Career Change

According to Moody and None (2005), career Is a Job that has been chosen to be accomplished during one's working life. Career Is the progress and actions of the person's occupations or sequence of Jobs held by someone throughout a lifetime which Is until that person end up the careers. Most of the situations, people do not lust referring to one position only but often looking for another Jobs which composed of the jobs held, titles earned and work accomplished over a long period of time.There is an increasing trend to employees changing jobs more frequently, while employees in some cultures and economies stay with one job during their career. For example, an individual's career could involve being an engineer, though the individual could work for several different firms and in several different areas of engineering over a lifetime. Consequently, this continuous process that involves the progression of an individual through many stages of life and every stage has its own issues, terms and tasks are called as career development (Decision Werner and Harris, 2008).This Is a major aspect of human development where it is the process how the Individual form their work Identity. The career development extents for inure Lifetime when It begins with a person's earliest awareness of the ways In which people make a living and continues as they explores the new professions. It may or probably will include changing the careers and jobs when people ultimately decides what career to pursue, prepares for it, applies for and gets a job and advances in it.Based on DRP. Donald Super which is one of the pioneers in the field of career development, argued that people pass through five career stages during their life span. Fundamentally, these sequential generalizations often provide a useful mainframe to understand the career transitions that people will face in adulthood. Once people mastered of certain tasks for each stage, that will allow them to function successfully for every s tages and make them to prepare well and move on to the next task.Each stage Is loosely affiliated with a chronological period and is characterized by work attitudes, types of relationships, behaviors, and the aspects of work that are valued. Stage 1 Is the growth process which the early years from 4 to 13 years old. This stage is a time when the individual first becomes aware of the future. People ill try to find ways to develop their competencies and increase control over their life. Meanwhile, for the exploration process at stage 2 that is from the early teens to mid- twenties, people begin to form, specify and implement an occupational choice.People will try to play deferent roles in various occupational options and will be explored though school, leisure, part-time work and volunteering. Before people firmly finding a more stable and appropriate fit for their jobs, â€Å"trial Jobs† may be tested by them. The third stage is the establishment process in between the mid- tw enties through mid-forties. In this stage, people typically select a suitable field in their professions area and efforts are made to secure a long-term place In the chosen career.Young adulthood tends to be a time for stabilizing, consolidating, building momentum and moving up. Obtaining certifications, credentials, and advanced degrees may be the norm (Worded). At the fourth stage which is the maintenance constancy which means holding on (stagnating or palliating), or keeping up (updating or enriching), continuity, stress, safety and stability tend to be the standard (Worded). Lastly, the final phase of career development is the disengagement recess which around mid-flies. It is typically marked by ready to retire, maintains the respects but still productive.This stage should be more appropriately named reinvestment as they are completely redesigning the notion of retirement preferring to work in some form while pursuing new or renewed outside interests. In later adulthood, people in this stage may be a need to assist or mentor younger members of society or try to seek self-employment to fulfill their free time. However, based on all of the stages been discussed earlier, people in the mid-forties to mid-flies are at different stage in their career and life than people that is at age 25 or 45.A career change after age 40 can be a tricky situation. In this stage, people will decide whether to continue along the same track because it is comfortable familiar and secure or change into the other career since there is an opportunity to pursue new personal or professional goals. This stage is called as middle career years or mid-career change. According to MUM textbook, mid-career means re-appraise early career and early adulthood, reaffirm or modify goals, make choices appropriate to middle adult years ND remain productive.Mid-career is a time in which one is more likely to consider leaving a current Job in order to take work in an organization that might indicate promise of greater career fulfillment or address a need for increased salary or benefits, intrinsic and extrinsic (Worded). After 40, many people begin to look at life differently which they often begin to feel that life really is too short to be stuck in a dead-end or unsatisfying Job.In this middle age situation, it is a time in which adults take on new responsibilities at the workplace and therefore, people of this age often eel a need to reappraise previous life structures with an eye to making revisions ‘while there is still time' (Yuck, 1997). Sometimes people feel risk adverse with various career options which may lead to frustration or even depression. It may also be boring, dull, and unsatisfying. People at this stage already have their own skills and the abilities in contributing