 1996). One of the many ways is to practice diversity awareness training which sensitises people about stereotypes and prejudices that may undermine the benefits of diversity. The training dispels myths about people from different backgrounds and may bring out subtle prejudices through role-plays and exercises. (McShane, S Travaglione, T 2005, p. 88) Other strategies may include encouraging employees to work in diverse teams and open up communication lines. Contact that involves working together and communication toward meaningful goals is most likely to bridge generational differences. (Carr-Ruffino, N 1999, p. 283) Different managerial skills are needed to help manage different generations. Basically, it comes down to managers being observant; monitoring the performance of employees; having the ability to evaluate weaknesses and provide training and development strategies to strengthen the weaker skills in the team; being able to communicate well; motivating; making good decisions; and demonstrating knowledge and expertise.

Test Tube Meat free essay sample

Recently a scientist by the name of Mark Post helped create a test tube beef burger. The burger was grown in a solution of nutrients and cost about 330,000 dollars to make. The burger was created by taking muscle cells from a cow and growing them into tissue. The meat had to be dyed to make it look like real beef. The meat contains no fat and is disease free. The meat was made in the Netherlands at Masochist University. It was served to two volunteers and was flavored with egg powder and bread crumbs. The volunteers said that it tasted similar to regular beef, but it was not as Juicy because of the lack of fat. This will lead to further research and we could see test tube meat in the markets in 10 to 20 years. PETA has even offered a 1 million dollar reward to the first person to create lab grown chicken. We will write a custom essay sample on Test Tube Meat or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is a long way to go in this field and it could lead to a source of food in the future. I think this could be beneficial to the worlds food problems in the future. That is if the cost can be substantially lowered. One of the big problems I see with this type of reduce would be ethical issues and the fact that eating lab grown meat is kind of creepy. The fact that the meat contains no fat is also a big benefit. No fat meaner that the meat would be much healthier. Another benefit is the fact that that this meat is much more sterile so there is little to no change of pathogens getting into the meat. This meaner that cooking completely would be less of an issue. I still wonder if the body digestive tract will respond well to the meat. Overall this seems like a good thing for future food shortages.

Conflicto ArabeIsraeli essays

Conflicto ArabeIsraeli essays La tercera delas guerras Arabes-israelitas se llevo a cabo del 5 al 10 de Junio, 1967 y debido a eso el origen de su nombre. La guerra fue peleada por Israel en contra de Siria, Jordania y Egipto. A comienzos de 1967, el 18 de Mayo, 1967, Egipto ordeno a la ONU que quitara sus fuerzas, las cuales estaban apostadas en la frontera con Israel, por lo que comenzaba de nuevo la recuperacin de sus territorios. Siria bombarde pueblos israelitas en las alturas de Golan. En Abril aviones con bandera israelita derribaron seis aviones de la fuerza de Siria. El là ­der egipcio Gamal Abdel Nasser moviliz sus fuerzas hasta la Penà ­nsula del Sinaà ­ Cuando la guerra comenz el 5 de Junio, Israel estaba combatiendo con tres frentes. Cuando parecà ­a que Israel no iba poder contra los tres frentes de ataque vecinos, fue que Israel nunca se dio por vencido y destruyo casi por completo las fuerzas areas enemigas. Israelitas adelantaron sus fuerzas y las llevaron hasta la Penà ­nsula, donde destruyeron la resistencia egipcia aà ºn existente el 7 de Junio. El 9 de Junio los israelitas atacaron, por medio de la Fuerza Area, para mantener de nuevo sus territorios ya ocupados como lo eran las Alturas de Golan, con tal xito que para el siguiente dà ­a ya estaban tomadas de nuevo. El poderà ­o de la Fuerza Area israelita y la maestrà ­a con que manejaron las tropas hicieron o llevaron la pronta ventaja y definitiva victoria. El 11 de Junio la ONU ambas partes acataron el Cese del Fuego o Tregua. Israel declaro a Jerusalem una ciudad administrativamente unida el 28 de Junio. Debido a la resolucin tomada por el Consejo de Seguridad de la ONU, Noviembre 22, ambos adoptaron la resolucin 242, permitiendo a Israel ma ntener los territorios ocupados durante la guerra, por lo que los Arabes protestaron. Esta guerra comprobaba una vez m ...

