Managed care Essay Example | Topics and Well Written Essays - 1500 words

Managed care - Essay Example The graphical representation below illustrates that in the year 2013, employer-sponsored health insurance has been registered at less than 1% of employees in traditional fee-for-service plans. In the recent years, high-deductible health plans have gained popularity wherein the share of managed care registration has declined proportionately. Additionally, it has been noted that traditional health insurance has been in the stage of extinction today. It has been also identified that High Deductible Health Plans paired with a saving option (HDHP/SO) has been included in the survey of health plans registration from the year 2008 (Kaiser Family Foundation, 2014). The health care service, i.e. managed care, has its origin in the United States, but the tools of managed care have spread on a global context. Identifiably, in most of the European countries, general practitioners are entitled with the task of regulating access of the specialists and have responsibilities over a per capita annual budget (Deom et al., 2010). In the United States, managed care has evolved as necessary principally because employers are facilitated with the opportunity of strengthening the health insurance premiums, as compared to the struggles faced by the employers in terms of unaffordable excesses due to the uncontrolled delivery of services. In the insurance system that has existed before the managed care, insurance companies are recognized to overlook the need for any incentive for managing different aspects that included service delivery and payments related to the same. In this respect, due to the lack of controls in factors such as over delivery and payment, it has been identified that the employers had to face the issue relating to costs. Subsequently, a system is needed to be developed with the aim of controlling excessive costs by integrating delivery as well as payment with functions

The Gathering by Isobelle Carmody Essay Example for Free

The Gathering by Isobelle Carmody Essay The Gathering by Isobelle Carmody portrays the dark side of human nature. It shows that mans behaviour does not vary over long periods of time and across different cultures. It shows that each and every single person has an evil or dark side to them and it is whether they succumb to this evil or follow the paths of light and goodness that decide what kind of person they are. Cheshunt, where the story is set appears to be a fairly normal town. When Nathanial and his mother arrive, Nathanial instinctively knows that something is not quite right. Nathanial is there for a reason. He and the other members of The Chain must learn the power of friendship to defeat the evil Kraken. The dark side of human nature is seen in many characters: Cheshunts headmaster Mr Karle is a truly evil person. Although Mr Karles only role in the community is Deputy Principal of Three North, he has manipulated those who do have a major role in the community into making himself the main power over all Cheshunt. His goal is to become the ruler of the world, starting with Cheshunt. To make sure that The Chain does not defeat him, Mr Karle defeats one member at a time. Mr Karle portrays the dark side of human nature he has attained power that he then uses to control all those around him. He has become corrupted by this power and with it he is able to manipulate the other characters to perform vicious acts. Mr Karle taunts and mocks in an attempt to emotionally destroy those around him he takes pleasure in others emotional pain. He causes distress in Nathanial when he tells him of his cold hearted father who was Insanely jealous. Unstable. Violent (page 263) and how Nathanials mother learnt not to speak to anyone or smile in fear of what his father would do to her. When Mr Karle reminds Indian that his sister is brain damaged because of Indians own mistakes he does this knowing the heartache this will cause. He mocks Nissa calling her unfeminine and unattractive and how no one could love such a creature except out of pity (page 246). Mr Karle defeats one character at a time. He is physically cruel and used force to hurt them. Mr Karle embodies all that is the dark side of human nature, he is cruel both  emotionally and physically Then the Kraken stepped forward and slapped her across the face. A trickle of dark blood ran from the corner of her mouth (page 249). He is corrupted by po wer, he is manipulative and in all this he takes pleasure. He is a true sadist. The dark side in human nature is also portrayed in many of the other characters, this is evidenced in Buddha Isobelle Carmody has used the name Buddha that represents peace and harmony and made him a killer. He burns Nathanials dog, The Tod, who is Nathanials only true friend and Nathanial loves. The match landed in his tail and flames swept forward up over him. Devoured him. He arched and coiled, yelping in pain and fright, and then he screamed, a long inhuman howl of agony and terror.(page 214). When Buddha burns The Tod it is a vicious, cowardly act and is evidence of how dark mans nature can be, that he can murder a poor, defenseless creature that is incapable of fighting back, also that the act was carried out in front of Nathanial to cause him immense grief and feelings of powerlessness. What is even more disturbing is that this is such a real act that could happen in our everyday life. How the people who are in a position to protect us and how they use this authority in a destructive way is also shown. The police, who are supposed to be good and honest are corrupt and evil. They protect the evil leaders and enforce their law, The pamphlet stuck under the door the day we arrived had welcomed us to the neighbourhood and urged my mother to join the Community Committee. It had a lot of by law information and the bit about the curfew was last. It said no one was to be out in the streets after ten at night without a specific reason. (page 20). The police either stood aside and let the people of Cheshunt be intimidated and bullied or were doing the intimidating and bullying themselves. Seth is a part of the chain that is needed to defeat the evil but Seth has given in to his dark side. He has a very weak character. Despite Seth being a brain (page 10), looking like one of those perfect guys off Coke ads (page 10) and coming from a good family, His father is a policeman (page 55) he is pathetic. He is sneaky and drinks alcohol to escape facing  reality. He cant deal with his own problems (his parents are divorced and he cant deal with being in the Chain and the effort it takes to defy Mr Karle) and uses his weaknesses as an excuse to attempt to commit suicide, Seth lay on his back between them, his face dead white. (page 142) He breaks promises You promised, Nissa said icily. (page 138). He also betrays those around him Mr Karle gave Nissa a radiant smile. Got him? But you misunderstand, Nissa. I didnt get Seth. He came to us.' (page 250). Nathanials father is a character who shows that mans dark side does not vary over long periods of time. Nathanials father was a violent jealous man who liked to have complete control over everything. He was jealous of Nathanial and the attention he got from his mother, especially when Nathanial was a baby I had to sometimes hold your mouth to stop the crying (page 264). Mans darkest nature was shown when his father attempted to kill Nathanial, Children should be seen and not heard, he said, and his big hands closed around my neck. And squeezed. (page 247). This is absolute evidence of innate evil that a father could try to murder his own son. In conclusion, The Gathering shows us the dark side of human nature and it is vividly portrayed. It has a realness that shows that evil is present in the past and in the future and is occurring right now, in all parts of our life. It shows that power can corrupt you and consume you absolutely. It also shows us that cruelty, deceit, jealousy and manipulation are just some of the many ways evil can be shown.

Reflections on The Tao Te Ching Essay -- Ancient World Culture

Reflections on The Tao Te Ching When the early Christians had to keep their faith against the persecutions of the Roman Empire, they had -- obviously -- a visible enemy. Once their religion was legalized and established, however, they had new questions to ask concerning who they were, what could hurt their souls and their way of life. Some of them, at least, concluded that the materialism of the dominant Roman way of life was a non-agressive, but equally corrosive force that would destroy them -- not physically, but spiritually. These Fourth Century Christians, men and women, then left their societies and withdrew into the desert to be able to find true "paradise," not in a safe, secure niche in society, but in their relationship with God. That is, they had to escape the values that so comprehensively enveloped them that they could not think or feel clearly about deeper matters. Thus "freed" in the desert, they could know what a full human life was in practice. These spiritual discoveries of a "way" to live, to be, could then be used to challange the complex and tempting materialism that seemed to dominate the culture of the time. In a much briefer, easier, and less focused way, Henry David Thoreau, someone better known to our own time, tried his "experiment" by living for two years in the woods by Waldon Pond in order "to drive life into a corner" and find out just what it really was worth and what it essentially meant. According to Thoreau, people too readily accepted one already established set of ideas or another, good or bad assessments of life, and didn't seek answers for themselves. He too in his course of events wanted to make known what he learned, wanted to "publish," as he said, the essential "goodness" or "meanne... ...ind hits it. Those who by the age of eighteen have thick calendars organizing their too-complicated lives, those who have learned that a branch does not have real meaning, those whose religion tries to teach simplicity but does not get heard ("consider the lilies of the field, they do not spin nor toil, yet Solomon in his glory was not so brightly arrayed") -- can we enter the vision of the writings of one of us who lived 2500 years ago and left the city of confusion to find wisdom? Can we find in the tensions of his writings -- as they are the shapes of the tensions of living in a confused world -- the "way" of life that is most natural? Can we be at home in the universe that produces us and mirrors so readily what we are when we stop and look, wary as those crossing the ice, listening for cracks that might freeze them before they drowned, we see and hear the signs?