a fairly good idea.There will be variety of reasons why people try to change their career. The four reasons why people change their career are due to the career plateau, obsolescence, career change and feeling undervalued. I. Career plateau By definition, a career plateau is a point in the career of an employee where the possibility of vertical promotion within the official hierarchy becomes very low or absent altogether (Worded). People will often reach career plateaus when they continue to work for the same organization for a long time and those who belong to the core of an organization.The feeling of boredom, frustration, tension, loss of On the other hand, career plateau also occurs when there is no further development of one's skills and abilities. One's personal development and growth are stagnating or people stop learning or even unable to upgrade the skills. A lack of technical skill or career skill may lead to an individual's lack of promotional opportunity or the desire to move into a higher-level position. Either for professional or personal reasons, many people experience the situation at one point during their career of becoming ‘stuck' with little o r no movement up the career ladder.It possibly occurs due to lack of opportunities within the organization when there is limited or no upward movement within the organization. It means that, there have fewer positions than aspirants at each higher level of the organizational ladder in the pyramidal structure f organizations. Sometimes, some people has the ability to perform effectively in a higher-level position, but a lack of Job openings may prevent their promotion. This is called as structural plateau. Frustration will arise when there is a lack of promotional aspects and lead them to look for other opportunities elsewhere. T. Obsolescence Obsolescence refers to a state of being no longer useful or limited in use, old- fashioned or that which can be easily dispensed with or discarded. Just like obsolete tools and equipment, employees also get obsolete (Goriest Kinsman, 2012). It means hat, people who are employed in organizations is lack up-to-date of necessary knowledge, skills, techniques, technologies and lack of new work processes to maintain effective performance in their current or future work role.The reason that causes of obsolescence are due to individual himself, his ability and ability to learn on the basis of continuous education and some reasons are due to the companies, which in their lack of ability to develop and implement a plan of action to reduce obsolescence phenomenon, and lack of facilitating the educational activities rather than Just approve them. It can be like a continuum if the people feel that they lack of awareness of change, complacency, lack of confidence, and resistance to change.Further, it could be affecting them at the affective level when it comes to behavior patterns. These could be in terms of an individual feeling lack of competence in self, lack of career progression opportunities or limited opportunities and the lack of initiative to update oneself (Chuan, 2009). When this habit eventually grows into an obsession, pe ople will feel no desire to work hard, improve or go out of their way to be felt at work. But sometimes, there are other reasons why people feel obsolete and it comes from the organization itself.It makes people have no interest to do their Job since there is a mismatch between the person and the Job, lack of autonomy or non- involvement in decision-making. Besides, the impediments from the boss as he is non-supportive, and the organizational policies and practices like ineffective performance appraisal system which lack of reward or recognition and inappropriate promotion policy. Iii. Career change In midlife career, there are some reasons to consider people leaving the current Job ND looking for a new opportunity.Some of them are really need to settle their lifestyle, career stability and professional challenges with minimum risks. Even there will be possible for them to have all of these needs, they have to try to relocate in order to gain promote, income and challenge. Normally employees change career due to personal dissatisfaction, or environmental factors such as Job loss, threat of in reward system or increased Job demands (MUM textbook). People will feel dissatisfaction when they feel the workplace culture becomes corrupted and begins to impact your performance and ability to advance.Besides, they feel that the Job are too stressful while the stress can become too much to handle. Some other reasons are due to financial stability, meaningfulness of Job, change in lifestyle and so on. ‘v. Feeling undervalued People working in a Job that fails to play to their strengths, in an environment where they are underused will have no gift to productivity rates. There is nothing more demoralizing in the workplace than feeling undervalued by the bosses. This misalignment in distributive Justice is a major contributor to Job dissatisfaction.When they feel undervalued and unappreciated at the workplace, regardless of what repression or industry that they are w orking in, they will begin to lack energy and commitment in their role. They also may leave to go to another Job where they feel that their work and input is more valued. Poor personnel management practices also be another cause such as people feel that they are Just cogs in a machine, are seen as children, feel ignored, or are not recognized, management needs to take the time to look at the system that is in place (Worded).What people need is the workplace culture has to change and managers will have to redirect their attention to fostering a team spirit. On the other hand, people will clearly not feel valued if their