Business process management Essay Example | Topics and Well Written Essays - 250 words - 1

Business process management - Essay Example Mature organizations on the other hand, produce quality products or services effectively and there is no variation in efficiency and quality. 2b Describe a capability maturity model with which you are familiar. The model can be described in two ways . Mature organizations use objective and statistical basis of judging product quality and analysing problems with the product and process.Managers supervise process by monitoring the quality of the software products and the processes that produce them . Schedules and budgets s are forecasted making use of previous process data available. These forecasts produce realistic estimates of costs, schedules, functionality, product quality. There is not much variation in forecast and actual figures obtained. In general ,the mature organization follows well planned process because all employees understand the importance of quality and hence coordinate well. The second way is used to explain immature organisations.In immature organisation the produ ction process lacks coordination. Some employees produce high quality results and some do not which results in unsatisfactory results. On the other hand a mature is well coordinated and organised. Every employ puts is his best and produces high quality results.

Critically explore the risks, challenges and key issues in relation to Essay - 2

Critically explore the risks, challenges and key issues in relation to starting up a new restaurant in Cardiff Bay in light of the current economic climate in the UK 01312 - Essay Example Full and quick services restaurant growth for 2015 is forecasted up to 3.4% and 3.7% respectively (Technonic, 2014). The industry value in UK economy with around 35,032 business, 590,915 employees and value of  £26.7billion in 2014 (IBIS World, 2014 and Department of Environment Food and Rural Affairs, 2014). The industry also witnessed an increase in distribution index on an average 1.3% with 4.7% increased outcome for 2014 (Office of National Statistics, 2014 and Office of National Statistics, 2015). The development of world’s deprived regions has widely captured the attention of opportunists for being early starters in the new markets via filling the spotted gap. One of such regions emerging regions offering fair opportunities is Cardiff Bay. The mining valley holds the status of world’ first industrialized city (Cardiff Caerdydd, N.d).The last two decades history of the region is adventurously full of growth events and developments. A forecasted population growth and heavily changed lifestyle are promising measures for services business industry (Cardiff Caerdydd, N.d). Ranked as the 10th largest UK city, Cardiff Bay attracts around 18 million visitors a year till 2012. From 1000 registered buildings, 547 are of food businesses including bar, cafà © and restaurants in Cardiff Bay (Ruddick, 2012).Though, the region still needs huge reforms and administrative facilities but critics show positivity towards success of the growing entity. A new sole-proprietorship entity has developed a business plan for entering the Cardiff-Bay restaurant industry to capture opportunities. The plan is apparently developed but lacks the description of risks and challenges associated with the external environmental factors. It is agreed upon a fact, that developing an effective business plan is as challenging and attention seeking as the running a business (Mullins, 2012 and Chesbrough, 2012). Hence, below presented report is a

Cognition and Instruction Assignment Example | Topics and Well Written Essays - 9000 words

Cognition and Instruction - Assignment Example As humans interpret each new situation, they will constantly revise their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality. Constructivism is often compared to objectivism, which is usually quoted as being the opposite of constructivism. Objectivist theory is primarily based on the work of behaviorists such as B.F. Skinner. Objectivists believe that information itself is knowable outside the bounds of any human mind, and that any individual interpretation of knowledge can be said to be either correct or incorrect. Objectivists view individual pieces of information as symbols or currency that can be acquired by humans, and can be transferred from human to human should the correct learning conditions exist. While much of the early work in traditional educational and instructional design derived from objectivist theory, modern academic minds have come to accept that learning environments which more closely match the nee ds of constructivist learning may be more effective. The perceived benefits of constructivist learning may be particularly valuable where the teaching of complex skills, such as problem solving or critical thinking skills are concerned. If we accept that constructivist theory is the best way to define learning, then it follows that in order to promote student learning it is necessary to create learning environments that directly expose the learner to the material being studied. For only by experiencing the world directly can the learner derive meaning from them. This gives rise to the view that constructivist learning must take place within a suitable constructivist learning environment. One of the central tenants of all constructivist learning is that it has to be an active process; therefore, any CLE must provide the opportunity for active learning. There are four basic characteristics of CLEs, which must be considered when implementing constructivist instructional strategies: 1) Knowledge will be shared between teachers and students. 2) Teachers and students will share authority. 3) The teacher’s role is one of a facilitator or guide. 4) Learning groups will consist of small numbers of heterogeneous students. The teacher’s role in a CLE must include spending time developing or preparing the CLE for the students to use. This can require detailed preparation to ensure that the students are exposed to relevant authentic tasks. For example, this may encompass preparing collaborative environments to expose students to multiple perspectives. It can also include the design of situated learning cases that match the student’s zone of proximal development, or the design of problems for problem based learning environments where the students have no experience of the subject matter under study. Constructivist pedagogical models are sometimes classified into two separately identifiable groups: 1) Those that are derived from social constructivism, wh ich grew out of the works of the Swiss philosopher and psychologist, Piaget, and therefore emphasize the need for collaboration and social interaction. 2) Those that derive from Cognitive constructivism, which grew out of the work of the Russian psychologist, Vygotsky, and therefore emphasize the importance of authentic meaningful tasks. Learning environmen