What Was Revolutionary About the French Revolution

What was revolutionary about the French Revolution? Since the beginning of history itself, several and numerous people, inventions, ideologies or behaviours were immediately attached to a particular and self-explanatory concept such as revolutionary. As the time goes by its outreaching characteristics and meaning remains the same. A revolutionary is an individual who either actively participates in or advocates revolution.When used as an adjective, the term revolutionary refers to something that has a major, abrupt impact on society or on some aspect of human endeavour. The tern – both as a noun and adjective – is usually applied to the field of politics and is occasionally used in the context of science, invention or art. [1] One of the themes in modern European history which can be directly linked with this concept is the French Revolution.The main interrogation remains in â€Å"What was revolutionary about the French Revolution? † In order to answer to this qu estion it is necessary to acknowledge the reasons or origins of the revolution, which initiated or motivated this event and finally, which was the impact and importance of it. The French Revolution is considered one of the greatest social and political upheavals in European History and its tremors can still occasionally be felt.In the popular imagination, the magical figure 1789 conjures up conflicting images of Liberty, Equality and Fraternity alongside the â€Å"tricoteuse† and the â€Å"guillotine†, of a revolution that offered individual choice and freedom, but that was transformed first into terror and subsequently the caesarism of napoleon. [2] These events continue to fascinate historians and the causes and consequences of the French Revolution continue to be a rich source of debate. The revolution started in 1789 and the exact date of its end it is still uncertain but studies believe it lasted almost ten years. 3]A series of political and social crises led up t o it: widespread of popular discontent because of poverty which was highly influenced by the taxation system implement by the king Louis XVI in order to maintain his own luxurious and extravagant lifestyle, the wave of unemployment, the growth of the bourgeoisie , an agricultural crisis which left the population in a state of hunger and resentment, the royal treasure’s state became desperate because of help given to The American revolt against Britain which lead to drastic solutions such as educing the privileges of the aristocracy and clergy producing revolt on their part among several other origins.The king offered no lead and the result was a government trapped by the Estates General. The political initiative was not so much lost as given away, and it was considered the perfect opportunity to ambitious or radical deputies such as Mirabeau, Lafayette, Sieyes and Le Chapelier to come to the front. [4] Under their influence the third estate, representing a minimum of 98 per c ent of the population, declared itself the National Assembly on the 17th of June. 5] Due to this action, the deputies broke the umbilical cord connecting them to the society of orders marking the birth of the sovereign nation and the death of the old regime. The revolution had begun officially. By the end of June, effective power was draining away from the monarchy and the political failing of Louis XVI (who reigned from 1774-92) was observed once more after the violence in the capital culminating in the storming of the Bastille on the July 14th.The fall of the Bastille was nevertheless highly noteworthy equally as a political Symbol and as a result of the municipal revolutions that followed. In Paris, order was restored by the newly created National Guard, headed by another ambitious aristocrat – Lafayette – , and effective power passed into the hands of the elected municipality (leaving royal officials with little more than their titles). Throughout France, the conve ntional power of governors, parliaments and intendants dissolved.Between the 14th of July and the formal promulgation of a new constitution in September 1791 France was witness to an unprecedented wave of reform. As for Louis XVI, he was largely excluded from the process of national restoration and it symbolized one of the revolution’s most striking achievements: the transfer of sovereignty from the king to the National Assembly. [6] As calm was being restored in Paris, information regarding rural revolution began to reach the city.The peasantry proved itself to be much more persistent and determined than the revolutionary politicians and by July 1793 had won a complete victory as seigneurialism and tithes disappeared from the French countryside forever. The night of 4th of August was considered essential for the upcoming path of reform in a way that it removed the particularist obstacles and corporate mentality that had so often impeded the monarchy. Nevertheless, it was the Declaration of the rights of man, adopted by the National Assembly on 26 ofAugust, which most clearly indicated the new philosophy of government. Written by Lafayette, the Declaration was a manifesto for liberal revolution. Men were assured equal in rights and such fundamental values as freedom of speech and of the press, religious toleration, equality before the law, freedom from arbitrary arrest and open competition for public office, decreed in a series of imposing articles. No less imperative was the claim that sovereignty belongs to the nation, ideology that justified everything accomplished afterwards. 7] Jointly, the night of the 4th July and the Declaration of the rights of man are a symbol of a revolution that literally destroyed the old social and institutional map of France and sought to apply rational and enlightened principles to the construction of its successor. Internal tolls and duties were abolished, free trade in grain restored and guilds and professional monopol ies damaged, old provinces were replaced by eighty-three departments of comparable size and identical administrative structure.Those departments were divided into districts, which in turns were sub-divided in communes. In August 1790, the parliaments were abolished and legal hierarchy reconstructed. Under the old regime, offices in the parliaments and several of its inferior courts had been nought on the open market. That abuse was reformed and the democratic principle was put into place as future judges were to be elected. One final example of their power was the abolition of nobility in June 1790, which came to reassure that only equal citizens remained.Despite all these significant and revolutionary reforms, it was the financial crisis that had been the immediate cause of the monarchy’s collapse and the revolutionaries were expected to provide a solution. It became even more complicated to achieve it due to the integral collapse of the existing administrative and fiscal sy stem and the disturbances in the countryside where taxes were not being paid. In order to meet its obligations, the state began to print money which benefited from the public confidence in the National Assembly.Numerous tangible grounds for confidence were provided in November 1789, when the Assembly, voted to confiscate the lands of the church. The effective nationalization of between 5 and 10 per cent of the land in the kingdom provided collateral for state credit and a source of income when the decision was taken to sell these â€Å"biens nationaux†. By continuing to print paper money against the value of the land seized from the church, their financial worries were solved – at least in the short term. The revolution gained another primordial asset by selling the â€Å"biens natiounaux†.Those who had invested had a vested interest in the consolidation and defence of the new regime. [8] Another revolutionary reform included a complete transformation of the chu rch. Aided by Jansenist priests, the Civil Constitution of the Clergy was drafted and unveiled in July 1790. Rational enlightened thinking was brought to bear upon the workings of the Catholic Church and like judges and officials in the administrative and political hierarchy, parish priests were subject to elections by district electoral assemblies.As this brief survey which clearly explained the significant changes occurring in France and the impact they possessed in society, has indicated, the National Assembly was responsible for a programme of reform which transformed the social and institutional life of France. â€Å"The patchwork quilt of particularist rights and privileges was replaced by a greater emphasis upon the rights of the individual and the concept of equality before the authority of the state. †[9] Although, revolutionaries were not satisfied as they wanted to merge the world into their sea of values, ideologies and revolution.The revolutionaries of 1792 began a war which extended through the Imperial period and forced nations to marshal their resources to a greater extent than ever before. Some areas, like Belgium and Switzerland, became client states of France with reforms similar to those of the revolution. National identities also began coalescing like never before. The many and fast developing ideologies of the revolution were also spread across Europe, helped by French being the continental elite’s dominant language. If the National Assembly had actually reinvigorated France, the constitution created to improve the country was a disaster.Within twelve months the monarchy had been defeated by the second revolutionary wave of August 1792 resulting in the execution of Louis XVI in January 1793. Another example of the extremely radical path the revolution was taking is the treatment of the church. The reality was that not satisfied, the revolutionaries proceeded to execute the nonconformists. As the revolution slid into Terror a fter 1792, the clergy was increasingly seen as the agent of counter-revolution. In the short-term, the religious policies of successive governments after 1790 created unnecessary enemies for the revolution.Revolutionaries started to then use war as a way of forcing the king, and any other â€Å"enemies†, to declare themselves whole-heartedly for the revolution. It was therefore; with mixed motives the French began their battle to export revolution to Europe. It can be considered that the use of Terror was simply a form of political strategy but in the minds of the revolutionaries it had a deeper reason. They believed they were creating a new society, a new man and to do so they needed to destroy the idea, beliefs and patterns of behaviour of the old.Terror was paving the way to a republic virtue and those who would stand in the way of the march of progress would be discarded. It was the integral part of the vision and ideology of a revolution. [10] Between 1789 and 1799, the French Revolution offered a spectacle which inspired and horrified the people of France and Europe ever since. The overthrown of the monarchy, the attack on the church, the declaration of the principles of civic equality and national sovereignty along the destruction of seigneurialism were an admonition to the other monarchies in Europe and an example to their rivals.For liberals the values and ideas of 1789 and the Declaration of the rights of the man continue to possess repercussions nowadays. Throughout the nineteenth century the radical revolution was the source of inspiration for republican and left-wing movements all over the world. On the other hand, conservatives remained fearful of a further outbreak of revolutionary passion. It influenced and leaded to other revolutions in most of the European nations, America and several other countries around the world.The French Revolution was a defining moment in the development of all shades of political opinion, changed views and val ues, implemented new laws and behaviours. It left no one indifferent and for that reason it can be considered one of the most revolutionary procedures of modern history.Bibliography †¢ Soanes, Catherine, Compact Oxford English Dictionary of Current English, Oxford University Press, 2008 †¢ Hillis, William, A metrical history of the life and times of Napoleon Bonaparte, G. P. Putnam's sons, 1896 †¢ Blanc, Louis, History of the French Revolution of 1789 – Volume 1, 1848 Pilbeam, Pamela, Themes in modern European History 1780 – 1830, Routledge, 1995 †¢ Baker, Keith, The Old Regime and the French Revolution, University of Chicago Press, 1987 †¢ Gardiner, Bertha, The French revolution 1789-1795, Longmans, Green, 1893 †¢ Lough, Muriel, An introduction to nineteenth century France, Longman, 1978 †¢ Salvemini, Gaetano, The French Revolution, 1788- 1792, Holt, 1954 ———————– [1] Soanes, Ca therine, Compact Oxford English Dictionary of Current English, Oxford University Press, 2008 [2] Hillis, William, A metrical history of the life and times of Napoleon Bonaparte, G. P. Putnam's sons, 1896, page 48 [3] Blanc, Louis, History of the French Revolution of 1789 – Volume 1, 1848, page 480 [4] Pilbeam, Pamela, Themes in modern European History 1780 – 1830, Routledge, 1995, page 19 [5] Baker, Keith, The Old Regime and the French Revolution, University of Chicago Press, 1987, page 148 [6] Gardiner, Bertha, The French revolution 1789-1795, Longmans, Green, 1893, page 46 [7] Pilbeam, Pamela, Themes in modern European history 1780-1830, Routledge, 1995, page 22 [8] Lough, Muriel, An introduction to nineteenth century France, Longman, 1978, page 55 [9] Pilbeam, Pamela, Themes in Modern European History, New York, 1995, page 24 [10] Salvemini, Gaetano, The French Revolution, 1788- 1792, Holt, 1954, page 186

Green Tea Essay

Green tea is an essential part of people’s everyday life around the world; it is tasty and healthy but is that all there is to it? Most people in Europe and Asia prefer green tea over other beverages as it is light and energizing. China, where tea came from, is the center of green culture; Chinese people have much higher life expectancy due to living healthy and drinking green tea. As many people know â€Å"the history of green tea began in China† (Learn all about the History of Green Tea). Some sources claim that there are references to green tea as far as 5000 year ago. It can be true because many ancient Chinese artists portrayed wealthy people drinking tea (Painting). Also tea in ancient China was a treat for the wealthy so it could’ve taken some time to develop. There are two legends about where tea came from circulating the world. First one says â€Å"an old man accidently stepped on a fallen tea leaf and tasted its juices, he thought it tasted great and had some special properties† (Learn all about the History of Green Tea). Second one tells that an â€Å"Emperor Shen Nung discovered tea when a blossom fell in his cup† (Learn all about the History of Green Tea). With time tea became more than just a drink but a part of the Chinese culture. Drinking tea wasn’t just about the tea, a whole new â€Å"tea art† was developed. â€Å"Tea and tea wares should match surrounding elements such as breeze, pines, bamboo, plums and snow. All there show harmony of human and nature† (Tea Culture). It is easy to understand why tea is so important once you come across a tea ceremony or read one if the many books about it. In the painting you can see that wealthy people were drinking tea and the peasants were making it. The reason why only people of high class could afford tea is because the ceremony was a very complex practice which required pricy equipment and skilled laborers. A proper tea ceremony requires extensive training and spiritual discipline. Over time many people realized that pure green tea is a great far oxidizer, even too great, drinking pure green tea dangerously burned fat away, Chinese had to find a solution. â€Å"They switched to oolong tea which contained less fat oxidizing agents† (Learn all about the History of Green Tea). Oolong tea was the reasonable solution and now it is the most popular tea in China. All around the world tea is tea but that same tea carries different meaning in each part of the world. For example â€Å"in Japan, the rigorous tea ceremony reflects the nation’s character; in the West tea is made with milk and sugar to create romantic atmosphere and in every different part of China different people all have appeal to their own kind of tea which makes them unique† (Tea Culture). Now we can rule out that people love tea but why? Tea is a worldwide beverage whether it’s green or black, hot or cold, it’s healthy and thirst quenching drink that people around the world consume in numerous amounts to refuel their Becky). Many people replace coffee with tea to avoid crashes and coffee addiction. Antioxidants and flavonoids found only in green tea has shown that tea is very effective in improving mental alertness, reducing cholesterol levels and preventing low blood pressure. To get the full benefit from green tea you have to make your own tea at home, bottled tea isn’t natural and does not come with all the nutrients. As you can see green tea is very good for your body but as with every beverage there are some minor side effects. Green tea contains caffeine, which in excess can cause restlessness, irritability and sleeping problems (Green Tea Side Effects Warnings). It is safe to drink no more than 5 cups of tea a day; furthermore, one should not drink it during mealtime because green tea can reduce absorption of iron and folic acid. With that said, green tea is a healthy drink that came from ancient China. It does have some bad things to it but the benefits shadows them. History of green tea continues on even now, being number two most popular drink after crystal clear water, even more popular than Coca Cola and beer. Works Cited Ancient Chinese drinking tea. Sldinter. 18 Jan 2013. http://sldinter.com/upload_news/tea%20hist.jpg. â€Å"Green Tea Side Effects Warnings!† Amazing-green-tea. 20 Jan 2013. http://www.amazing-green-tea.com/green-tea-side-effects.html. Hand, Becky. â€Å"The Truth About Green Tea.† Sparkpeople. 20 Jan 2013. http://www.sparkpeople.com/resource/nutrition_articles.asp?id=107. â€Å"Learn all about the History of Green Tea† Green-teas-guide. 20 Jan 2013. http://www.green-teas-guide.com/history-of-green-tea.html. â€Å"Tea Culture.†. Travel china guide. 20 Jan 2013 http://www.travelchinaguide.com/intro/cuisine_drink/tea/culture.htm.

Free Essays on Chinas Battle On Overpopulation

CHINA’S OVERPOPULATION BATTLE China’s population policy, more commonly referred to as the One Child Policy, is one of the most controversial topics in the world, and the only one of its kind in history. It has been praised and criticized by many, and the world has yet to see what results it will have in the long run. The debatable one child policy of China has ultimately changed the views and stirred the emotions of many people on how to solve the population problem. The Chinese government has taken the enforcement of family planning and birthright laws to an extreme by violating the civil rights of its citizens, which has adversely affected the morale of its people. China implemented a one-child per family policy in 1979 in order to address the issue of unchecked population growth in a country with limited resources. While this policy was not enforced until 1979, population control actually began in the late fifties. This policy says all families are limited to one child unless that child is unable to work or dies. Only then are they allowed to have a second child without having to pay additional taxes on that child. Although China’s family planning efforts have dropped the population growth from 1970’s 33.43 percent per 1000 to 15.23 percent in 1999, abuse, forced abortions, and sterilization, and in some cases, even murder are the cause of what Chinese officials hail as a success. Many women have stated that they have been forced to have abortions due to declined applications for birth certificates. Some of these abortions are done just days before the mothers due date. There are also many women who tell of forced sterilization even after complying with the policy because they were accused of trying to hide their pregnancy. Destruction of property, including the destruction of entire homes, Are common among families who choose to disobey these laws. I am shocked and appalled at what I have read on the overpo... Free Essays on Chinas Battle On Overpopulation Free Essays on Chinas Battle On Overpopulation CHINA’S OVERPOPULATION BATTLE China’s population policy, more commonly referred to as the One Child Policy, is one of the most controversial topics in the world, and the only one of its kind in history. It has been praised and criticized by many, and the world has yet to see what results it will have in the long run. The debatable one child policy of China has ultimately changed the views and stirred the emotions of many people on how to solve the population problem. The Chinese government has taken the enforcement of family planning and birthright laws to an extreme by violating the civil rights of its citizens, which has adversely affected the morale of its people. China implemented a one-child per family policy in 1979 in order to address the issue of unchecked population growth in a country with limited resources. While this policy was not enforced until 1979, population control actually began in the late fifties. This policy says all families are limited to one child unless that child is unable to work or dies. Only then are they allowed to have a second child without having to pay additional taxes on that child. Although China’s family planning efforts have dropped the population growth from 1970’s 33.43 percent per 1000 to 15.23 percent in 1999, abuse, forced abortions, and sterilization, and in some cases, even murder are the cause of what Chinese officials hail as a success. Many women have stated that they have been forced to have abortions due to declined applications for birth certificates. Some of these abortions are done just days before the mothers due date. There are also many women who tell of forced sterilization even after complying with the policy because they were accused of trying to hide their pregnancy. Destruction of property, including the destruction of entire homes, Are common among families who choose to disobey these laws. I am shocked and appalled at what I have read on the overpo...