working area is in disrepair and the computers are unreliable and outdated. The best way to find out what may potentially cause employees to feel undervalued is to request feedback from the team members. Lastly, other signs that employees may suffer from feelings of being undervalued are inexpressive or abusive managers or, and a low quality in work environment or equ ipment (Worded).Below are the steps that need to be considered on mid-career change by Thee Debacle: Step 1 Analyze your current situation-specifically any changing desires, unanticipated vents, aging, expectations of others, burnout, and anything else that is affecting your current career. It is time for people make an analysis when they realize that they are no longer applicable to the organization. For example, people are no longer interested to that Job are, want to do something completely different, boredom, have high expectation and want to get new opportunities, financial freedom, obsolete in skills and techniques, undervalued and so on.Step 2 Assess interests, values and skills. Explore your passion, hobbies and any other interests that can be developed into potential career opportunities. If people really want to change their career, then they have to target a career that is aligned with interested in Malaysian history but they want to be a banker. Look deeply for points of relevance between the two. Take this example which Malaysia is a pioneer of Islamic banking, which is growing as a sector in Britain. A conventional British bank may be interested in their understanding of Malaysian heritage if it is looking to launch Shari-compliant financial products (Worded).Step 3 Identify the three most important priorities for changing your career. Obtain information about career opportunities and determine what kind of new career to start. The three most important priorities are maybe about the satisfaction or interested Job that people wanted to do, financial freedom which they try to find higher payment from the other organization and also the skills and abilities that is similar. For example, a manufacturer will always be a manufacturer, and he or she can manufacture almost anything, give or take a few differences in the nature of the production (Worded).Step 4 Develop a Re-career roadman to ensure a successful transition. Write down career Laos, gather i nformation about prospective careers and make necessary decisions to pursue opportunities that may arise. For example, write out on a piece of paper into two columns which are â€Å"what I like† and â€Å"what I hate† about the present situation. Do this exercise for all of the Jobs, internships, research assistantships, and volunteer and leadership experiences throughout the career to compare them to the current job (Liana G. Levine, 2011).Step 5 Establish an action plan that is built upon realistic expectations and which draws upon available resources. For example, by identifying what people loved and loathed bout each experience, they can map out exactly what it is they want to change, why now is the time they want to make the change, and where they want to go. Since they are the decision-maker, they have an incredible amount of power to make the decision. (Liana G. Levine, 2011). Step 6 Identify and overcome resources barriers. Do not be scared of doing something t otally different.Just because they worked in the private sector for 30 years, for example, does not mean people cannot shift to the public sector. They can teach old dog new tricks. Do not be boxed in by where they think the boundaries are. He age is not a boundary but a benefit as they have the experience and maturity you need to make and cope with major changes in your life (Worded). Step 7 Turn to personal contacts into career stakeholders. Before people make a change, they need to find out what the career and Job really involve.For example, many careers, ranging from interior design to financial planning, may involve selling services in addition to performing them. Or may be enticed by the high average salary of their dream Job, only to find that it is a field where a few people make a lot and most people make very little. To get the real story, elk to people who work in the field they are targeting. Mid-life can find them though in the field (Margaret Steen). Step 8 Experiment, learn, take risks and network to create new career structures.Try to make a contingency plan no matter how much time and thought people put into developing a detailed plan, they must also plan for when their plan does not come to fruition. For example, according to Liana G. Levine, 2011, â€Å"say you want to transition out of academia and into industry. You do extensive research to identify 10-15 companies where you would like to work, you transform your C.V. into an industry- roundly resume, you network, you apply for Jobs, you do informational interviews, and still you are not able to land a Job in the timeshare you outlined in your original plan. Step 9 Learn how to deal with doubt and uncertainty as the new career unfolds. Continue from the example above base on Liana G. Levine, 2011, muff must be flexible, and you must build that flexibility as well as contingencies into your strategy. So if you do not get a particular Job for which you aim, you can expand your search parame ters, and determine what else interests you, or research what additional skills and expertise is needed to get back on track. † Step 10 Implement actionable strategies to achieve new career goals.Make sure mid-life have to develop a plan that includes timeliness and deadlines, major goals and daily goals, and steps to take to achieve each milestone. For example, if your overall goal is to stay in academia but move to Japan and do your research there, then