Capital Punishment On Drug Trafficking Criminology Essay

Capital Punishment On Drug Trafficking Criminology Essay With the capital punishment being carried out by China, issues on how it will affect the relations between the Philippines and China emerged. Moreover, there are calls of international organizations such as Amnesty International, International Harm Reduction Association and United Nations Commission on Human Rights (UNCHR) to abolish death penalty for drug offences. As reiterated by Lines (2007), drug related crimes are not considered as most serious crimes in the International Human Rights Law, therefore, it should not be punishable by capital punishment. The study intends to analyze how capital punishment of OFWs affected the bilateral relations between the Philippines and China and how it violates the International Human Rights Law. Moreover, the study is to assess the policies, treaties and agreements made and signed between the Philippines and China in relation to capital punishment on OFWs. In addition, the study aims to examine why clemency was not granted by China to the OFWs on death row despite of the Philippines appeals and to analyze the effects to the political, economic and social factors between the two countries. Furthermore, the study will contribute to policy developments appropriate for the resolution of the problem. It is significant to engage in this topic for lessening, if not, preventing OFWs from being involved in future drug trafficking cases through the study of Chinese laws governing the execution of capital punishment to foreign drug traffickers. Theoretical Framework of the Study The paper attempts to define a deterrence theory of punishment framework by Cesare Beccaria (1764) and revised by Anthony Ellis (2004) for discussing the issue on capital punishment to overseas Filipino workers in China that are involved in drug related crimes in which within this paper, a better understanding will be cultivated in analyzing the existence of capital punishment on drug related crimes. Under this framework, it could be established that there are negative effects in the outlook of other nations towars countries that are still executing capital punishments. This framework would help justify the reasons why such punishments was formed and implemented. The theory discusses on the different ideas as to why these kind of punishments is being implemented in some states and one of the reasons is that it assumes that those crimes made needs equal sufferings in return and that of which is argued by Ellis that is not morally plausible. Ellis also argued that the deterrence theory is about a concept that crime gives some pleasure and because of that, there is a need for punishment in order to prevent individuals from committing criminal acts again. This theory also justifies the reason of those countries that has capital punishment in a way that criminals should be given heavier punishments like death penalty if the committed crime was grave and detrimental to the state and safety of the public. The deterrence theory of punishment could be defined in which it is the undertaking of punishments of those people who violated a law so that the crime committed will not be done again. In that context alone, it could be understood that deterrence is created to set limitations for people not to abuse its liberties and that is why countries like China who has capital punishment believes in making things right if it will teach law offenders, such as drug traffickers a lesson and to those who has intentions in doing crimes such as drug trafficking will fear of doing such act due to the punishment being given. 2.0 Review of Literature The Peoples Republic of China (PRC) is one of the countries in the world that performed the most executions of capital punishment on drug trafficking cases (Amnesty International Death Penalty Statistics, 2011). This statement is also supported by Hays (2008) by explaining how the PRC has executed many people already compared to other countries altogether. The PRC is categorized as an iron fist country that implements the laws equally towards its people, including foreign nationals (Criminal Law of the Peoples Republic of China, 1997). Drug trafficking is considered as a serious crime and is subjected to capital punishment (Guiang, 2012). It is characterized as an act which involves the cultivation, manufacture, distribution and sale of substances, which are subject to drug prohibition laws (United Nations Office on Drugs and Crime [UNODC], 2012). According to Bi (2012), there are different factors that need to be considered before the verdict of capital punishment could be decided. The one responsible for the decision and approval of capital punishment cases is given to the Supreme Peoples Court of the Peoples Republic of China, which is the highest judicial court in the country (The Supreme Peoples Court of the Peoples Republic of China, 2009). It is guided by the Criminal Law of the Peoples Republic of China (1997), which serves as the basis of crimes and the corresponding penalties, wherein it classifies drug trafficking as a crime deemed punishable by capital punishment. The Chinese Government believes that by executing drug traffickers, it would discourage others from committing the same crime, which they termed as the Strike Hard anti-crime campaign (Hays, 2008). At first, drug trafficking cases are not directly subjected to capital punishment, but due to the uniqueness of the Chinese legislation, the possibility of having a verdict of capital punishment becomes higher (Criminal Law of the Peoples Republic of China 1997). Bi (2012) reiterated that the Chinese legislation has two specific elements, it uses a quantitative model as a basis on estimating the seriousness of the drug trafficking case, and that if the drug trafficker who is caught is a repeated offender; as a result, there is a great chance for the Supreme Peoples Court to approve an execution contributed by previous minor cases, since offenses and penalties are being calculated cumulatively. The step-by-step processes that a