Keep the Fire Burning

Keep the Fire Burning C. Hope Clark entered my life 11 years ago, just when I had made a 10-year commitment to improving my writing: entering more contests, applying for more grants and submitting more applications to publishers and for artist residencies. Hope sits on my desktop every day. When I need to remember that I am not alone in this writing struggle, feeling like bursting into tears after another rejection, I open the computer document titled HOPE and my world is transformed from despair into opportunity with one simple click.    Here I find every snippet of fodder that I have carefully cut and pasted from C. Hope Clarks weekly FundsforWriters email. After doing this for several years, this document was pretty messy. One day I reorganized it: Book Publishers, Magazines, Grants, Jobs, Artist-in-Residencies, Workshops/Classes and Wisdom; perhaps the most important section because it included tips for remaining sane while striving for success. Within each category bold, italics and underline were added. I reduced the font size down to 9 and narrowed the margins so I can get more opportunities on one page. And I have developed my own style of shorthand so that each opportunity can be reduced down to just two lines if at all possible. Why? Because I learned that once the document is over 25 pages long,   it felt too cumbersome to peruse for the next opportunity. Some weeks I only do one category for the week, but about once a month I save an afternoon (usually Friday while Im waiting for her newest email to arri ve) and I read through the entire document, slowly and carefully. I use text colors to make things pop visually and for the best opportunities I add highlighting. Now I have bold, italics, bold-italics, colored text, underlines, a variety of font styles and highlighting. Deadlines passed. Offerings had to be deleted. I added a Submissions category where entries are carefully documented: fee, date, title and word count for each entry. Then the Rejected category which included any comments offered and finally my favorite; a YES/Accepted category. This list began to grow as I began to understand that writing is not a goal; writing is a process. Every week I carefully cut and pasted anything that looked appealing re: publication or growth. I asked for opinions, joined a writers group and began to teach. And I always kept the HOPE file updated every week. I sat at my computer late on Fridays waiting for the email to arrive. I learned to keep that document on my desktop because it added more kindling to my inner burning desire to write. More than a decade has gone I take Hopes email very seriously. When it has been late arriving (seldom), dinner is delayed. It is that important. Hope encourages us to dream and she gives us innumerable reasons to never give up. Happy Writing! Laura Lee Perkinswww.LauraLeePerkinsAuthor.com spiritualquest@earthlink.net

Unraveling the Mystery of Capitalizing French Titles

Unraveling the Mystery of Capitalizing French Titles First of all, you wouldnt put lumià ¨re (light) in all caps, as we did in the subhead above, just to make a point. There are, indeed, rules to follow, and you shouldnt capitalize French titles willy-nilly. English speakers should understand that the capitalization of titles and names in French and English exhibit several differences, all of which involve words that are capitalized in English but not in French. This means there is, by and large, less capitalization in French than there is in English.   In English, the first word of a proper title and all subsequent words, except short articles, conjunctions and prepositions, are capitalized. The rules are more complicated in French, and the table below examines three schools of thought regarding French capitalization of titles and names*.   Standard Capitalization In French, capitalization depends on the position and the grammatical function of the words in the title. The first word is always capitalized. If the first word is an article or other  determiner, the first noun and any adjectives that precede it are capitalized, like this: Trois Contes Un Cur simple Le Petit Robert Le Nouveau Petit Robert Le Bon Usage Le Progrs de la civilisation au XXe sicle If the title consists of two words or phrases of equal value, they are considered co-titles and each one is capitalized according to the above rules, as in: Guerre et Paix Julie ou La Nouvelle Hà ©loà ¯se This system  is used in Le Petit Robert, Le Quid, and throughout the Dictionnaire de citations franà §aises. Le Bon Usage, considered the bible of French grammar,  briefly discusses an inconsistency in the capitalization of titles. It does not mention the system above, but it does list the systems in 2. and 3. below. Important-Noun  Capitalization In this system, the first word and any important nouns are capitalized, like this: Trois Contes Un Cur simple Le petit Robert Le nouveau petit Robert Le bon Usage Le Progrs de la Civilisation au XXe sicle Le Bon Usage  states that system 2. is more common than 3. and uses it in its own bibliography. Sentence Capitalization In this system, only the first word of the title is capitalized (except proper nouns, which are always capitalized). Trois contes Un cur simple Le petit Robert Le nouveau petit Robert Le bon usage Le progrs de la civilisation au XXe sicle A number of websites use this system, crediting it either to the MLA Handbook  or to normes ISO  (norms of the International Organization for Standardization).  It is difficult to find any official online documentation for either of these sources. If you look at the spines of a few dozen French books, you will see capitalization is split about 50-50 between Important Noun Capitalization and Sentence Capitalization.   In the end, what will probably work best is to  decide which system works best for you, and stick with it consistently.   Proper nouns, as we mentioned above, are not affected by these capitalization systems; they always follow their own rules of capitalization. *Capitalization of Surnames French surnames (family names)  are often capitalized in their entirety, especially in bibliographies and administrative documents, like this: Gustave FLAUBERT Camara LAYE Jean de LA FONTAINE Antoine de SAINT-EXUPÉRY

Statement of Purpose for TESOL Master's degree Essay

Statement of Purpose for TESOL Master's degree - Essay Example These are the primary reasons for my selection of this noble and important field. Certainly, I have a great vision for the future. I envision the world where all students would be able to communicate effectively in a standard language. Therefore, my ultimate goal is to become an efficient and effective teacher primarily for students learning English as a second language. I was lucky to have been born in U.S and therefore, my language foundation is good. However, I have experienced the challenges of second language learners when I went back to my native country. The teachers could not teach effectively since they had problems in pronunciation due to poor background in English. I have invested a lot in my education and my graduate qualifications can attest to that. I still wish to continue investing in myself until I become nurtured enough to impart the knowledge to others. I am deeply motivated and encouraged to achieve my objectives of making English easy and interesting to learn for second language learners. Although there are many challenges along the way, I have not relented on pursuing my dreams. I have worked in a bank as a banker. Actually, I got a promotion to a well-paying position within the bank but declined the offer and came back to U.S to realize my objectives. Education is not primarily about money but an inner and strong drive to make life simpler and easier for the society. Therefore, I am not driven by money but by a strong passion. I believe that the gratification that comes with assisting students in learning cannot be quantified with anything. My parents have been a great motivation and have accorded me all the support I need. They are still willing to support me to the end since they believe in me and believe that I have what it takes to realize my noble dream. Needless to say, my professional aspirations are indeed great. Therefore, I need a good university that will equal my passion

Late Ming and Qing Period painting Essay Example | Topics and Well Written Essays - 1500 words

Late Ming and Qing Period painting - Essay Example The essay "Late Ming and Qing Period painting" analyzes the painting of the late Ming and Ging period. In the analysis and comparison of late Ming and Qing painting traditions, it is important to understand that both traditions were influenced by preceding cultural, socioeconomic and political events. The late Ming period embraced many artistic traditions and branches that originated in the early Ming period, namely scholar painters at the Hongwu court (1368-1398), the the professionals at the Xuande (1426-1436), and Chenghua courts (1436-1465) (Lin, 1967). However, from the critical perspective, Wumen School has been the most influential artistic school for the formation of late Ming period distinctive painting style. Although this school emerged in the middle Ming period, it has had profound long-lasting effect on Chinese painting tradition that extended not only to late Ming period, but had significant manifestation in Qing painting period (Lin, 1967). Historically, despite great variety in numbers and geographic locations, the artistic schools of late Ming can be limited to a few most distinctive ones, namely Xu Wei School, Don Qichang School, Huating School, Zhao Zuo, Susong School, and Chen chun School. Walter Benjamin has argued that the Art for Art’s Sake movement in the later half of the nineteenth century was a reaction to the commercialization of culture and the possible threats it posed to the elite’s exclusive claim to art. The commercialisation and popularisation of art apparently.

Discuss the extent to which the globalisation of consumer culture Essay

Discuss the extent to which the globalisation of consumer culture engenders a cosmopolitan culture, where individuals show 'op - Essay Example Obviously, globalization is wide and it involves economic integration, policy transfers across borders, knowledge transmission, cultural stability and the reproduction of power. This paper looks at globalization in the context of consumers’ culture. It particularly seeks to establish the extent to which globalization of consumers’ culture engenders a cosmopolitan culture. In this sense, the paper looks at those issues that make globalization a process that brings about heterogeneity in consumer preferences and behaviours. While the paper looks at the heterogeneity of culture as a result of globalization, it also sets the limits beyond which globalization cannot bring about heterogeneity of culture, but as such, bring about universality of culture. Hannerz (1999 p.12) described cosmopolitanism as an intellectual and aesthetic openness toward divergent cultural experiences. This implies that globalization results in cultural diversification and not the homogeneity of cult ure. According to Hannerz, people make their way into other cultures through listening, looking, intuiting and reflecting. In the words of Hannerz, cosmopolitanism is the willingness to become involved with the other in a bid to attaining cultural competence. However, in order to make one’s way into a different culture, the social bonds between locals must be weak, less binding and universal (Usunier, 2009 p. 11). These conditions are necessary because they make it possible to allow and accommodate different cultures. One of the widely accepted impacts of globalization is the development of individual outlook, behaviors and feelings that cut across local and national boundaries. This comes about as a result of globalized or globalizing cultural elements which are always related to Western cultural imperialism (Hollensen, 2000 p. 44). A case in point regards to products that originate in the West finding their way to non-west countries. Normally, these products carry Western v alues with them and are consumed daily on a global scale. Examples of these products include newspapers, music, movies, TV programs, books and magazines. Such products have widely been accepted in many regions of the world. The problem that emerges is whether to call this civilization clash or cultural imperialism. While some people will accommodate this foreign culture, others will protest against it in the name of cultural imperialism (Gesteland, 1999 p. 38). This brings in the concept of cultural relativism. This is a concept that marked the end of the era of Western colonialism. In light of this, the concept recognizes the unique or relative values of different cultures. The extent to which these values are recognized as a result of globalization is limited for the simple reason that these unique values may not be self-sustainable. Also, these cultures may not be in equal positions. From this, it is safe to conclude that globalization is uneven, differentiated and asymmetrical p rocess. As such, the extent to which it engenders cosmopolitan culture is restricted by these characteristics. Human beings are defined by their culture (Gesteland, 1999 p. 44). It is culture that differentiates man from other creations and also differentiates man from other men. This is to say that human beings are unique in the universe due to their culture and that human beings

Business Economics Essay Example | Topics and Well Written Essays - 3000 words

Business Economics - Essay Example (Hay, 2009, p. 461) The bubble formed by the housing price was the initiator of the general global economic crisis brought over to the whole world. What initiated the crisis was the bursting of the house price bubble in the United States and the problem was magnified by the aggressive mortgage lending prices. The housing market or the real estate market comprises of several differentiated markets as the owner occupied market, rental housing market, urban business properties market that is the factories, shops and the offices, the agricultural land markets and the recreational properties. There are five main reasons that are held responsible for the house price bubbles; they are low interest rates, development of new and innovative financial products which facilitated the availability of the credit, the tax treatment was also in favor of the debt-financed and owner-occupied housing; shortage in the supply of land in the attractive urban areas, increase in the purchase of houses as a r ental property or for speculative purposes. (Muller, Almy, Engelschalk, 2009, pp. 17-20; UK Economy in ‘Worst Crisis’ in 60 years, 2008) The Housing market Crash The UK housing market The real house prices have grown stronger over the past years, which have been volatile accompanied by macroeconomic fluctuations. The UK Housing market has gone through significant turbulence since the early 1980. In the period between 1982-1989, the market experienced a rapid rise in the housing prices, but meanwhile the housing prices showed a downward trend during the period 1990-1992 resulting in house price inflation. Accruing to the high economic growth in the years 1992 and 1993, the housing market in UK witnessed an increase in the average house price inflation, which originated in London and the South East region, which had a rippling down effect towards the north. The UK housing markets are the result of the personal sector wealth proportion, which was invested in the owner occu pied dwellings. The UK owner occupied dwellings accounted for 20 percent in 1960, which increased to 40 percent in 1990s. Highest owner- occupation rates and the lowest private renting characterize UK. The main reason which drove the financial turbulence in the housing market in 1980s are the liberalization of the financial markets and the policy of ‘Right to Buy’ which ensured the transformation of the population from the rented house to the private own occupied house. The increase in the competition among the lenders resulted in the fact that the borrowers get loans. This resulted in an increase in the household sector mortgage indebtedness from 25 percent in 1980 to 75 percent in 1992. The average mortgage advance reached its highest 60.1 percent in the year 1986, and thereby remained at a steady 58 percent for the rest of the 1980s. The house price inflation was fueled by the amalgamation of factors like increased in demand for housing, rising incomes, and an increa ses in the competition to supply mortgage lending. (Figueira, Glen, Nellis, 2005, p. 1756; UK house prices drop like a rock, 2008) The reason behind the crash The main reason behind the UK housing crash was it’s serendipitously stumbling upon the economic growth trajectories, which were mainly consumer-led and private debt financed in the early 1990s. Both

Summary and reaction Essay Example | Topics and Well Written Essays - 750 words

Summary and reaction - Essay Example It also touches on the role that the relationship of parents plays in influencing the perception of the generation on marriage and parenting. This is particularly in relating the opinion of the Y generation on the importance of having a child grow up with parents to be happy despite having unmarried parents (Hanna 2). In our modern society, the concept of marriage among the populations has a wide variety of opinions this is concerning the importance attached to it and how many are willing to participate in a marriage. In this light, the Y generation, at 30 percent, put successful marriages as being of equal value as good parenting. This is as opposed to the value attached to marriage by the X generation which 35%, places a successful marriage at the same level as good parenting. These issues when put into perspective in the American population, reveal that about 40% of the American population believes that marriage is a potentially obsolete institution (Hanna 1). The said 40% marks a sharp increase in those who believed the same thing since the late 1970s, 1978 to be precise. Therefore, I believe that the sharp increase denotes the loss of confidence in the institution over the given span of time. However, the Y generation, also called millennials, bears mixed reactions and opinions towards the issue of marriage. This is concerning declaring marriage as a dead institution or even embracing it. This is because they do not embrace it openly, or rush to the altar as the researchers put it, and neither do they declare it dead. In addition, a large percentage of millennials asked about their appreciation for marriage expressed the desire to get married at one time. This is also expressed by young adults relating to the wide options they have concerning getting married. In this light, they regard marriage highly despite the open acceptance of the concept of having children outside wedlock (Hanna 2). The above issue