daily goals may include networking and contacting potential collaborators, exploring what are the right institutions and labs for your investigations, and researching the culture, language and funding opportunities available in the country (Worded). Step 1 1 Invest in re-training programs that will build on your existing expertise and knowledge.For example, people have to attend the workshop in order to upgrade their skills, techniques and also their experiences in order to get high Job expectations. Step 12 Look at the mid-c areer transition realistically to manage emotions such as fear, anxiety, or a sense of loss. For example, acknowledge the inner fear instead of ignoring it. Try to be confident in developing the new career since people in the mid- life already have their own capabilities of experiences, knowledge, skills and techniques. They no need to feel guilty once they shift their Job.PSYCHOLOGICAL AND SOCIAL EFFECTS AS A RESULT OF MID-CAREER CHANGE once people have confirmed changing their career, they may wonder about the effects a career change may have. It is true that, a career change represents a potential opportunity to pursue an interest you may have held for many years. However, the process of changing careers also involves potential consequences either in the psychological and also social effects that have to be considered. The effects are obstacle to self- management, additional education and training, income and Job status uniqueness, improved sense of well-being and retirement fund s. . Obstacle to Self-Management Midlife career change is defined as a change â€Å"when age is a factor. † Increasing in age inappropriateness in terms of age discrimination will occur since the career was change at age forties. Age discrimination is when a person is treated less favorably than another person in a similar situation, because of their age (Worded). For example, it could be ‘direct age discrimination' if an older applicant is not considered for a Job because it is assumed that they are not as up to date with technology as a younger person (obsolescence).It is also age discrimination when there is a rule or policy that is the same for everyone but has an unfair effect on people of a particular age. This is called ‘indirect discrimination'. It also will effect to the behavior of the mid-career shifter such as the behavior and also self-image. Sometimes, the employers Just pay a little attention to the mid-career worker. It. Additional Education and Tr aining Sometimes, as mid-career changers find that they need additional education or training to qualify for their new vocations even though they have a lot of experience about the previous Job before.As they becoming older, sometimes they are always lack of new changes like technologies, techniques and skills. For example, a lecturer may involve enrolling in a formal degree program to earn an associates, bachelors or master's degree, or even a doctorate or professional degree in order to meet the qualifications to teach. Meanwhile other mid-career changers involve vocational training, either within a vocational school program or as an apprentice, intern or trainee due to improve their skills and knowledge.Thus, due to these changes, the mid-career changers must finance all or part of their own training and education. Ii. Income and Job Status Consequences As mention at the second effect, professionals who pursue career changes at mid- career may suffer financial consequences that a ffect them and their families alike. Career changers who enroll in college or vocational school full time often suffer a dramatic decrease in income while they are enrolled in classes and until they find employment in their new careers.Career changers also frequently find themselves starting over in entry-level positions in their new vocations or professions. In addition, some career changes involve accepting dramatic salary cuts. For example, a career changes from a diploma lecturer to become a degree lecturer. Lb. Improved Sense of Well-Being Not all of the effects of switching careers are detrimental. In fact, many career changers enjoy an enhanced sense of well-being. Decreased stress on the Job is another beneficial effect many career changers enjoy.Others enjoy a boost in income or improved relationships with their spouses or partners and their families. Career changes also frequently involve using skills that the career changer had used in pursuing a hobby, and in such cases, the new profession can prove to be especially enjoyable. V. Retirement Funds Changing Jobs or careers may also mean dealing with retirement funds invested in the employer-based retirement plan. The options vary depending on the circumstances of the individual career changer.Some career changers roll over their funds into a retirement plan funded by their new employers or to an individual retirement account. Other career changers opt to cash out their employer-based retirement plans. Career is the progress and actions of the person's occupations or sequence of Jobs held by someone throughout a lifetime which is until that person end up the careers. Most of the situations, people do not Just referring to one position only but often looking for another Jobs which composed of the Jobs held, titles earned and work accomplished over a long period of time.This is a major aspect of human development where it is the process how the individual form their work identity. The career development extents for entire lifetime when it begins with a person's earliest awareness of the ways in which people make a living and continues as they explores the new professions. It may or probably will include changing the careers and Jobs hen people ultimately decides what career to pursue, prepares