drug trafficker go through before an execution, is provided under the Criminal Procedure Law (CPL) of the Peoples Republic of China, which is being handled by the procuratorate, an agency that is tasked to prosecute criminal cases (National Bureau of Corruption Prevention of China, 2009). In accordance with Belkin (2000), there are seven procedures to be observed under the CPL, which are the following: (1) Preliminary Investigation, under articles 84 and 85, the police and the procurate would take actions on a suspected drug trafficker; (2) Filing a Case, the police or the procurator would bring up a case against the drug trafficker that would declare that a crime is officially made; (3) Compelled Appearance, it requires the suspect to present himself to the police station for further questioning; (4) Detention, the part where the suspect is being arrested; (5)Formal Arrest, where the suspect is being held under custody which usually takes about two months or more; (6) Trial Procedures, a process involving three decision makers and the part where the evidences are presented to prove that the suspect is indeed guilty of drug trafficking, and lastly; (7) Sentencing, it is when the court would announce its verdict. It takes about two years a nd beyond for the whole process to be concluded and once the verdict has been made, the sentencing of capital punishment is then given; there is only one way of execution for foreign drug traffickers which is through lethal injection (Lu, 2008). Though, it usually results a verdict of capital punishment if the drug trafficker illegally possesses more than one kilogram of narcotic drugs (Hays, 2008). The Supreme Peoples Court of the Peoples Republic of China (2002) has reformed the capital punishment by conceptualizing distinctive features within the system. It stipulates that minors below 18 years old and pregnant women are automatically exempted from being executed (Criminal Law of the Peoples Republic of China, 1997). Lu (2008) explained that in the Chinese context, minors are exempted because their intellectual, mental and psychological capacity is not yet fully developed; as a result, minors are unaware of their actions. The capital punishment with a two-year reprieve of execution is one of the unique aspects within the capital punishment system of the Peoples Republic of China (Criminal Law of the Peoples Republic of China, 1997). Under Section 5, Article 48 of the Criminal Law of the Peoples Republic of China (1997), it states that there is a possibility of having a two-year reprieve for capital punishment on cases which needs not be punished immediately. Wang (2011) explained that the rationality behind this is for the reduction in use of the death penalty, cautious application of the death penalty, and tempering justice with mercy. It is because in the past years, the growing number of people sentenced with capital punishment has become alarming, and with this, the Chinese Government hopes that the imposition of the two-year reprieve would bring a decline to the number of cases (The Supreme Peoples Court of the Peoples Republic of China, 2002). According to Wang (2011), if the person observes goo d behavior during the two-year reprieve, there is a chance that his punishment would be reduced into life imprisonment. It also serves as a period where drug traffickers are subjected into forced labor, as a way of reforming them (Belkin 2000). The bilateral relations of the Philippines and China are weakened with the executions of Overseas Filipino Workers (OFWs) who were convicted of drug trafficking. Since 2011, China executed four OFWs with drug trafficking cases namely: Ramon Credo, Sally Villanueva and Elizabeth Batain in March 2011, and an unnamed 35-year old Filipino in December 2011 (Santos, 2011). It is reiterated by the Presidential Communications Operations Office [PCOO] (2011) that China carried out the execution despite of the Philippines appeal for clemency to commute capital punishment to life imprisonment. Clemency cannot be granted to the Filipinos on the death row because of the strict implementation of the Chinese laws. According to Guiang (2012), once a verdict of the Supreme Peoples Court of the Peoples Republic of China [SPA] has been made, pleads of the Philippine government will no longer change the decision. Philippine Vice President Jejomar Binay went to China on March 2011 to appeal for clemency to the three OFWs who were on the death row (PCOO, 2011). As stated by PIA (2011), in view with the diplomatic relations with the Philippines and in accordance to the Chinese laws, Chinese officials granted the postponement of the execution of the three OFWs to a month, from February to March. The Philippines appreciated the postponement of the execution and fully respected the final verdict of the SPA (PCOO, 2011). The execution of capital punishment to the four OFWs did not cause strains to bilateral relations, as reiterated by both countries. This argument is proved by the Official Gazette of the Republic of the Philippines [OGRP] (2011) that the executions of the OFWs produced stronger bilateral relations between China and the Philippines through the Joint Statement of both countries which aimed to promote and strengthen political cooperation between the two countries. In the political aspect, both countries advocated in combating transnational crimes, including drug trafficking, protection of nationals, negotiations for a treaty in relation to mutual legal assistance in criminal matters and transfer of sentenced persons are made, as reiterated by OGRP (2011). Moreover, a memorandum of understanding between the Department of Foreign Affairs (DFA) of the Philippines and the Ministry of Foreign Affairs (MFA) of China is signed to strengthen political cooperation between the two countries to pr event OFWs from being involved in future drug trafficking incidents (OGRP, 2011). The Capital punishment is considered a violation to the International Human Rights Law. The Capital punishment or popularly known as death penalty in China to drug offenders has been a great concern for the