Business Economics Essay Example | Topics and Well Written Essays - 3000 words

Business Economics - Essay Example (Hay, 2009, p. 461) The bubble formed by the housing price was the initiator of the general global economic crisis brought over to the whole world. What initiated the crisis was the bursting of the house price bubble in the United States and the problem was magnified by the aggressive mortgage lending prices. The housing market or the real estate market comprises of several differentiated markets as the owner occupied market, rental housing market, urban business properties market that is the factories, shops and the offices, the agricultural land markets and the recreational properties. There are five main reasons that are held responsible for the house price bubbles; they are low interest rates, development of new and innovative financial products which facilitated the availability of the credit, the tax treatment was also in favor of the debt-financed and owner-occupied housing; shortage in the supply of land in the attractive urban areas, increase in the purchase of houses as a r ental property or for speculative purposes. (Muller, Almy, Engelschalk, 2009, pp. 17-20; UK Economy in ‘Worst Crisis’ in 60 years, 2008) The Housing market Crash The UK housing market The real house prices have grown stronger over the past years, which have been volatile accompanied by macroeconomic fluctuations. The UK Housing market has gone through significant turbulence since the early 1980. In the period between 1982-1989, the market experienced a rapid rise in the housing prices, but meanwhile the housing prices showed a downward trend during the period 1990-1992 resulting in house price inflation. Accruing to the high economic growth in the years 1992 and 1993, the housing market in UK witnessed an increase in the average house price inflation, which originated in London and the South East region, which had a rippling down effect towards the north. The UK housing markets are the result of the personal sector wealth proportion, which was invested in the owner occu pied dwellings. The UK owner occupied dwellings accounted for 20 percent in 1960, which increased to 40 percent in 1990s. Highest owner- occupation rates and the lowest private renting characterize UK. The main reason which drove the financial turbulence in the housing market in 1980s are the liberalization of the financial markets and the policy of ‘Right to Buy’ which ensured the transformation of the population from the rented house to the private own occupied house. The increase in the competition among the lenders resulted in the fact that the borrowers get loans. This resulted in an increase in the household sector mortgage indebtedness from 25 percent in 1980 to 75 percent in 1992. The average mortgage advance reached its highest 60.1 percent in the year 1986, and thereby remained at a steady 58 percent for the rest of the 1980s. The house price inflation was fueled by the amalgamation of factors like increased in demand for housing, rising incomes, and an increa ses in the competition to supply mortgage lending. (Figueira, Glen, Nellis, 2005, p. 1756; UK house prices drop like a rock, 2008) The reason behind the crash The main reason behind the UK housing crash was it’s serendipitously stumbling upon the economic growth trajectories, which were mainly consumer-led and private debt financed in the early 1990s. Both

Feminism In England Essay Example | Topics and Well Written Essays - 5000 words

Feminism In England - Essay Example Feminist political activists support such issues as women suffrage, wage equivalency, and have power over reproduction. (O'NEILL, 1969) Feminism is not connected with any specific group, performance, or past occasion. Its foundation is the political understanding that there are rough power arrangements between groups, in conjunction with the faith that something should be done about it. Feminism has been described as a movement with many projects; there is not just one feminist view on everything, so not just one feminist legal theory. However, arguably feminist legal scholars have certain similar concerns. Although anthropologists suggest that many primitive societies were essentially matriarchal, historical evidence from the Roman era till the present time indicates that must legal systems have treated women in an unequal fashion in comparison with their male components. Feminists believe that until the recent past all writing on the social, political, economic, and other major issues affecting humanity have been done by males, from a male point of view and barring very few exceptions (e.g. J.S.Miller), do not reflect women's role in creating and shaping society. Male written works have created and perpetuated biases and injustices against womankind. Male's characteristics are take as the norm and female's characteristics as deviation from the norm. Instances can be quoted to show that the prevailing conceptions and applications of law continue to reinforce and perpetuate patriarchal power. Feminism arose to challenge to rectify these wrongs and the ground realities dictate that the struggle should go on. The 19th century English liberals were among the first jurists seriously to question the position of women in society. For example JS Mill questioned the traditional, to some extent religious view that women were inferior beings destined to obey th eir husbands. Then, towards the end of the century Marxist writers began also to question the way in which women were treated under the law and economically championing women as the oppressed clans. In Marxist eyes it is the male capitalist who is the villain. Women and workers are the oppressed and exploited victims. Modern writers such as Zaretsky attempted to show that male dominance was as much an evil as capitalist oppression (Dixon, 2001). Although most of the leaders of feminist movement were women, yet all women are not the supporters of feminism and not all feminists are women. A number of feminists dispute that men should not acquire positions of headship in the movement, but the majority believe or look for the support of men. The issue of Feminism in England has rose to alarming levels and needs to be addressed so that major revolutions by the women can be avoided. Feminism in England is totally different than that in America as it is based the rights of equality of women their fulfillment and their role in the prosperity of England. The media is playing a major role in influencing the role of women in England. It is portraying women as second class citizens and is

An audiences responce to Hedda gabler Essay Example for Free

An audiences responce to Hedda gabler Essay Hedda Gabler is a dramatic, exciting, confusing and at times unpleasant character, who is frustrated by a lack a freedom where she cannot be the wild and unstable free spirit that she wishes and this shines through throughout the play. From this frustration comes immense boredom which is in her case very deadly. She embodies some of the typical Aristotelian qualities of a tragic protagonist but Ibsen has put a strange twist on it. For example she is a woman of fortune. It has been made clear in the book that she was born into this high class lifestyle and has this fortune by no endeavour of her own. Therefore, by being placed at the top of the hierarchy, she has further to fall and there is more at risk than the average person. However, she is not really someone that people can identify or can have sympathy for, as neither generous nor courageous. Also, as is common her fatal flaw is her snobbery or pride. However, Aristotles notion of hamarita states that it is a matter of action not the character themselves. I dont believe this applies her and agree with the 20th century interpretation. This is not brought about by the unfortunate circumstances more than the character themselves. This applies very much to Hedda as her conflicted individual moral psychology which brings about the opposite of what the character intends. The Norwegian playwright, Henrik Ibsen was very specific about the time when he set Hedda Gabler. The late 19th century was a time where woman were secluded and deluded into an oppressive and subjugate lifestyle. Ibsen puts Hedda in this male dominated were she challenges the conventional middle class bourgeois housewife by acting in a dictating and manly way witch were to shock the 19th century audience at this truly outrageous and outspoken character. The audience can therefore not identify with Hedda because in more ways than one she brings about her own demise. The local newspapers and media were disgraced; such as the daily telegraph which said What a horrible story! What a hideous play! The play is simply a bad escape of moral sewage-gas Describing Heddas feelings as the foulest passions in humanity. This shows that the most tragic thing to me is that there are people her in this world. The play is started off with the stage layout, witch Ibsen perceptibly and carefully layout, giving a very bourgeois atmosphere each object has a lot of meaning to show the tragic nature of the play and Hedda. For example there are a lot of dark and dull colours hinting to things; such as saying autumn colours. Ibsen is using pathetic fallacy to show Heddas state of mind. Autumn is a time were everything around us is dying, dead leaves on the floor and animals hibernating. A time were there seems to be a deafening silence in the air following the summer which is usually buzzing with life. This could mean that maybe Hedda has passed the summer time in her life. A time when she was herself bloom perhaps and a time when she was also buzzing with colourful life. It is mentioned that Hedda used to go to parties and be a socialite. Then we see her state of mind at the present which is autumn. This already sets the scene of this play as pessimistic and cold. This is unusual for Ibsens targeted audience as they were used to cheerful and uplifting entertainment. Something to bewitch them into thinking their lifestyle was perfect as it was, which Hedda Gabler does not do in the slightest. Another thing that might have stunned the audience is Heddas awkwardness towards Miss Tesman and Mrs Elvsted. At a time were woman only socialized with woman it is interesting to see how she treats her fellow females in such a horrible manner. This is shown towards the beginning of Act1 were she calls Miss Tesmans hat to be servants hat. As Miss Tesman is Mr Tesmans mother figure she should also traditionally be Heddas too, so by disrespecting like that would cause the audience to empathise with Miss Tesman and detest Hedda and her behaviour. Hedda also has a very unusual characteristics she presented by Ibsen in a very masculine way. By doing this she is emasculating George Tesman. To begin with he does this himself with Mrs Tesman, the keyword for the first is claustrophobic for Hedda; witch, with me, causes some sympathy for Hedda. With a combination of the childish nicknames (like Georgie and aunty juju) and the dreaded flowers make it as much cringe worthy to the audience as it was to Hedda, which is shown when they leave when The most prominent way that this is done is through the pistols, General Gablers pistols.