for it, applies for and gets a Job and advances in it.There are 5 stages in the career development which starts on growth process which the early years from 4 to 13 years old, the exploration process at stage 2 that is from the early teens to mid-twenties, the third stage which establishment process in between the mid-twenties through mid-forties, fourth stage which is the maintenance process is usually happens in the mid-forties to mid-flies and the final phase of career development is the disengagement process which around mid-flies. The issue here is about the fourth stage which is the situation for mid-career changers which begin from the age of 40.A lot of reasons have been discussed ab out the factors that influencing mid-career changers. Four reasons why people change their career are due to the career plateau, obsolescence, career change and feeling undervalued. Also, there are twelve steps need to be considered when making mid-career changers and has been discussed at the above explanations. Lastly, five psychological and social effects as result of mid- career changes been issued which are obstacles to self-management, additional education and training, income and Job status consequences, improved sense of well-being and retirement funds.In a conclusion, effective decision-making is necessary to the employer's peaceful mind before making mid-life career changes. Try to think which the best Job that will satisfy ourselves is, and what kind of Job that we like the most. Try to be considering what is good and what is bad if we change our career. At least we will never regret once we retire later. REFERENCES 1 . MUM textbook, Career Planning And Development 2. Wil liam J. Retells, (2008): Working Longer, New Strategies for Managing, Training, ND Retaining Older Employees.

Language Learning Strategy Use And Academic Achievement Education Essay

Research on linguistic communication larning schemes began in the sixtiess. It was infl uenced by the development of cognitive psychological science. Until the debut of cognitive psychological science, anterior research on 2nd linguistic communication acquisition and instruction focused chiefly on methods of learning, alternatively of on scholar features and the procedure of geting a 2nd linguistic communication ( Wenden, 1987 ) .With the coming of cognitive theories research in 2nd linguistic communication instruction has bit by bit shifted toward the scholar or scholar centered attacks in an effort to heighten scholar ‘s liberty and independency. In this manner, â€Å" independent scholars assume duty for finding the intent, content, beat and method of their acquisition, supervising its advancement and measuring its results † ( Holec, 1981, p.3 ) . This has resulted in a turning involvement in research in linguistic communication acquisition schemes ( LLS ) which are b elieved to â€Å" lend to the development of the linguistic communication system which the scholar concepts and impact larning straight † ( Rubin, 1987, p. 22 ) . Research in this field has gained prominence since the mid-1970s by the seminal surveies of Rubin ( 1975 ) and Stern ( 1975 ) . They attempted to research the schemes employed by good linguistic communication scholars and how the instructors can use these schemes to assist the less successful scholars to better their public presentation. Since so, copiousness of surveies have been conducted in the country of LLSs to research the important function linguistic communication larning schemes play a in L2/FL acquisition ( Abraham & A ; Vann, 1987, O'Malley & A ; Chamot, 1990 ; Oxford et al. , 1989,1993, 1995 ; among others )Definition of larning schemesLearning schemes have been defined in a assortment of ways. Wenden and Rubin ( 1987 ) specify them as â€Å" any sets of operations, stairss, programs, modus operandis us ed by the scholar to ease the obtaining, storage, retrieval, and usage of information † ( p.19 ) . In their influential survey, O'Malley and Chamot ( 1990 ) defined LLS as â€Å" the particular ideas or behaviors that persons use to assist them grok, larn, or retain new information † ( p. 1 ) . Oxford ( 1992,1993 ) illustrates LLS as â€Å" specific actions, behaviors, stairss, or techniques that pupils ( frequently deliberately ) usage to better their advancement in developing L2 accomplishments. These schemes can ease the internalisation, storage, retrieval, or usage of the new linguistic communication. Schemes are tools for the autonomous engagement necessary for developing communicative ability † ( p. 18 ) . Finally, Cohen ( 1998 ) defined larning schemes as â€Å" the stairss or actions consciously selected by scholars to better the acquisition of a 2nd linguistic communication, the usage of it, or both † ( p. 5 ) .Features of LLSAmong the assorted fe atures emerged in the LLS literature, Oxford identifies twelve of import characteristics of strategies.According to Oxford acquisition schemes contribute to the chief end, communicative competency allow scholars to go self directed spread out the function of instructors are job oriented are specific actions taken by the scholar involve many actions taken by the scholar, non merely cognitive support larning both straight and indirectly are non ever discernible are frequently witting are flexible are influenced by a assortment of factors ( p.9 ) Lessard-Clouston ( 1997 ) besides summarizes basic characteristics of LLS.First LLS are generated by the scholar and s/he bit by bit takes these stairss in the procedure of linguistic communication acquisition. Second, linguistic communication acquisition is enhanced by the usage of LLS which help develop linguistic communication competency, as reflected in the scholar ‘s accomplishments in hearing, speech