international community because it violates the International Human Rights Law and the most fundamental law which is the Right to life (Lines, 2007). There are three major international organizations that protects human rights because of Chinas procedure on execution and sentencing and making the death rate of executions a state secret and that is why organizations such as Amnesty International, International Harm Reduction Association and the United Nations are fighting to abolish it. According to the International Human Rights Law drug offenses is not applicable to what they refer as crimes that are punished with death it is only those persons that committed the considered most serious crimes should be given a punishment of death sentence in Article 6 (2). This law was also give n a resolution by the United Nations and that Drug trafficking is not recognized and considered by the International Human Rights Law as one of most serious crimes (Gallahue, 2011). There are major organizations that are taking substantive measures to stop the execution of capital punishment in some countries. The organizations are the United Nations Commission on Human Rights (UNCHR), the International Harm Reduction Association (IHRA) and the Amnesty International (Lines, 2007). According to the International Harm Reduction Association (2007), the Chinese government violates the International Human Rights Law which is proved by Lines (2007) in a way that it doesnt consider drug offences a crime that is punishable with death sentence. In Chinas legal system, the law on death penalty on drug traffickers is stated in Article 347 of Chinas Criminal law, they have specific laws on the amount of grams of drugs that was being handled by the foreign national shall subjected to interrogation immediately without having a legal counsel to defend him and only after a certain period of time then he shall have a legal counsel but if the accused foreign national have witness ed that he did carry such drugs then he shall be on trial and sentenced with death penalty (Supreme Peoples Court of the Peoples Republic of China, 2002). Although the Chinese government have its system of investigating the prosecution in the trial, still, the foreign national could not defend himself because of the circumstance that the lawyer is not of which of his choice to defend him, that alone is bias, that fact is discriminating and is therefore a violation to the International Human Rights Law (Gallahue, 2011). The international community, as a whole, does not perceive drug offences as punishable by death sentence. According to Lines (2007) the approach of the countries that follows this practice does give rationale justification that drug offences are indeed punishable by death. It is viewed by China that a drug offences is a grave crime while in the International Human Rights Law, it is only when a crime against the state and a homicide should be considered a crime punishable by death (Bi, 2012). According to the International Harm Reduction Association [IHRC] (2007), there have been disproportionate execution and sentenced foreign nationals when it comes to drug trafficking because of the lack of due process in the procedure of determining if whether or not the assumed criminal is guilty of smuggling drugs or not because of discriminatory laws on drugs with foreign nationals. This is why drug cases in China pertaining to foreign nationals are very alarming to the people who are planning to visit China or work there perhaps (Lines, 2007). A retentionist state like China reasons that they are following this death penalty procedure to safe guard their country from hard drugs and according to the United Nations Working Group on Arbitrary Detention that countries that have death penalty punishment to drug trafficking should be abolished because they failed to give an adequate protection on due process (Gallahue, 2011). In Chinese law procedure, in Article 61, which states that those that will be given a punishment will be based upon the nature of the incident of when he was caught with the drugs and the circumstances of whether how harmed the society, But in drug trafficking they do not follow as such, they just determine a drug trafficker when he is caught with the drugs on his bag but they do not consider the other mitigating circumstances on whether it was planted by someone else and this makes it even contradicting to laws they have on their system (Supreme Peoples Court of the Peoples Republic of China, 2002). The Peoples Republic of China argues that executing capital punishment on drug offenders a grave offense and therefore is subject to death penalty. In accordance to this, the Human Rights Committee have also made it clear that in Article 14 which states that, including a right to a fair hearing by an independent tribunal, the presumption of innocence, the minimum guarantees for defense and the right to review by a higher tribunal and also the right to seek pardon on the sentence (International Harm Reduction Association, 2007). However, in Chinas legal system in punishing drug offenders, it is not stated there that they have the right to seek pardon and that alone is a violation in the International Human Rights Law. China as a retentionist argues with the fact that although drug related offences are non-violent crimes, it is still a grave crime because it is heinous, grievous and it destroys their traditional values and with these things it results to social harm (Supreme Peoples Co urt of the Peoples Republic of China, 2002). 