Case summary and examination of Obstetrics Posting

Case summary and examination of Obstetrics Posting Madam NTR is a 34 years old Malay lady with gravida 4 and parity 3, currently at 37 weeks of gestations. She was admitted on 21st Nov 2010 at gestational age of 30 weeks and 1 day, due to referral from Health Clinic Sendayan in view of placenta previa based on ultrasound findings during a routine antenatal visit. Her estimated date of delivery was on 20th Jan 2011. She was asymptomatic with no complaints of per vaginal bleeding, contraction pain, leaking liquor or show. Fetal movements were felt and were not reduced. She has no history of placenta previa in her previous pregnancies. The first day of her last normal menstrual period was on 15th Apr 2010. This was an unexpected pregnancy but both her and her husband wanted it. She suspected she was pregnant when she missed her menses for 4 weeks. She confirmed her pregnancy after urine pregnancy test done in a private clinic yielded positive result. Booking was done in Maternal and Child Health Clinic Gadong at 16 weeks of gestation and the dating scan at 16 weeks revealed parameters corresponding to date. However, placenta was noted to be low lying during that scan. Throughout her routine antenatal visits, she was normotensive, not anaemic and did not have diabetes mellitus. HIV and VDRL test were negative. Her blood group type is O Rh D  positive. This is her fourth pregnancy. Her third pregnancy was in the year of 2007. She delivered a full term baby boy with birth weight of 2.6 kg via caesarean delivery due to breech presentation in Hospital Tuanku Jaafar Seremban. She delivered her first two children who are both males in the year of 2004 and 2005 via spontaneous vaginal delivery, with birth weight of 4.26kg and 2.6kg respectively. There was no history of shoulder dystocia. All her children were born alive and well. Antenatal, natal and postnatal for all previous pregnancies were uneventful. She attained menarche at the age of 12. It is regular at 28 to 30 days cycle with duration of 5 to 7 days. There was neither dysmenorrhea nor menorrhagia. She practised coitus interuptus as contraceptive measure. She never had any PAP smear done previously. Past surgical, medical and drug history were unremarkable. Family history was unremarkable. She and her husband are married for 7 years. They are staying together with their three children in Gadong Jaya Village. She is a housewife. She neither smokes nor drinks alcohol. On the other hand, her husband works as a construction worker. He is a smoker but not alcoholic. Family income is approximately RM2000 per month which is barely adequate for their living. Physical examination: Madam NTR was alert, conscious and communicative. She was not in pain or respiratory distress. Her height and weight are 165cm and 76kg respectively. Her blood pressure was 110/80 mmHg; pulse rate was 86 beats per minute of regular rhythm and strong volume; temperature was 37 ° C; respiratory rate was 19 breaths per minute. All vital signs were within normal range. Upon general examination, there was no conjunctival pallor, sclera jaundice, palmar erythema or peripheral cyanosis. Thyroid glands were not palpable and breast examination was unremarkable. There was bilateral pedal edema up to mid-shin. Cardiopulmonary examination was unremarkable. Upon examination of the abdomen, it was distended with a gravid uterus. Linea nigra and striae gravidarum were visible. There was a tranverse scar, measuring 12cm, located above pubic symphysis. Distension appeared to be corresponding to gestational age. The umbilicus was flattened. On light palpation, the abdomen was soft and non-tender. Uterus was not irritable. Symphysiofundal height was 38 cm which was corresponding to gestational age. It was a singleton pregnancy with transverse lie and cephalic presentation. The liquor was adequate. Estimated fetal weight was 3.0-3.2kg. Fetal heart sound was 160 beats per minute. Investigations Full Blood Count revealed normal haemoglobin level (10.9g/dL). Transabdominal Sonography(TAS) revealed transverse lie fetus with the presence of fetal activity, estimated fetal weight of 3.19kg at 37 weeks of gestation, anterior placenta previa type 3 (placenta previa major) with evidence of placenta accreta at one area over bladder base.   The images also demonstrated placental lacunae, gross increase in vascularity of cervix which is suggestive of placenta accreta. Diagnosis Anterior placenta previa type 3 with possible placenta accreta. Management Upon admission, Madam NTRs vital signs were taken. Cannula was inserted and blood was taken for full blood count investigation and blood group cross-matching. Madam NTR was also given the explanation to keep her in ward until delivery and the condition of her pregnancy. She was encouraged to rest in bed and decrease activity level to avoid bleeding. Ultrasound was performed to confirm the diagnosis of placenta previa. She was then monitored for any contractions or bleeding. Madam NTRs pad chart, fetal kick chart and labour pregnancy chart were strictly monitored. Fetal heart rate was assessed 4 hourly with Daptone. Cardiotocography was done regularly and it was normal. She was given a course of IM dexamethasone 12mg BD of 1 day duration at 30 weeks of gestation. Full blood count investigation was performed once weekly and transabdominal sonography was carried out once in every 2 weeks throughout admission. Anemia should be corrected if present. Madam NTR was also prescribed ferrous fumarate, folic acid, vitamin B complex as well as ascorbic acid. She was eventually planned for an elective caesarean delivery on 5th Jan 2011 at 37 weeks of gestational age. Prior to that, she was counseled about risk of haemorrhage and possibility of hysterectomy to be done during operation as well as option of conservative management etc. Written informed consent was taken from both her husband and her. Progression Throughout the admission, she was comfortable and her vital signs were all normal. She had no any episodes of vaginal bleed, leaking liquor, show, uterine contraction and pain. She was not anaemic as evidenced by normal values of her haemoglobin levels. The most recent haemoglobin value was 10.9g/dl. Fetal well-being was assured as evidenced by normal CTG results. She and her fetus remained stable until the scheduled operation date. A day prior to that, she was kept nil by mouth. Packed cell blood was ready for transfusion if needed. After delivery of the fetus, manual removal of the placenta was done and placenta accreta was found to be at the anterior bed of lower segment of the uterus. She developed a massive uterine haemorrhage and a hysterectomy was performed. 3 units of packed cells (1 litre in total) were transfused intraoperatively. The operation lasted for 1 hour and 15 minutes. She delivered a baby boy weighs 3.2kg with Apgar score of 6 at first minute and 9 at fifth minute of life. After being assessed by paediatrician, he was discharged to the mother. Estimated blood loss was 2.8 litres. Explanation about intraoperative findings and the decision of attending doctor to proceed to hysterectomy was given to Madam NTR. Postoperatively, she remained hemodynamically stable. Post operative haemoglobin level was 12g/dl. She was able to ambulate and tolerate orally on third day after operation despite minimal pain over operation site. She did not complain of shortness of breath, palpitation, chest pain or calf pain. Baby was pink, active and well with no jaundice. Breastfeeding was established. Both of the mother and baby were discharged on 7th Jan 2011and subsequent follow-up was scheduled to be 2 months later. She should be arranged for psychological review and management as termination of fertility can sometimes cause devastating psychological impact to women. Discussion What other alternatives that Madam NTR has other than hysterectomy in the case of placenta accreta? Is hysterectomy absolutely indicated in Madam NTR? Mainstay traditional management has centred upon hysterectomy which has a high complication rate and terminates fertility of a woman. It can also cause devastating psychological consequences. While in vast majority of cases hysterectomy will remain appropriate, there are other management options available involving conservative approaches. The main nonsurgical conservative management would be to leave the placenta undisturbed in situ for it to be resorbed or to be passed spontaneously. It is expected that bleeding will remain minimal with this approach. This enables fertility to be preserved even though leaving the placenta in situ has implications for infection and recurrence. LoÃÆ' ¯c Sentilhes et al.(1) concludes that  successful conservative management for placenta accreta does not compromise the patients subsequent fertility or obstetrical outcome but there is a high risk that placenta accreta may recur during future pregnancies. Florence  Bretelle et al.(2) conducted a retrospective study in which 50 cases of placenta accreta were studied and 26 patients (52%) were treated conservatively. 21 of them (80.7%) did not undergo hysterectomy and 3 women had successful pregnancy during follow-up. This further proves that treated patient with placenta accreta selectively with conservative approach enables fertility to be preserved without increasing morbidity. However, conservative approach is usually considered only when bleeding is minimal. In this case of Madam NTR, there was severe haemorrhage encountered after delivery of fetus. Conservative management such as leaving the placenta in situ will lead to severe postpartum hemorrhage or even maternal death. Uterine compression suturing to stop the bleeding was not able to be performed as her uterus was too fragile to hold the sutures. Therefore, hysterectomy is absolutely indicated in the case of Madam NTR for her safety. This is her fourth pregnancy; therefore termination of fertility is not a major concern in her as discussed previously prior to obtaining her consent. As Madam NTR was planned for a high risk surgery with possibility of hysterectomy, counseling and obtaining written informed consent prior to surgery play a vital role. After being counseled, Madam NTR stated that she had little understanding about her situation and the surgery but not to the full understanding due to inability to fully comprehend medical terminologies used. The question here would be: Has the attending doctor done his duties well enough and is patients autonomy protected in this context? Informed consent is the core principle of modern medical practice. The primary aim of the consent process is to protect patients autonomy. Patients have the right to refuse medical care, even when it means they will die. This surgery is associated with high complication rate, termination of fertility and devastating psychological consequences to patient. Therefore, educating and informing her about her healthcare options, advantages and disadvantages associated with recommended management as well as other alternatives are very crucial. The point is not merely to disclose information, but to ensure patients comprehension of relevant information. Unfortunately, very often that doctor are disclosing information presuming that patients with different level of maturity, education level, cultural background and native language will be able to comprehend. On top of that, doctors are so used to medical terminologies and it is often found difficult to disclose medical information in laymans terminologies. Majority of patients whom I encounter were not aggressive in seeking opportunities to raise questions to attending doctors, especially during ward round whereby patient will be surrounded by specialist accompanied by medical officers, housemen and medical students. All these further jeopardize patients autonomy to exercise personal choice with total comprehension of relevant medical issues. In the case of Madam NTR, she and her husband should first of all be told what a placenta is before explaining to them about placenta praevia. Subsequently, attending doctor should explain to her the reason vaginal delivery was not able to be carried out as the placenta covers the entrance to the womb (cervix) entirely, which is known as major placenta praevia. Therefore, caesarean delivery is absolutely indicated and it will be conducted by experienced obstetrician and anaesthetist on duty. If an emergency arises, a consultant will be present. Risk of severe bleeding from placenta praevia which can put the life of the mother and baby in danger should be emphasized; therefore explaining the purpose of blood group cross- matching for blood transfusion. She should also be informed that rarely, placenta praevia may be complicated by a problem known as placenta accreta, when the placenta is abnormally attached to the womb, making separation at the time of birth difficult. Most of the time, it will pass out spontaneously. However, if the bleeding continues and cannot be controlled, removing the womb has to be done to control the bleeding after consideration of conservative approaches such as leaving it in situ with possibility of recurrence or infection fails. She has to be told to fast prior to operation. Choices of analgesia should be discussed with anesthesiologist in relation to risks and advantages for each option. Lastly and most importantly is to assure her that the healthcare team will recommend the best way for both her and her baby and at the same time, she has the right to be fully informed about her health care and to share in making decisions about it. Under the law, the doctor has a duty of medical care to give adequate information about the proposed medical treatment. The breach of informed consent in todays legal setting is more commonly interpreted as negligence when the doctor has not disclosed the risk of procedure and when the risk occurs, causing harm to patient. In the English case of Wells v Surrey Area Health Authority (3), a 36-year-old woman with 2 children, was advised to proceed to caesarean delivery after prolonged labour. She was in exhausted state when she was suggested to be sterilized during the surgery and consent was signed and sterilization was done. When she recovered, she complained that consent was invalid as it was taken when she was mentally confused. She sued the doctor for assault and battery for operation was done without consent as well as for negligence as information regarding sterilization was not given at all. In conclusion, informed consent should be practiced in the correct way, especially in obstetrics and gynaecology, an area with high risk of medico-legal perspectives, to provide best treatment and management to patient and fetus as well as protecting doctors from being sued for negligence.

Arthritis Essay -- essays research papers fc

Arthritis is a general term for approximately 100 diseases that produce either INFLAMMATION of connective tissues, particularly in joints, or noninflammatory degeneration of these tissues. The word means "joint inflammation," but because other structures are also affected, the diseases are often called connective tissue diseases. The terms rheumatism and rheumatic diseases are also used. Besides conditions so named, the diseases include gout, lupus erythematosus, ankylosing spondylitis, degenerative joint disease, and many others, among them the more recently identified LYME DISEASE. Causes of these disorders include immune-system reactions and the wear and tear of aging, while research indicates that the nervous system may often be equally involved. About one out of seven Americans exhibit some form of arthritis. INFLAMMATORY CONNECTIVE TISSUE DISEASES This varied group of diseases produces inflammation in the connective tissues, particularly in the joints. The signs of inflammation--warmth, redness, swelling, and pain--may be apparent. Microscopic examination of the lesions reveals prominent blood vessels, abnormal accumulations of white blood cells, and varying degrees of wound healing with scarring. In some diseases, the inflammation is clearly an immune reaction, the body's defense against invading microorganisms. In others, the cause is different or unknown. Infectious Arthritis This disease is most common in young adults. Infection in a joint is usually caused by bacteria or other microorganisms that invade the joint from its blood vessels. Within hours or a few days the joint, usually the knee or elbow, becomes inflamed. There is an abnormal accumulation of synovial, or joint, fluid, which may be cloudy and contain large numbers of white blood cells. Gonococcal arthritis, a complication of gonorrhea, is the most common form of infectious arthritis. Treatment with antibiotics and aspiration of synovial fluid is usually promptly effective, and only minor residual damage is done to the joint. Occasionally the infection is prolonged and produces joint destruction and requires surgery. Rheumatic Fever This is a form of infectious arthritis caused by hemolytic streptococcus, a bacterium. Unlike typical infectious arthritis, however, the disease is most common in children aged 5 to 15 years, begins weeks after the onset of the streptococc... ... certain adrenal cortical steroids are powerful inhibitors of inflammation, toxic side effects limit their usefulness. Similarly, drugs that inhibit proliferation of cells in the inflammatory masses have potentially severe side effects. Drugs that inhibit undesirable inflammation may also inhibit desired inflammatory responses. A result is a high frequency of secondary infections. More specific therapy, for example, allopurinol and colchicine in gout, is dependent on knowledge of the precise biochemical mechanisms of disease pathogenesis. Researchers are also studying the use of drugs that act on the nervous system. Despite the wear-and-tear origin of degenerative joint disease, it, too, may respond well to so-called anti-inflammatory drugs. Perhaps they are primarily acting as analgesics (pain-killers), or they may act by decreasing the secondary inflammation that follows joint trauma. Franklin Mullinax Bibliography: Arthritis Foundation, Understanding Arthritis (1986); Kelley, William N., et al., eds., Textbook of Rheumatology, 2d ed., (1985); McCarty, Daniel F., ed., Arthritis and Allied Conditions, 11th ed. (1988); Moll, J. M. H., Rheumatology in Clinical Practice (1987).

Building a Networked Organization Essay

MWH is a global engineering services firm considered to be a leader in water, hydropower and environmental remediation. It was trying to turn the geographically organized department into one organized by function and the reorganization will depend on effective collaboration. The existing relationships are providing through ONA analysis, a method for mapping relationships among people in a group. This case looks into the old structure under which departments are fragmented by geography and constrained by hierarchy and other gaps in connectivity. Challenges are listed for discussion and recommendations are provided for steps to be taken to align the department’s network with MWH’s business objectives.An IT department organized by geography instead of functionality had been acceptable when MWH was smaller, which is now impossible for the IT department to deliver sophisticated, standardized solutions. The information-seeking relationships that existed at the birth of iNet were based on shared geography, not on shared functional areas. . There was only limited collaboration across the IT business centers and this fragmentation results in internal customers experiencing varying levels of service, functionality and costs for technical solutions and applications. Even more crucial was service to external customers. 3. The lack of standardization. Employees had no strong process base to guide them and they got work done by turning to other people for help. The leaders of the various IT groups met two or three times a year in an effort to drive standard approaches for the company, but the groups continued to operate independently, each serving its own master and employing its own measures and processes. 4. There was limited collaboration between some locations for MWH, this imposed a big challenge for the iNet project because some are planned to be built into important serve locations globally. Some groups were not providing optimal solutions to customers because they did not leverage each other’s expertise, therefore higher than industry average IT cost lead to lower competiveness of service quality and cost. 6. There was hierarchy exist. Overall, there was a relatively high level of collaboration among the most senior iNet employees, but less connectivity was evident among those at lower levels. 7. The network size varied a lot from 1~2 to more than 25 overloaded by some people which reveals a serious asymmetry of the relationship distribution. 8. A lot of relationships existed within immediate team only; few had any ties outside of MWH. 9. The serendipitous interactions could preclude effective information-seeking. RECOMMENDATION All the issues addressed above occurred from inefficient organization structure and lack of collaboration, which can be solved by carefully designing and building a networked organization. Following are the reconditions for successfully carrying out iNet project to: 1) Increase responsiveness and adaptiveness through real time operation. 2) Maximize the knowledge potential of the enterprise by leveraging expertise companywide and share information. ) Minimize disruption and duplication, which promises delivering optimal solution and with lower cost. Recommendations are from two aspects: restructure company departments and better managing networked relationships throughout the whole organization. Organization Restructure 1. Fluid boundaries MWH need to breakdown the geography base departments and carr y out a function integration to increase its capacity to respond quickly and effectively to market forces, therefore improve the quality of conformance to customer requirements and reduce costs. Centralization of like tasks or functions and management of geographically separated units will enhance a more network-oriented improvement. From exhibit we can see that the new organization structure has fewer departments and levels, all the new departments are no longer designed according to geography but functions. However, having a revised organization structure graph is far from enough. To make it work, the manager needs to make sure there is no longer geography boundaries exit. New operational structure need to push functions out or pull them back in different departments as they suit company’s strategy. Large-scale integration of functions and systems required to fully manage the operation and service process. 2. Information infrastructure Executives must use powerful technology to allow information to flow seamlessly across, out of, and into the company. Well-planned technical architecture need to be set up to allow information to move freely. MWH need to build up an integrated and overarching architecture for the entire company, not just a patchwork of current system linking to individual’s solutions. A through analyze of existing technology support will be needed to balance with the infrastructure requirements of the iNet project. . New management structure Advance IT systems will help to remove some mid-level management positions and creates a flatter structure, therefore, old control and planning style will be revised. Senior managers should be able to see into a larger group of employees with technology, while push down information simultaneously. Senior management shou ld be linked with each other, therefore be able to draw on the entire management team for input when it comes to important decision process. The entire control and planning process will then become an on-line, real-time, team-based, coordinated process. This change will create deeper understanding of issue facing each senior manager and activities need to be adopted, thus more proper coordination at the senior management level. It also provides opportunities to move decisions either up or down in the organization. Team decisions making will be easier and faster, as geographically separated departments can concurrently access and assess data and communicate at the very first time. 4. Expertise group To better utilize the knowledge of experts in the organization, expertise group need to be carefully designed and make sure they can provide help and share information easily. Every knowledge worker should belong to at least two separate teams, which helps the organization achieve cross functional co-operation as well as helping individuals gain a broader perspective. Social relationship Management 1. Management of interdependence Under iNet, there is going to be considerable interdependence among all management actives. Instead of taking full control over the immediate lower level employees in the department, managers need to cope with unclear lines of authority and decision makings which rely more on interactions from other teams and departments. The managers need to share resources more freely and perate in a more diffuse responsibility and accountability environment. 2. Management of role complexity In old MWH organization structure, ONA analysis revealed the existence of highly hierarchy: senior and highly relied people had full control over the resources while lower level and highly peripheral employees with limited access to resources and authority. Within the networked organization, as the complexity of shared work, decision making, expertise and accountability increase, employees need to be involved in more complex network recourses to gain stronger skill to adapt the new responsibilities. The manager’s challenge here is to give employees confidence and resources to gain these skills including tools/techniques necessary, conceptualization, experience and interpersonal skills necessary to work efficiently with other. This can be achieved from assigning expertise groups to help and trainings. 3. Management of information seeking In the old structure, many employees seek information from their immediate teams and many others tend obtain information mainly from serendipitous interactions. The social capital was tight, informal relationships was unseen among employees, while the new networked form company functions efficiently with its flexible relationships. On one hand, managers need to improve the information seeking process for more efficient result. Formal relationships are best cemented by having agreed written process and common members in all teams. Higher trust and openness rather than higher formality environment need to be created for critical linkages. Frequent communication throughout the network must be encouraged; small groups developing its own communication dose not foster the net work spirit. On the other hand, besides of formal relationships, employees should be encouraged to maintain their personal and professional networks, even beyond the identifiable needs of the current team. 4. Management ofculture Another big challenge the manger need to work on to foster iNet is creating trust culture in the organization. Transforming from the traditional structure, trust is one of the most important forces. Employees must have a clear understanding of task intent, information, and trust in the people, resources and technologies available. As a global company, establishing a trust-based culture is more difficult for MWH because of the diversified locations and mixed nationalities, there is no control over individual’s location, training, and experience. The relationship between people is fluid. Moving information in the networked organization and more complex roles demands a higher level of trust and dependence between managers and employees. This trust-based culture can be grown from joint training, team work and other continued integrations and reinforcements.