production, reading, or composing the L2 or FL. Third, LLS may be seeable ( behaviors, stairss, techniques, etc. ) or unobserved ( ideas, mental procedures ) . Fourth, LLS involve information and memory ( vocabulary cognition, grammar regulations, etc. ) .Taxonomy of LLSsAs noted above, early categorizations of LLSs merely provided a list of schemes based on the good scholars ‘ public presentation ( Rubin, 1975 ; Stern, 1973 ) . However, more recent taxonomies categorize schemes either harmonizing to their direct/indirect part to linguistic communication acquisition ( R ubin, 1987 ) , or the degree and type of information processed by linguistic communication scholars when they apply such schemes ( O'Malley et al. , 1985a ; O'Malley and Chamot, 1990 ) . Based on anterior survey consequences, Oxford ( 1990 ) devised a linguistic communication larning scheme system ( See Table 1 ) , known as Strategy Inventory for Language Learning ( SILL ) , in which she classifies LLS into two major groups of direct ( including memory, cognitive, compensation ) and indirect ( metacognitive, affectional, societal ) schemes. Direct schemes are defined as those that are involved in witting mental procedures, whereas indirect schemes are non consciously applied but are indispensable to linguistic communication learning.Each class is so divided into six subcategories, which harmonizing to Oxford, are interrelated and back up each other.Table 1 Oxford ‘s Language Learning Strategy System ( Oxford, 1990, p. 17 )Type Primary Schemes Secondary Schemes Direct Schemes 1. Memory schemes Aid scholars store and recover new information A. Creating mental linkages B. Applying images and sounds C. Reviewing good D. Employing action 2. Cognitive schemes Applied by scholars to better understand and bring forth the mark linguistic communication A. Practicing B. Receiving and directing messages C. Analyzing and concluding D. Creating construction for input and end product 3. Compensation schemes Used for get the better ofing lacks in cognition of the mark linguistic communication A. Thinking intelligently B. Overcoming restrictions in speech production and composing Indirect Schemes 1. Metacognitive schemes Allow scholars to command their ain knowledge A. Centering your acquisition B. Arranging and be aftering your acquisition C. Evaluating your acquisition 2. Affectional schemes Refer to the methods that help scholars to modulate emotions, motive, and attitudes A. Lowering your anxiousness B. Promoting yourself C. Taking your emotional temperature 3. Social schemes Include interaction with others through the mark linguistic communication A. Asking inquiries B. Collaborating with others C. Empathizing with others Oxford ‘s categorization of larning schemes has been the most comprehensive one to day of the month ( Ellis, 1994 ) . and has been used in a considerable figure of surveies in assorted states.Research on LLSsThe research on LLSs has preponderantly been descriptive since the scholars are required to describe on the schemes they use. In this manner, the research workers are able to look into the effects of scholar features such as gender, age, proficiency degree, larning manners, and affectional factors, like motive, on scheme usage, ( Chamot, 2004 ) . Research indicates that linguistic communication scholars at all degrees use schemes ( Chamot & A ; Kupper, 1989 ) , but that some or most scholars are non to the full cognizant of the schemes they use or the schemes that might be most good to use ( Oxford, 1989 ) . It appears that good linguistic communication scholars orchestrate and combine their usage of peculiar types of schemes in more efficient ways ( Chamot & A ; Kupper, 1989 ; O'Malley and Chamot, 1990 ; Oxford, 1993 ) . Rossi-Le ( 1995 ) found that more adept EFL pupils used self-management schemes such as planning, rating and formal pattern significantly more frequently than less adept pupils. Khaldieh ( 2000 ) studies that higher degrees of linguistic communication proficiency have besides been associated with less anxiousness and more assurance, which denotes the significance of affectional factors act uponing the scholar ‘s public presentation on a undertaking. Surveies have revealed that consciousness of undertaking demands and metacognitive cognition sing scheme choice are major differentiations between successful and unsuccessful scholars ( Abraham & A ; Vann, 1987 ; Khaldieh, 2000 ; O'Malley & A ; Chamot, 1990 ) . Harmonizing to some research findings, cognitive and metac ognitive schemes extremely correlate with high linguistic communication proficiency degrees ( Peacock and Ho, 2003 ) . In some of these surveies, nevertheless, the positive relationship between the figure of schemes used and linguistic communication proficiency is partly supported ( e.g. , Abraham & A ; Vann, 1987 ; Khaldieh, 2000 ) . Other research workers even found that, both successful and unsuccessful scholars actively use a great assortment of schemes, but in different ways. These unsuccessful scholars, nevertheless, normally fail to choose the most appropriate schemes ( Chamot et al. , 1988 ; Chamot & A ; El-Dinary, 1999 ; Vandergrift, 1997 ; Vann & A ; Abraham, 1990 ) . A figure of research surveies interestingly suggest that the appropriate pick of schemes will help scholars to derive more proficiency. This, in bend, likely leads the proficient scholars to the pick of more active schemes ( MacIntre, 1994 ; Green and Oxford, 1995 ) .LLSs and types of scholars ‘ proficiencyA great figure of research surveies have highlighted the relationship between larning schemes and scholars ‘ proficiency in which the consequences show that more adept linguistic communication scholars use a greater assortment larning schemes ( Rahimi et at. , 2008 ; Griffiths, 2003 ; Lee, 2003 ; Anderson, 2005 ; Bruen, 2001 ; Green and Oxford, 1995 ; O'Malley and Chamot, 1990 ; Ehrman, and Oxford, 1989 ) . Research workers have utilized a battalion of ways to find pupils ‘ proficiency in the foreign linguistic communication including standardised trials such as TOEFL ( Arroyo, 2005 ) , pupils ‘ GPAs in English classs ( Shmais, 2003 ; Radwan, 2011 ) , linguistic communication accomplishment trials ( O'Mara & A ; Lett, 1990 ) , linguistic communication class classs and arrangement scrutinies ( Mullin, 1992 ) , instructors ‘ judgements about their pupils ( Magogwe & A ; Oliver, 2007 ) , continuance of survey ( Khalil, 2005 ; Rahimi et Al. 2008 ; Radwan, 2011 ) , and self-ratings ( Oxford & A ; Nyikos, 1989 ) . Due to the demand for more probe on all facets of scholar ‘s proficiency, the current survey enterprises to concentrate on the studtents ‘ GPA tonss, and continuance of English survey, as two steps of English proficiency, with the pupils ‘ study on their pick of LLSs. The findings would uncover the benefits and deficits of such steps and how good they could foretell the scholars ‘ usage of LLSs.Purpose of the surveyThis survey examines the usage of larning schemes reported by Persian English scholars and its relationship to the pupils ‘ academic success determined by their GPA tonss and the old ages of English survey they have completed.Research inquiries1. What are the most frequent acquisition schemes used by the EFL scholars? 2. Be at that place any relationship between the usage of EFL linguistic communication larning schemes in general and the pupils ‘ academic success? 3. Is at that place any relationship between classs of schemes and pupils ‘ academic accomplishment? 4. Is there a important difference between first twelvemonth and 2nd twelvemonth pupils with respect to their perceived scheme usage?MethodSample: The topics take parting in the survey comprise 107 male and female Iranian university pupils analyzing English in a two -year plan to acquire their Associate ‘s grade in Teaching English. They are either first -year or 2nd -year pupils whose age ranges between 19 to 31. Instruments: In order to mensurate scheme usage, Oxford ‘s ( 1990 ) Strategy Inventory for Language Learning ( SILL ) designed for EFL/ESL scholars is used in this survey. The SILL uses a five-point Likert-type graduated table runing from 1 ( â€Å" Never or about ne'er true of me † ) to 5 ( â€Å" Always or about ever true of me † ) . It consists of 50 statements about the schemes used by linguistic communication scholars covering six wide classs of schemes, each represented by a figure of points. 1 ) Memory schemes ( 9items ) 2 ) Cognitive schemes ( 14 points ) 3 ) Compensation schemes ( 6 points ) 4 ) Metacognitive schemes: ( 9 points ) 5 ) Affective schemes ( 6 points ) 6 ) Social schemes ( 6 points ) Dependability for the SILL ( Oxford, 1990 ) is high across many cultural groups with Cronbach ‘s alpha for internal consistence 0.93-0.98 ( Oxford & A ; Burry- Stock, 1995 ) . In this survey, the SILL was presented in Iranian to the participants to guarantee that possible failure to understand the instructions or inquiries would non impact the responses. The research worker used Pishghadam ‘s ( 2008 ) Iranian version of SILL, which yielded a Cronbach alpha value of 0.96. Using the responses from the current participants, the dependability of SILL, as determined by Cronbach ‘s alpha, was 0.93. The pupils ‘ academic success are judged based on their overall GPA mark on academic classs.Data analysis processThe undermentioned processs were carried out on the informations: 1 ) ciphering descriptive statistics ( mean, frequence & A ; standard divergence ) for all classs of SILL 2 ) carry oning correlativity analysis to find the significance of the relationship between scheme usage, and academic success of the pupils, 3 ) Calculating mated sample T- Trial to see whether there is any important difference the between first twelvemonth and 2nd twelvemonth pupils in footings of their sensed scheme usage.The findings of the surveyOverall scheme usageTo reply the first inquiry, descriptive statistics for the full SILL, the six subcategories of SILL, and the person SILL points were calculated. Harmonizing to Oxford ( 1990, p. 300 ) , average tonss that fall between 1.0 and 2.4 are defined as â€Å" low † scheme usage, 2.5 and 3.4 as â€Å" medium † scheme usage, and 3.5 and 5.0 as â€Å" high † scheme usage. The participants reported a medium frequence for the mean scheme usage on the full SILL ( M = 3.49, SD = 0.48 ) every bit good as the six classs of the SILL ( see Table1 ) . Among the six scheme classs, the participants reported utilizing metacognitive schemes most often and affectional and compensation schemes least often. Table 1: Descriptive statistics for Six SILL Categories of all pupils N= 107SILL CategoriesMeanStd. DeviationRankMetacognitive 4.21 .804 1 Social 3.67 .800 2 Cognitive 3.46 .580 3 Memory 3.24 .726 4 Compensation 3.09 .657 5 Affectional 3.08 .571 6 Analyzing the usage of the single scheme points for the full group, it was found that they often apply all the metacognitive schemes to form and measure their acquisition. The points like I think about my advancement in larning SL, I try to happen out how to be a better scholar of SL. , I pay attending when person is talking SL and I look for chances to read every bit much as possible in SL are the most often reported schemes severally. However, the least-used points were those that involved reading and composing in English such as, I write down my feelings in a linguistic communication larning dairy, and I read SL without looking up every new word.Relationship between LLS and GPATo examine for the additive relationship