3.0 Results and Discussion In 2001, four OFWs were sentenced with capital punishment in the Peoples Republic of China (PRC) due to drug trafficking. Ramon Credo, Sally Villanueva and Elizabeth Batain were caught smuggling drugs weighing 1 kilogram in March; meanwhile an unnamed 35-year old Filipino in December was caught with 1.5 kilograms of drugs. With the application of the Chinese Criminal Law, these four OFWs were immediately subjected with capital punishment for illegally possessing more than one kilogram of narcotic drugs. Like any other criminal cases within the PRC, there were set of procedures being observed during the whole process of their trial. The Chinese and the Philippine governments signed a Memorandum of Understanding (MoU) on August 31, 2011 and made a Joint Statement on September 01, 2011 to prevent further future drug trafficking incidents that will involve OFWs (The Philippine Embassy in China, 2012). This is pursuance of the commitment of both countries to combat transnational crimes, which includes drug trafficking. Table 1 and 2 shows the data on the Philippine imports performance with the Peoples Republic of China from January to May 2012 and 2011 and the Philippine exports performance of May 2012 and 2011 with the said country. Table 1. Philippine Imports Performance with Peoples Republic of China: January to May 2012 and 2011 (in Million U.S. Dollars) Source: http://www.census.gov.ph/data/sectordata/2012/im120503.htm Table 2. Philippine Exports Performance with Peoples Republic of China: May 2012 and 2011 (in Million U.S. Dollars) Source: http://www.census.gov.ph/data/pressrelease/2012/ex1205tx.html The figures presented in Tables 1 and 2 show that there is no decline in the imports and exports between the Philippines and the Peoples Republic of China after the execution of capital punishment for drug trafficking of the three OFWs. Instead, the trade between the two countries strengthened as imports and exports increased. Table 3 presents the data on the Overseas Filipino Workers (OFWs) Cash Remittances from the Peoples Republic of China on January to June 2012 and 2011. Table 3. Overseas Filipino Workers Cash Remittances January to June 2012 and 2011 (Landbased and Seabased) (in Thousand U.S. Dollars) Source: http://www.bsp.gov.ph/statistics/keystat/ofw.htm The data presented in Table 3 shows that there is no drop in the in the cash remittances sent by OFWs from China to the Philippines despite of the execution of the three OFWs in March. Instead, the cash remittances flow from China to the Philippines grew stronger in January to June 2012. The Universal Declaration of Human Rights (UDHR) [2012] that promulgated the International Human Rights law have strongly disprove on the capital punishment issues on some countries that are executing individuals that have committed crimes that are not considered as most serious crimes (UDHR, 2012). As all other human rights, the right to life is the first and foremost core value of the UDHR and that is what the Peoples Republic of China violated (Nowak, 2005). It does not only protect individuals against arbitrary interference by Government agents, but also obliges States to take positive measures in order to provide protection from arbitrary killings, enforced disappearances and similar violent acts committed by paramilitary forces, organized crime or any private individual (Nowak, 2005). Under the laws of the UDHR, the countries that have capital punishments should follow fair trial to give the accused person the opportunity to defend himself. States must therefore outlaw such act s as crimes, and must implement appropriate legislation (UDHR, 2012) According to the Article 5 of UDHR No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. The moment that the declare to a person that he/she will be subjected to capital punishment such as death penalty through lethal injection is already a mental torture to a person. It is already causing mental pain for a person to have the agony of waiting for the time he/she will be killed (UDHR, 2012) A punishment such as lethal injection to foreign drug offenders in the Peoples Republic of China can be considered already as cruel punishment because it is killing of another individual and therefore it is inhume and a degrading punishment. (UNCHR, 2012) The International Covenant Commission on Civil and Political Rights (CCPR) [2007] is the covenant made by the United Nations Commission on Human Rights with regards to the protection of the individual rights of a person such as the Right to Life. According to Article 7 of CCPR No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. In particular, no one shall be subjected without his free consent to medical or scientific experimentation. The UDHR and the CCPR clearly has the same position with cruel punishments. The CCPR also is strongly fighting for its abolition. In Article 6 of CCPR, it stated Nothing in this article shall be invoked to delay or to prevent the abolition of capital punishment by any State Party to the present Covenant. Prior to this law, there are still retentionist countries that are passive to what these International Laws are advocating (CCPR, 2007). Moreover, since retentionist countries still do what they have practiced, the international law provides for procedural requirements applicable to all death penalty cases: fair trial guarantees, the possibility of appeal to a higher court, and clemency (Nowak, 2005). According to Article 6 (4) of CCPR, amnesty, pardon or commutation of a death sentence may be granted at all times. Clemency may postpone or set aside a death sentence for instance, by commuting it to life imprisonment and can be used to make up for errors, mitigate a harsh punishment or compensate for any criminal law provisions that may dis- allow consideration of relevant factors. The right of any death convict to seek clemency is clearly affirmed in international human rights law. However, the Peoples Republic of China rarely grants clemency to drug offenders in their country, they have a strong stand point in their laws on drug related crimes (Nowak, 2005). According to CCPR, the death penalty should constitute exceptional punishment, always meted out in accordance with the principle of proportionality. Article 6 of CCPR refers to the most serious crimes and, under the Safeguards, the definition of the most serious crimes punishable by death should not go beyond intentional crimes, with lethal or other extremely grave consequences. But this is not being applied to the Peoples Republic of China because they are executing death penalty on foreign drug offenders caught in their state (Nowak, 2005).