Countee Cullen’s Poem Incident Essay

Probably the most underrated African American poet of his time, Countee Cullen is a very rebellious protester themed writer who is all about securing the rights and dignity of black people and uses that very passion to fuel his poetry. In the poem â€Å"Incident†, Cullen uses a mixture of rhetorical devices which he incorporates into his ironic rhythmic syntax to help emphasize to readers the effect of racism had on children living in the early -mid 1900’s, a big time of racism. Written in 1925, Cullen used this poem as a way for him to vent his feelings and frustration and inform the ignorant all at the same time. The poem talks about a young African American boy who is excited that he is visiting Baltimore and while there he comes across another young boy that is his same age and size but he is white and then the young boy is surprised by a powerful and crude racial slur. The poem is not as head as Cullen makes it seems, it is actually an ironic poem. The first hint o f irony is found early in the poem â€Å"Now I eight and very small/And he was no whit bigger† (5-6). A reader would think that the racist bullying would come from someone bigger than the kid in the poem when in all actuality it was from someone his own size, and that’s exactly what Cullen is trying to show, that racism came from all ages and happened between all spectrums of ages, a teen and an adult, an adult and a child, anyone. The Spencer 2 irony does not stop there, you see another glance of it in the last stanza, â€Å"And he was no whit bigger†(6). In the poem wit is spelled W.H.I.T but, the correct spelling of wit is W.I.T and this is no spelling error, this is actually a small pun Cullen uses to help emphasize his racial theme. It’s as if Cullen takes the â€Å"E† off of white and if it’s put back it’s â€Å"No white-bigger†. Cullen used this play on words to show the mental deception that was used by white people used to make themselves seem intellectually superior. Not only is the content of this poem unique, but so is the structure. In the first stanza the syllables of each line alternate 8 and 6, then for the rest of the poem alternates 8 and 7. This unique syllable structure gives the poem a rhythmic under tone of joy, which in turn when it mixed with the content and theme of racism brings out more of the poem’s irony which is one of the main style focuses of th is poem. Cullen’s inspirations of his life and passions are definitely evident in this poem. First off the location of the poem was set in Baltimore, MD and although much of Cullen’s early biographical information is shady and unclear, Baltimore has said to be one of Cullen’s possible birth places which is hinted in the poem, â€Å"Once riding in old Baltimore†(1). Another key connection is that Cullen lived in a time period where racism and segregation was a very popular idea so an incident such as the one in the poem occurring to Cullen is a very strong possibility. Cullen’s unique writing stlye and complex syntax that is shown in his poem Incident is what made him one of the best writers of his time, and although the topic of the poem is still a touchy subject for most Incident is a poem that has been and will be a poem worth reading for centuries. Works Cited Cullen, Countee. Magill’s Survey of American Literature: Pasadena: Salem Press, 2007, print, V.2