Performance Assessment Essay -- essays papers

Performance Assessment Not since the development of the objective paper and pencil test early in the century has an assessment method hit the American educational scene with such force as has performance assessment methodology in the 1990s. Performance assessment relies on teacher observation and professional judgment to draw inferences about student achievement. The reasons for the intense interest in an assessment methodology can be summarized as follows: During the 1980s important new curriculum research and development efforts at school district, state, national and university levels began to provide new insights into the complexity of some of our most valued achievement targets. We came to understand the multidimensionality of what it means to be a proficient reader, writer, and math or science problem solver, for example. With these and other enhanced visions of the complex nature of the meaning of academic success came a sense of the insufficiency of the traditional multiple choice test. Educat ors began to embrace the reality that some targets, like complex reasoning, skill demonstration and product development, "require"--don't merely permit--the use of subjective, judgmental means of assessment. One simply cannot assess the ability to write well, communicate effectively in a second language, work cooperatively on a team, and complete science laboratory work in a quality manner using the traditional selected response modes of assessment. As a result, we have witnessed a virtual stampede of teachers, administrators and educational policy makers to embrace performance assessment. In short, educators have become as obsessed with performance assessment in the 1990s as we were with the multiple choice tests for 60 years. Warnings from the assessment community (Dunbar, Kortez, and Hoover, 1991) about the potential dangers of invalidity and unreliability of carelessly developed subjective assessments not only have often gone unheeded, but by and large they have gone unheard. Now that we are a decade into the performance assessment movement, however, some of those quality control lessons have begun to take hold. Assessment specialists have begun to articulate in terms that practitioners can understand the rules of evidence for the development and use of high quality performance assessments (e.g. Messick, 1994). As a result, we are well i... ... student performance in specific academic disciplines. If and when such opportunities arise, thorough training is essential for all who are to serve in this capacity. If the teachers issuing this invitation have developed or gleaned from their professional literature refined visions of the meaning of academic success, have transformed them into quality criteria and provide quality training for all who are to observe and evaluate student performance, this can be a very rewarding professional experience. If these standards are not met, it is wise to urge (and perhaps help with) a redevelopment of the assessment. The third and final contact for counselors is as an evaluator of students within the context of the guidance function, observing and judging academic or affective student characteristics. In this case, the counselor will be both the developer and user of the assessment and must know how to adhere to the above mentioned standards of assessment quality. For all of these reasons, it is advisable for school guidance and counseling personnel to understand when this methodology is likely to be useful and when it is not and how to design and develop sound performance assessments. Performance Assessment Essay -- essays papers Performance Assessment Not since the development of the objective paper and pencil test early in the century has an assessment method hit the American educational scene with such force as has performance assessment methodology in the 1990s. Performance assessment relies on teacher observation and professional judgment to draw inferences about student achievement. The reasons for the intense interest in an assessment methodology can be summarized as follows: During the 1980s important new curriculum research and development efforts at school district, state, national and university levels began to provide new insights into the complexity of some of our most valued achievement targets. We came to understand the multidimensionality of what it means to be a proficient reader, writer, and math or science problem solver, for example. With these and other enhanced visions of the complex nature of the meaning of academic success came a sense of the insufficiency of the traditional multiple choice test. Educat ors began to embrace the reality that some targets, like complex reasoning, skill demonstration and product development, "require"--don't merely permit--the use of subjective, judgmental means of assessment. One simply cannot assess the ability to write well, communicate effectively in a second language, work cooperatively on a team, and complete science laboratory work in a quality manner using the traditional selected response modes of assessment. As a result, we have witnessed a virtual stampede of teachers, administrators and educational policy makers to embrace performance assessment. In short, educators have become as obsessed with performance assessment in the 1990s as we were with the multiple choice tests for 60 years. Warnings from the assessment community (Dunbar, Kortez, and Hoover, 1991) about the potential dangers of invalidity and unreliability of carelessly developed subjective assessments not only have often gone unheeded, but by and large they have gone unheard. Now that we are a decade into the performance assessment movement, however, some of those quality control lessons have begun to take hold. Assessment specialists have begun to articulate in terms that practitioners can understand the rules of evidence for the development and use of high quality performance assessments (e.g. Messick, 1994). As a result, we are well i... ... student performance in specific academic disciplines. If and when such opportunities arise, thorough training is essential for all who are to serve in this capacity. If the teachers issuing this invitation have developed or gleaned from their professional literature refined visions of the meaning of academic success, have transformed them into quality criteria and provide quality training for all who are to observe and evaluate student performance, this can be a very rewarding professional experience. If these standards are not met, it is wise to urge (and perhaps help with) a redevelopment of the assessment. The third and final contact for counselors is as an evaluator of students within the context of the guidance function, observing and judging academic or affective student characteristics. In this case, the counselor will be both the developer and user of the assessment and must know how to adhere to the above mentioned standards of assessment quality. For all of these reasons, it is advisable for school guidance and counseling personnel to understand when this methodology is likely to be useful and when it is not and how to design and develop sound performance assessments.