A teacher had a solid control in the classroom

In Malayan schoolroom, a instructor had a solid control in the schoolroom, the interaction form where the instructor selects a pupil to reply her inquiries is observed by Samuel ( 1982 ) in his survey in a Malayan school. This form occurred peculiarly when the instructor employed the oppugning scheme during the class of learning. After replying the instructor ‘s inquiry, the pupil â€Å" gave the bend back to the instructor † ( Samuel, 1982, p. 129 ) . Hence if the instructor chooses this form of interaction, engagement of pupils will be extremely controlled by him or her. When holding instructors in monologic interaction, the category instructional patterns will be on structured, subject but it kills the desire to larn from the kid inherent aptitude and at the same clip does non elicit the critical and the creativeness of a kid. And this is wholly different from the cognition of the policy because in Malaysia Education Policy, it is stated that a instructor ‘s occupations is to foster the kid ‘s critical and originative thought. When a lesson that is supposed to pattern on communicative linguistic communication learning terminals with the instructor instructing and being important in the category, it kills the desire to larn. In his findings, Ruzlan ( 2007 ) further found that all the inquiries posed by the instructors were the closed-ended in nature, where the kids were anticipated to get at certain replies expected by the instructors merely. At the same clip, it was found that the bulk of inquiries set by EFL and Science as content taught in English categories were low degree and factual, and non designed to promote critical thought on the portion of scholars. Again, there was a mismatch between what is stipulated by the national course of study and how instructors really teach in footings of presenting inquiries. While national policy stipulates assisting scholars become critical minds, instructors seems concern with others, short term end. For case instructors ‘ belief about their pupils ‘ academic demands and what they should make is orienting their inquiries to aline with scrutiny intents at a low degree factual class ( Habsah Hussin, 2006 ) . It is proven that the pattern of the policy is more on completing the structured course of study prepared by the school course of study division instead than full make fulling the doctrine of instruction that is in constructing the pupils with the attempts towards farther developing the potency of persons in a holistic and incorporate mode, so as to bring forth persons who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a steadfast belief in and devotedness to God. Such an attempt is designed to bring forth Malayan citizens who are knowing and competent, who possess high moral criterions and who are responsible and capable of accomplishing high degree of personal wellbeing every bit good as being able to lend to the harmoniousness and improvement of the household, the society and the state at big. With this issues, edify the research worker to research the BASIC of the instruction teacher developing. What has been practiced in schools reflects on the preparation of the instructor in instructor preparation establishment. Is it the system or the execution of it that caused the mismatched in the instructional patterns? What is supposed to be done? What has been practiced in the instruction establishment? The attacks practiced on the trainees. Does the trainee ‘s ability to present inquiries and interact with the pupils from the pedagogical facets and methodological attack being prompt and develop? Make the trainers play their function as the facilitator and the go-between of the cognition in guaranting the blooming of the novice instructors? The trainers have to play their of import function good in determining the pupil instructor in going an first-class instructor. They should pattern the trainees in the instructional patterns in college. Bing the expertness, the trainers should be good prepared with assorted attacks in researching the pupil instructor ability in larning the English linguistic communication in order to go a capable and competent English instructor.Purpose Of the StudyThe intent of this survey is to look into the trainers in implementing their instructional pattern in order to assist the trainees to go effectual 2nd linguistic communication teacher. As an ESL instructor and a 2nd linguistic communication scholar, the research worker believes that interaction is the cardinal to 2nd linguistic communication acquisition. Second linguistic communication scholars need comprehendible input, need to be in state of affairss that provide maximal personal engagement in the communicating and demand chances to util ize the mark linguistic communication in societal interactions. The acquisition of a linguistic communication centres on the usage of the linguistic communication for communicative intents. Alexander ( 2004 ) suggests that the basic repertory of schoolroom talk is improbable to offer the types of cognitive challenge required to widen pupils ‘ thought. In contrast, he characterizes an attack he describes as dialogic instruction which is corporate, mutual, supportive, cumulative and purposeful. However, these types of talk are less often encountered in schoolrooms ( Mroz et al. , 2000 ) . Dialogic teaching methods aim for schoolroom interactions that involve more than superficial engagement. They are exemplified by the instructor ‘s consumption of pupil thoughts, reliable inquiries and the chance for pupils to alter or modify the class of direction ( Nystrand et al. , 2003 ) . Teachers release some step of control of the flight of the lesson as students are offered a grade of collaborative influence over the co-construction of cognition.Importance of the surveyThis survey is of import in four ways. First, as an oculus gap to the construct of dialogic attack in the preparation establishment and it is concentrating on the schoolroom interaction between the trainees and the trainer in the category from the socio-cultural theory attack. Second, it gives a holistic position on what is go oning in the category and what could be done to assist the trainees to go competent user of the English Language scholar. Third, it will trip the demands for the trainers to hold a series of cascade developing organized by the Teacher Education Division, Malaysia in order to portion, better their attacks in category and vary their instructional instruction before they start learning the trainees. Fourth, it will set up the civilization of sharing and coaction among the lectors in the preparation institute. It requires the instructors to work collaboratively, to open their schoolroom for observation, critical reappraisals and treatment with equals. Last, it is concentrating on the professional development of the trainers in supplying the best attacks in researching the best attack and varies their pedagogical attack in a 2nd linguistic communication larning category.1.3 Research Questions.To what extent do lectors interact with pupils to develop their engagement in schoolroom discourse? How are the lectors developing the English Language competence and critical thought accomplishments of pupils through the interaction in category? How do lectors measure their instructional instruction patterns? What impact has the Communicative Language Teaching had on the instruction patterns to advance a dialogic teaching method? How utile is a dialogic attack to staff professional development?Aims of the survey were as follows ;To mensurate the ways lectors interact with the pupils to develop their engagement in category. To place how lectors develop English Language competence and critical thought accomplishments through the interaction in category. To research the lectors ‘ instructional patterns in 2nd linguistic communication larning category. To research the impact of the communicative linguistic communication instruction policy on linguistic communication acquisition in instructor preparation establishments. To research the utility of a dialogic attack to staff development in instructor preparation establishments.MethodologyResearch designThe focal point of the survey is to look at the quality of schoolroom interaction between the lector and the trainees. The literature has offered a broad array of descriptions and definitions of the instance survey, for illustration: â€Å" a instance survey is an empirical enquiry that investigates a modern-day phenomenon within its real-life context aˆÂ ¦in which multiple beginnings of grounds are used † ( Yin, 1984:23 ) , â€Å" aˆÂ ¦the qualitative instance survey can be defined as an intensive, holistic description and analysis of a individual entity, phenomenon, or societal unit † ( Merriam, 1988:16 ) . Different from other research surveies which aim for generalizable findings, instance surveies aim for â€Å" an apprehension of the peculiar instance, in its foible, in its complexness † ( Stake, 1988:256 ) . The instance survey aligns with my research aims. It is focused on the two TESL lectors, the research worker and their several categories. The survey is the synergistic instructional patterns of the two instructors, the research worker and their pupils. In order to supply a elaborate and in-depth analytical description of the synergistic characteristics of the two instances, the research worker have to be into the research site and collected informations from multiple beginnings in a realistic scene, viz. , in a scene where teacher-student interaction occurs as it really is. The chief intent of the survey was non to try to generalise the decisions to a larger population but to derive a thorough and in-depth apprehension of the subject at issue. At the same clip a combination of sociolinguistic and ethnographic positions has been taken to near the above research inquiries. Data was collected utilizing a scope of techniques: interviewing, schoolroom observation, audio- and video-taping, unwritten study and stirred contemplation. The sample for the research worker came from the instructor preparation establishment that is situated in Ipoh, between the Bachelor of Education Twinning plan UK-MOEM ( Ministry Of Education, Malaysia ) and the English Language lectors. Many instructors, even experienced 1s, are non ever cognizant of the nature of their interactions with single pupils. Consequently, one of the most of import intents of systematic schoolroom observation is to better instructors ‘ schoolroom direction. Feedback from single schoolroom profiles derived from systematic observations has been found to assist instructors understand their ain strengths and failings, and have accordingly enabled them to significantly better their direction. Through feedback, instructors can go cognizant of how their schoolroom maps and therefore convey about alterations they desire. This procedure typically involves holding trained perceivers consistently observe instructors and their pupils in their schoolrooms and subsequently supplying instructors with information about their direction in clinical Sessionss. This attack is based on the premise that teachers value accurate information that they can utilize to better their direction. Chapter TWO LITERATURE REVIEW. This chapter will be reviewed the treatment on the theoretical land on 2nd linguistic communication acquisition, the attack in the schoolroom, the pupil instructor interaction and the instructional form of communicating being implemented in the schoolroom.2.1 Socio-cultural theoryIntroductionVygotsky ( 1896-1934 ) is one of the Russian psychologists whose thoughts have influenced the field of educational psychological science and the field of instruction as whole. He argues for the singularity of the societal surroundings and respects sociocultural scenes as the primary and finding factor in the development of higher signifiers of human mental activity such as voluntary attending, knowing memory, logical idea, planning, and job resolution. Harmonizing to Vygotsky ( 1978 cited Lantolf 2000 ) , the socio-cultural environment presents the kid with a assortment of undertakings and demands, and engages the kid in his universe through the tools. In the early phases, Vygotsky claims that the kid is wholly dependent on other people, normally the parents, who initiate the childaˆYs actions by teaching him/her as to what to make, how to make it, every bit good as what non to make. Parents, as representatives of the civilization and the conduit through which the civilization passes into the kid, realize these instructions chiefly through linguistic communication. On the inquiry of how do kids so appropriate these cultural and societal heritages, Vygotsky ( 1978 cited Wertsch 1985 ) states that the kid acquires knowledge through contacts and interactions with people as the first measure ( inter-psychological plane ) , so subsequently assimilates and internalises this cognition adding his personal value to it ( intra-psychologi cal plane ) . This passage from societal to personal belongings harmonizing to Vygotsky is non a mere transcript, but a transmutation of what had been learnt through interaction, into personal values. Vygotsky claims that this is what besides happens in schools. Students do non simply copy instructors capablenesss ; instead they transform what instructors offer them during the procedures of appropriation. Lantolf et Al. ( 1994 ) indicate that the latter apprehension of consciousness in the field of instruction is embodied in the construct of meta-cognition, which, harmonizing to him, incorporates maps such as planning, voluntary attending, logical memory, job resolution and rating. Williams and Burden ( 1997 ) claim that socio-cultural theory advocators that instruction should be concerned â€Å" non merely with theories of direction, but with larning to larn, developing accomplishments and schemes to go on to larn, with doing larning experiences meaningful and relevant to the person, with developing and turning as a whole individual † . They claim that the theory asserts that instruction can ne'er be value-free ; it must be underpinned by a set of beliefs about the sort of society that is being constructed and the sorts of explicit and inexplicit messages that will outdo convey those beliefs. These beliefs should be manifest besides in the ways in which instructors interact with pupils. Socio-cultural theory has a holistic position about the act of larning. Williams & A ; Burden ( 1997 ) claim that the theory opposes the thought of the distinct instruction of accomplishments and argues that intending should represent the cardinal facets of any unit of survey. Any unit of survey should be presented in all its complexness instead than accomplishments and cognition presented in isolation. The theory emphasizes the importance of what the scholar brings to any learning state of affairs as an active meaning-maker and problem-solver. It acknowledges the dynamic nature of the interplay between instructors, scholars and undertakings and provides a position of larning as originating from interactions with others. Harmonizing to Ellis ( 2000 ) , socio-cultural theory assumes that larning arises non through interaction but in interaction. Learners foremost win in executing a new undertaking with the aid of another individual and so internalize this undertaking so that they can execute it on their ain. In this manner, societal interaction is advocated to intercede acquisition. Harmonizing to Ellis, the theory goes farther to state interactions that successfully mediate larning are those in which the scholars scaffold the new undertakings. However, one of the most of import parts of the theory is the differentiation Vygotsky made between the kid ‘s existent and possible degrees of development or what he calls Zone of Proximal Development ( ZPD ) .The Zone of Proximal Development ( ZPD )Lantolf ( 2002 ) , Wertsch ( 1985 ) and Shayer ( 2002 ) claim that Vygotsky ‘s debut of the impression of the ZPD was due to his dissatisfaction with two practical issues in educational psychological sc ience: the first is the appraisal of a kid ‘s rational abilities and the 2nd is the rating of the instructional patterns. With regard to the first issue, Vygotsky believes that the established techniques of proving merely find the existent degree of development, but do non mensurate the possible ability of the kid. In his position, psychological science should turn to the issue of foretelling a kid ‘s future growing, â€Å" what he/she non yet is † . Because of the value Vygotsky attached to the importance of foretelling a kid ‘s future capablenesss, he formulated the construct of ZPD which he defines as â€Å" the distance between a kid ‘s existent developmental degree as determined by independent job resolution, and the higher degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † Wertsch ( 1985, P. 60 ) . Harmonizing to him, ZPD helps in finding a kid ‘s menta l maps that have non yet matured but are in the procedure of ripening, maps that are presently in an embryologic province, but will maturate tomorrow. Furthermore, he claims that the survey of ZPD is besides of import, because it is the dynamic part of sensitiveness in which the passage from inter-psychological to intra-psychological operation takes topographic point. Shayer ( 2002 ) claims that a important characteristic of larning harmonizing to Vygotsky is that it creates a ZPD, that is to state, larning awakens a assortment of internal developmental procedures that are able to run merely when the kid is interacting with people in his environment and in cooperation with his equals. Once these procedures are internalised, they become portion of the kid ‘s independent developmental accomplishment. Vygotsky advocates that ZPD is non the function of direction entirely, but developmental ( biological ) factors do hold a function to play. It is jointly determined by the kid ‘s degree of development and the signifier of direction involved. Harmonizing to him, direction and development do non straight coincide, but represent two procedures that exist in a really complex interrelatedness. He argues that the kid can run â€Å" merely within certain bounds that are purely fixed by the province of the kid ‘s development and rational poss ibilities † .MediationAs in FeuerteinaˆYs theory ( Williams and Burden 1997 ) , mediation is cardinal to VygotskyaˆYs socio-cultural theory. Mediation harmonizing to Vygotsky refers to the portion played by other important people in the learnersaˆY lives, people who enhance their acquisition by choosing and determining the acquisition experiences presented to them. Vygotsky ( 1978 cited Wertsch 1985 ) claims that the secret of effectual larning prevarications in the nature of the societal interaction between two or more people with different degrees of accomplishments and cognition. This involves assisting the scholar to travel into and through the following bed of cognition or apprehension. Vygotsky besides regard tools as go-betweens and one of the of import tools is linguistic communication. The usage of linguistic communication to assist scholars travel into and through their ZPD is of great significance to socio-cultural theory. Kozulin et Al. ( 1995 ) claim that Vygotsky considers the larning procedure as non a lone geographic expedition of the environment by the kid on his ain, but as a procedure of the kid ‘s appropriation of the methods of actions that exist in a given civilization. In the procedure of appropriation, symbolic tools or artifacts play a important function. Kozulin ( 2002 ) categorises go-betweens into two classs: homo and symbolic. Harmonizing to him, human mediation normally tries to reply the inquiry refering what sort of engagement on the portion of the grownup is effectual in heightening the kid ‘s public presentation ; while symbolic mediation trades with what alterations in the kid ‘s public presentation can be brought approximately by the debut of the kid to symbolic tools-mediators.ScaffoldingHarmonizing to Donato ( 1994 ) staging is a construct that derives from cognitive psychological science and L1 research. It states that in a societal interaction, a knowing p articipant can make by agencies of address and supportive conditions in which the pupil ( novice ) can take part in and widen current accomplishments and cognition to a high degree of competency. In an educational context, nevertheless, scaffolding is an instructional construction whereby the instructor theoretical accounts the coveted acquisition scheme or undertaking so bit by bit shifts duty to the pupils. Harmonizing to McKenzie, ( 1999 ) scaffolding provides the undermentioned advantages: a ) It provides clear waies for pupils B ) It clarifies intent of the undertaking degree Celsius ) It keeps pupils on undertaking vitamin D ) It offers appraisal to clear up outlooks vitamin E ) It points pupils to worthy beginnings degree Fahrenheit ) It reduces uncertainness, surprise and letdown g ) It delivers efficiency H ) It creates impulse Harmonizing to Rogoff ( 1990 in Donato, 1994 ) , scaffolding implies the expert ‘s active stance towards continual alterations of the staging in response to the emerging capablenesss of the scholar, and a scholar ‘s mistake or limited capablenesss can be a signal for the grownup to upgrade the staging. As the scholar begins to take on more duty for the undertaking, the grownup dismantles the scaffold indicating that the kid has benefited from the assisted public presentation and internalised the problem-solving procedures provided by the old scaffold episode. Wertsch ( 1979a cited Donato 1994 ) claims that scaffold public presentation is a dialogically constituted inter-psychological mechanism that promotes the scholar ‘s internalization of cognition co-constructed in shared activity. Donato ( 1994 ) advocates that in an L2 schoolroom, collaborative work among linguistic communication scholars provides the same chance for scaffold aid as in expert-novice relationshi ps in the mundane scene. Van Lier ( 1988 cited Donato 1994 ) states that L2 learning methodological analysis can profit from a survey of L1 scaffolding to understand how schoolroom activities already tacitly employ such tactics. The survey of scaffolding in L2 research harmonizing to Donato has focused entirely on how linguistic communication instructors provide guided aid to scholars.2.2 Classroom interaction in socio-cultural theoryA socio-cultural theory was pioneered by Vgotsky ( 1978 ) and the nucleus of the theory is the proposition that cognitive development originates in societal interaction. Vgotsky ( 1981 ) formulated the flight of cognitive development as from the inter-psychological plane to the intra-psychological plane by stating: Any map in the kid ‘s cultural development appears twice, or in two planes: foremost, it appears on the societal plane, and so on the psychological plane ; first it appears between people as an inter-psychological class, and so within the kid as an intra-psychological class. This is every bit true with respect to voluntary attending, logical memory and the formation of constructs and the development of will ( p.163 ) . In other words, larning first takes topographic point between a kid and an expert ( e.g. the kid ‘s parent ) when they engage in joint under-taking. The adept assists the immature kid to allow his greater cognition or accomplishments in relation to the undertaking at manus and bit by bit hands over the undertaking to the immature kid. The kid internalizes what he gained and transformed it into his ain resources that can be used for single thought and job resolution. It is chiefly mediated by agencies of talk. 2.3. Classroom interactionsConstructivism Related to Questioning and ConversationConstructivism plays a cardinal function in effectual schoolroom conversations and differs from schoolrooms filled with traditional conversations. Schulte ( 1996 ) argued that â€Å" Constructivist instructors must detect the pupils ‘ actions and listen to their positions without doing judgements or seeking to rectify replies † ( p. 27 ) . This differs from the traditional schoolroom where pupils are inactive scholars and delay for the instructor to give right replies ( Schulte, 1996 ) . In contrast, constructivist schoolroom instructors must listen to pupils and assist do connexions between what they are believing and what others are believing during the same experience ( Duckworth, 2006 ) . Teachers must besides do connexions for scholars between the scholar ‘s apprehensions and the instructor ‘s apprehensions ( Duckworth, 2006 ) . Alternatively of giving talks and anticipating pupils to regurgitate what has been lectured, instructors must demo pupils how to listen to others and inquiry thoughts when they are unknown ( Duckworth, 2006 ) . Teachers must do their actions known to pupils by utilizing expressed linguistic communication, patterning the thought procedure, and leting pupils to believe aloud about new thoughts ( Bodrova & A ; Leong, 1996 ) . Lambert, etal. ( 2002 ) supported the thought of sharing ideas and thoughts by saying, â€Å" In a constructivist conversation, each person comes to understand the intent of talk, since the relationship is one of reciprocality † ( p. 65 ) . Constructivist learning allows pupils to actively take part in their acquisition versus the traditional thought of passively having information. It allows instructors and pupils to synthesise their cognition in order to make new significances. Classroom discourse based on a constructivist ‘s position of larning involves student engagement. This was explained by Hartman ( 1996 ) when stated, â€Å" As seen through Vygotsky ‘s positions, schoolroom discourse is socially meaningful activity because it creates a state of affairs in which all pupils can and are encouraged to take part non merely by the instructor, but by the other pupils as good † ( p. 99 ) . Students are encouraged to portion their thoughts with others to assist clear up their ideas and do accommodations to their apprehensions ( Schulte, 1996 ) . Student engagement means that instructors manus over control of schoolroom conversations and allow pupils to show their thought aloud. This consequences in the pupil holding the concluding word at times and helps the pupil make his or her ain understanding alternatively of having the instructor ‘s apprehension of thoughts ( Duckworth, 2006 ) . When pupils are allowed to explicate their thought they must larn to be expressed and clear so others will understand them ; that consequences in deeper apprehension ( Bodrova & A ; Leong, 1996 ) . Student engagement during schoolroom discourse allows pupils to pattern problem-solving and decision-making accomplishments that will assist better their leading ability as grownups. In Dantonio and Beisenherz ‘ ( 2001 ) book Learning to Question, Questioning to Learn, constructivist schoolroom treatments are referred to as instructional conversations. In an instructional conversation, a instructor is adept in easing talk that promotes pupil believing. Students require guided pattern in order to react in a mode that leads to a deeper apprehension of capable affair. With counsel, pupils learn to heighten the quality of their thought through the instructor ‘s effectual usage of inquiries. In line with Vygotsky ‘s zone of proximal development, instructional conversations provide pupils with chances to make today with aid what can be done independently tomorrow. Teachers and pupils work together to make new significances and apprehensions through effectual inquiring and higher degree learner responses. Classroom discourse holds assorted significances but definitions found in the literature keep a common land: schoolroom discourse is talk between two or more individuals that may or may non take to a new apprehension ( Cazden, 2001 ; Mroz, Smith & A ; Hardman, 2000 ) . Two definitions of schoolroom discourse were given by Cazden ( 1998 ) . She described discourse as conversations where participants are holding the same talk. Discourse was besides described as an apprehension that occurs when participants take different places in different negotiations at the same clip. In their research findings, Edwards and Mercer ( 1987 ) described classroom discourse as the talk that occurs between two or more people that normally consists of a instructor and one or more pupils. Extra research workers defined schoolroom discourse in their surveies. Skidmore, Perez-Parent, and Arnfield ( 2003 ) proclaimed that schoolroom discourse contrasts to every twenty-four hours conversation because pupils must wait for their bend while patiently raising their manus. In mundane conversation people speak to one another at will to show their thoughts and apprehensions. Similarly, Townsend and Pace ( 2005 ) noted that schoolroom discourse that is directed by one individual, normally the instructor, consequences in pupils reiterating preset thoughts or mere facts. It contrasts to classrooms where pupils are given chances to research higher degree inquiries and prosecute in intending doing activities ( Townsend & A ; Pace, 2005 ) . Skidmore ( 1999 ) referred to traditional schoolroom discourse as, â€Å" ‘pedagogical duologue, ‘ in which person who knows the truth instructs person who is in mistake, and which is characterised by a inclination towards the usage of important discourse on the portion of the instructor † ( p. 17 ) . All of these illustrations of schoolroom discourse vary from mundane conversations because pupils are subjected to waiting for a bend to give factual information. Researchers of schoolroom discourse refer to teacher determined conversations as a traditional form of talk.2.4 Research Studies on Classroom Inte ractionMany surveies on schoolroom interactions focused on instructor inquiries, scholar responses, or the consequence of inquiries on pupil accomplishment. Surveies by Redfield and Rousseau ( 1981 ) , Chin ( 2006 ) , Wells and Arauz ( 2006 ) , Boyd and Rubin ( 2006 ) , Myhill and Dunkin ( 2005 ) , and Schleppenbach, Perry, and Miller ( 2007 ) were reviewed, compared, and contrasted. Redfield and Rousseau ( 1981 ) analyzed 20 surveies on the consequence of instructor oppugning on pupil accomplishment. Redfield and Rousseau ( 1981 ) wanted to make a meta-analysis of informations from the surveies to find the impact of plan monitoring, experimental cogency, and degree of instructor oppugning. All of the surveies were experimental or quasi-experimental in nature. Quantitative tools were used to mensurate the consequence size in each survey. Redfield and Rousseau ( 1981 ) completed their research by saying, â€Å" Hence, it may be concluded that small-scale surveies of instructor oppugning behaviors have allowed for greater experimental control than large-scale surveies † ( p. 242 ) .It was found that instructors that predominately used higher cognitive inquiries had a positive consequence on pupil accomplishment, and instructors that were trained in effectual inquiries and used higher cognitive inquiries greatly affected their pupils ‘ accomplishment. Chin ( 2006 ) conducted a survey focused on instructor inquiries and feedback to learner responses during scientific discipline lessons. She wanted to analyse the type of talk that occurs during scientific discipline lessons, happen out how instructors use oppugning to prosecute pupils, and place the assorted types of feedback instructors give to scholars during an induction response-feedback exchange of talk. Chin ( 2006 ) gathered informations from two scientific discipline schoolrooms in Singapore during 14 lessons. To explicate the information analysis, Chin ( 2006 ) explained, â€Å" A ‘questioning-based discourse ‘ analytical model was developed for the description and analysis of schoolroom discourse in scientific discipline, with a focal point on oppugning based patterns † ( p. 1334 ) . It was found that when the instructor provided feedback in the signifier of subsequent inquiries that built upon a pupil ‘s response, recognition of a pupil ‘s r esponse, or a restatement of a pupil ‘s response, pupils responded at a flat beyond callback. Chin ( 2006 ) concluded that â€Å" Students can be stretched mentally through sensitive teacher-led but non teacher dominated discourse. Wells and Arauz ( 2006 ) conducted a mixed-methods survey analyzing the growing of instructors toward a dialogic stance of schoolroom interaction versus the traditional IRF form over a period of clip. As portion of the quantitative analysis in this survey, schoolroom interactions were recorded, transcribed, and coded. The research took topographic point over a 7 twelvemonth period in 12 schoolrooms. It was found that instructors continued to learn utilizing the traditional IRF form of discourse even when trying to travel toward a dialogic stance. Wells and Arauz ( 2006 ) concluded: What matters for the quality of interaction, it seems, is non so much how the sequence starts, but how it develops, and this, as we have argued, depends critically on the instructor ‘s pick of functions and on how he or she utilizes the follow up move. ( p. 421 ) . These consequences were similar to Chin ‘s consequences on instructor ‘s follow-up feedback to scholars ‘ responses. Boyd and Rubin ( 2006 ) conducted research in an English linguistic communication scholars ( ELL ) scientific discipline schoolroom over a 6 hebdomad period to see how a instructor ‘s pick of inquiries leads to lengthier and more detailed responses from pupils. Classroom interactions were recorded, transcribed, and coded for six hebdomads with a focal point on the length of pupil responses and the types of inquiries ( show, reliable, elucidation ) asked by the instructor. It was found that the type of teacher inquiry did non impact the length of responses by pupils. It was the eventuality of inquiries upon scholar responses that made a difference in the length the following scholar response. Eighty eight per centum of contingent show inquiries resulted in detailed scholar responses. The show inquiries required replies the instructor already knew, but she asked them as a followup to a pupil ‘s response. Like Chin ( 2006 ) and Wells and Arauz ( 2006 ) , Boyd and Rubin ( 2006 ) found a instructor ‘s follow-up answer to a scholar ‘s response was more of import than the type of inquiry asked by the instructor. The inquiry type was irrelevant every bit long as the instructor kept the flow of the conversation traveling based on what the pupils were believing and stating. Myhill and Dunkin ( 2005 ) collected informations from 54 learning lessons to find how the function of inquiries supported or drawn-out pupils ‘ acquisition experiences. Videotaped lessons were transcribed and coded utilizing a grounded theory attack. Questions were coded based on their type and map within the schoolroom interaction. Myhill and Dunkin ( 2005 ) found that most inquiries asked by the instructor were factual inquiries and did non necessitate more than recitation by the pupils. They concluded that â€Å" The analysis indicates by far the most common signifier of inquiry is the factual inquiry and the most common map of inquiries is factual evocation † ( Myhill & A ; Dunkin, 2005, p. 420 ) . It was besides found that instructors asked inquiries that built on understanding more frequently in literacy than any other topic. Although some of the factual inquiries elicited pupil thought, they did non bring forth drawn-out pupil response. Myhill and Dunkin ( 2005 ) concluded that instructors must happen a manner to allow travel of the control of discourse in the schoolroom and let more clip for pupils to merely talk. Unlike the other surveies mentioned, the research workers felt that the type of inquiry does impact the type of scholar response given.CHAPTER THREE RESEARCH DESIGN AND METHODOLOGYThis chapter is meant for the treatment of the methodological analysis used for the propose survey including the information -collection techniques employed.3.1 Research intentThe purpose of the research is to look into the quality of pupil instructor interaction in the TESL Twinning Program in Teacher Training Institutions in the visible radiation of communicative linguistic communication instruction in order to understand the cognition building procedure of pupil instructor interaction in instructor fronted category clip and place the contextual issues which shape the interaction and so to give the deduction for future instruc tion patterns.3.2 Case surveyThe instance survey aligns with my research aims. My survey focused on three individual entities, viz. two instructors, the research worker itself and their several categories. The phenomenon studied was the synergistic behaviours of the three instructors and their pupils. In order to supply a elaborate and in depth analytical description of the synergistic characteristics of the three instances, the research worker went to the research site and collected informations from multiple beginnings in a realistic scene viz. , in a scene where pupil instructor interaction occurs as it is. The chief intent of the survey is non to generalise the decisions to a larger population but to derive a through and in depth apprehension of the subject at issue and to develop new or revised attack which provide for farther research. Data was collected utilizing a scope of techniques: interviewing, schoolroom observing, audio- and video-taping, unwritten study and stirred contemplation. Halkes and Olsen, cited in Richards and Lockhart ( 1994:29 ) , suggest that â€Å" looking from a instructor believing position at learning and acquisition, one is non so much nisus for the revelation of the effectual instructor, but for the accounts and apprehension of learning procedures as they are. After all, it is the instructor ‘s subjective school related cognition which determines for the most portion what happens in the schoolroom ; whether the instructor can joint his/her cognition or non. † Consequently before shiping on schoolroom observation an initial meeting was set up between the instructor and the perceiver. This is rather a challenge for the perceiver to derive the permission particularly to come in the category because it is a common norm for instructors in Malaysia ; they tend to work independently or in insulating. By holding a meeting before manus and inquiring voluntarily from the lector to take portion in the survey and the consent missive from the Ministry of Education, Malaysia is a must for the perceiver This was done in order to make a friendly working relationship and to larn about the category and the instructor ‘s belief and her attacks to learning. A treatment among the instructors involved in the instance surveies during schoolroom context is recorded. The research worker will work together with the instructors in the schoolroom context and the treatment on the critical minute that being picture tapped shall be discussed and the exchange of thoughts will assist to better the instruction techniques for both parties. At the same clip, the lectors besides will detect the perceiver handling lessons and holding a treatment on the instruction attack being used. The survey involves four typical stage ( Table One ) Table 1.Time tabular array for survey Phase Main activities Time Phase One Review of relevant literature Designation of sample-five lectors and TESL A Field note on schoolroom observation Jan- Dec 2009 August 2009 Phase Two Pilot study-classroom observation April-June 2010 Phase Three Analysis Data, revision April-Dec 2010 Phase Four Concluding Feb-Oct 20113.2.1 Phase One.The research worker carried out schoolroom observation on instructor ‘s instructional pattern in ESL schoolroom. The categories were observed really carefully during a hebdomad period for 3 times ( for every lector. Consent was given from the Director of the College for the research worker to come in the category and detect the lesson. During the observation, the research worker took notes of instructors ‘ instructional patterns in category ( I-R-F ) and pupils ‘ engagement in instructor fronted inquiries was besides observed. From my observation, the pupils were inquiring the instructor to give more account on the subject given ( grammar ) and they were really active in the category activities. The pupils were able to show the introductory of the lesson â€Å" reported address † in group. The instructor acts as a facilitator but so once more still command the duologue of the group presentation. On my findings it is true, that the lector did utilize the IRF method in the category and the type of inquiries being station to the pupils, do non motivate the pupil ability in critical thought and the type of the inquiries being asked is the type of low degree inquiry. If there is an up return, the instructor tends to simplified the inquiries and do non spread out the inquiry being raised by the pupils. Teachers still control the lesson and accepting replies in chorus. I end my pre-pilot survey for about a month in my college and I will be coming back for the existent survey in March 2010. Hopefully things will turn out to be better this clip with new findings and good resonance of the lectors for the improvement of the instruction patterns.3.2.2 Phase Two.Pilot Study Schedule( Weeks ) 13 29.03.2010 02.04.2010 Field-notes 14 05.04.2010 09.04.2010 Field-notes 15 12.04.2010 16.04.2010 Classroom observation, picture tapping 16 19.04.2010 23.04.2010 Classroom observation, videotaping, In house treatment 17 26.04.2010 30.04.2010 Classroom Observation, picture taping In house treatment 18 03.05.2010 10.05.2010 Discussion on the selected critical minutes. ( self contemplation ) The survey will take about two months in the schoolroom observation and the research worker will hold a treatment with the selected lectors who is volitionally to acquire involved in the survey and their instruction is traveling to be recorded and interview will be conducted to formalize and widen the research worker ‘s readings of in the flesh observation. It provides the research worker with extra informations that can be used to polish readings based on participant observations ( Lancy,1993: Lincoln & A ; Guba,1985 ; Rathclif,199 ) The research worker is involved in the survey and her instruction is traveling to be recorded and parts of her instruction is traveling to be selected by the group and discussed on the facet of pedagogical attack. The treatment will be in the visible radiation of dialogic instruction and how it could be aligned with the communicative linguistic communication instruction. At the same clip, the other two lectors besides who is volitionally to take portion in the survey will hold the chance to reflect on their instruction and measure on their ain strength and failing on certain attack in the content based instruction. By holding a dialogic treatment on the instruction facets, the research worker hope it will make a civilization of working together and interchanging attack in learning patterns.