Intercultural Communication Essay

Comparison of the light that Catholicism was held in a century ago and its close correlation to the current treatment of Islam as a threat to the US is an important lesson learned from ‘Islam in America’. The close correlation and its replication in history considering that Islam is trying to expand in the US is an eye opener that makes one reconsider his position on the role played by Islam in terrorism and other vices that have been labeled as being closely related to the Islam faith. Another lesson that has been brought out by the article is the fact that more Arabs are Christians. Muslims, Arabs and injustice against America have in recent time been portrayed as being one and the same. Reading the article develops a clear collaboration between what can be considered wayward Islam and Arab Christianity in engaging in acts that are subversive for either Koran or bible dictates. The extreme differences that exist between different Islam groups are also brought out. To any one outside Islam the differences that exists in beliefs thus actions of Muslims and the development that have happened within Islam cannot be developed without having access to such eye opening information. Ida B. Wells, what a woman she was! Surprisingly I had never had of her existence even under black history catalogues. It is amazing how the influence of Wells was inspirational to the development of a number of organizations and uprisings that championed for equality yet her contribution has not even been documented by many writers and literatures. Another lesson from reading the article on her contribution to the liberation of African Americans is that President Lincoln actually placed an ultimatum for southerners to surrender or else lose their slaves. This version of American history is a realization of events within history that have carefully been concealed from the current generation to hide the dismay and inhumanity that past leaders currently held in awe as being great founders of America were involved in. Why is understanding history Important? Understanding the history behind a culture is important in developing a clear picture of events in the current society. Culture is considered a development from history that unluckily is in varied versions (Martin, & Nakayama, 2007); having a deeper understanding of experiences that define a community is thus important in objectively analyzing the different versions and coming up with a personal image. Moreover, without seeking an understanding of history the systems that have been placed to hide the truth may negatively affect one’s perception of events without and within his community (Martin, & Nakayama, 2007). Without understanding the differences that led to the development of different Muslim sects and the fact that they are of different ideologies one may be affected by the negative image that has been created by the media of Islam and terrorism. Without understanding the fact that America has historically been repulsive to entry of new religion one may be duped into believing that controversies surrounding Islam in the current society are a new development in American history. Abraham Lincoln and other great have had considerable effects on the current image of America. Realization that such a great could have made an absurd statement like ‘ surrender now or lose your slaves’ develops an appreciation of the fact that American leaders have had flaws and are not as perfect as modern literature portrays them to be. Appreciation of the role played by individuals whose names are not imprinted in American history or even black history in development that have been attained by African American is developed by Ida Wells’ biography. This develops an appreciation of the effects that individual can have on communities and even generations. Role in Competent Multicultural Communication Perception greatly affects the levels of efficiency that can be attained in human communication. Irrespective of the diversity that has been developed by forces of globalization the history of an individual whether formal or informal will always affect the perception he develops of others (Martin, & Nakayama, 2007). A multicultural communicator must be aware of his culture and the effects that it has on his cognition and others’ to ensure effective communication. An understanding of the differences that exist between cultures and therefore values is important in prior determination of areas of conflict in any given communication. Such information or knowledge is vital in addressing conflict areas in the best way possible. Management of conflicts that are inherent of communication between two communicating parties is affected by appreciation of their perception of each other. Addressing myths like it was the case in demystifying the role played by lynching in reducing African Americans’ role in raping white women and developing a clear difference that exists between Arabs ad Muslims is important in dealing with the negative effect that such have on intercultural communication. Language is part of a culture and unless intercultural communicators are appreciative of the differences in culture thus history has on perception (Martin, & Nakayama, 2007), conflicts in communication and even derivation of meaning that is core to communication becomes constrained.