between pupils ‘ overall scheme usage and their GPA, a correlational analysis was performed. The obtained correlativity coefficient ( r = 025 ) demonstrated no important relationship between reported scheme usage and pupils ‘ GPA. Similar consequences were observed for the 3rd research inquiry. In other words, there was no important relationship between SILL classs and pupils ‘ GPA ( See table 2 ) .MemoryCognitiveCompensationMetacognitiveAffectionalSocialPearsonR.047 .629 .025 .306 .076 .306 .097 .320 .070 .476 .088 .365Significance ( 2-tailed )Table 2. Correlation coefficient obtained for all SILL classs The mean mark for more successful pupils ( M= 3.45 ) and less successful pupils ( M=3.51 ) in footings of their obtained GPA in academic classs showed similar forms for their scheme usage with somewhat higher mean for less successful pupils.Difference between old ages of survey and reported scheme usageThe analysis of informations for the sophomore pupils showed a somewhat lower mean mark ( M= 3.42 ) than the first- twelvemonth ( M= 3.51 ) pupils in footings of their sensed scheme usage. As respects the 4th research inquiry, an independent t-test was run to examine any important difference between the old ages of survey completed by the pupils and their reported usage of schemes. The T observed value of.70 ( df.= 104, P= 0.5 ) denotes that there is a no important difference between the two groups. Therefore, the void hypothesis that there is no important difference between the two variables is verified ( Table 3 ) . Table 3. T-test consequences for the first twelvemonth and 2nd twelvemonth pupilsFSig.TdfSig.( 2-tailed )Average DifferenceStd. Error DifferenceEqual discrepancies assumed .043 .836 .700 104 .485 .08169 .11670 Equal discrepancies non assumed .744 68.125 .460 .08169 .10981DiscussionThe findings of the present survey showed that Persian EFL scholars use larning schemes reasonably. They tend to utilize metacognitive schemes more often. This reflects the pupils ‘ efforts to go proficient in the mark linguistic communication. Among the top 10 schemes used by all participants, five belong to the metacognitive schemes. These schemes are necessary for successful linguistic communication acquisition, since they, as indicated by Oxford ( 1990 ) , aid scholars coordinate and heighten their ain acquisition procedure through monitoring and measuring linguistic communication usage, planning, concentrating, forming, and seeking chances to utilize the language.. A figure of other research surveies report the scholars ‘ penchant for metacognitive schemes ( Whorton. 2000 ; Goh & A ; Foong, 1997 ; Hong-Nam & A ; Leavell, 2006 ; Magogwe & A ; Oliver, 2007 ; Rahimi et Al. 2008 ; Pishghadam, 2008 among others ) . The Persian scholars ‘ frequent usa ge of metacognitive schemes may hold been influenced by the learning attack adopted in the Persian EFL schoolrooms ( Rahimi et al, 2008 ) . The analysis of informations demonstrated that the more successful pupils in footings of their GPA were non better scheme users than less successful pupils. Shmais ( 2003 ) besides found no relationship between pupils ‘ GPA and their frequence of scheme usage. It seems that pupils ‘ GPA might be affected by some other factors and in some scenes lacks the explanatory power to foretell LLS usage. Similarly, some surveies ( Green, 1991 ; Phillips, 1991, as cited in Park, 1997 ) have reported a curvilinear relationship between the usage of schemes and the proficiency degrees of the participants ; the low degree proficiency scholars tend to utilize the schemes more often than those in a higher degree. The bulk of these surveies show that the pupils in the mid-proficiency group used the schemes more often than the highand low-proficiency groups. The continuance of survey represented as freshman and sophomore pupils, in this survey, showed no important difference in LLS usage. Normally, it is assumed that an addition in the old ages of survey would ensue in higher proficiency degrees by scholars which would, in bend, lead to an addition in their scheme usage. However, in this context it was revealed that the continuance of survey does non needfully take to scholars ‘ more scheme usage. This determination is in line with some other research surveies ( Rahimi et al. 2008, Radwan, 2011 ) in which first-year pupils reported a higher degree of scheme usage. In other words, it does non follow a additive relationship between scheme usage and continuance of the survey.DecisionThis survey was an effort to look into the relationship between pupils ‘ perceptual experience of LLS usage and their overall proficiency, determined by the university GPA scores. The consequences showed that this relationship is non ever additive an d straightforward. Strategy usage is a complex phenomenon that is influenced by other variables in assorted ways. The context of the survey does hold a important consequence on the pupils ‘ usage of schemes, which may take to contradictory consequences. It has been revealed that Persian scholars employ metacognitive schemes more often than other schemes. The scholars may hold been influenced by the instruction attack practiced in the Persian EFL schoolrooms ( Rahimi et al, 2008 ) such as paying attending, consciously seeking for pattern chances, be aftering for linguistic communication undertakings, self-evaluating one ‘s advancement, and monitoring mistakes. Wharton ‘s ( 2000 ) observation in Singapore besides suggest that the scholars as alone persons and the context of larning play a function in the pick of scholars ‘ schemes. The SILL might non ever be able to account for all the schemes employed by the scholar. On the other manus, there remains the possibility that scholars may describe on the schemes which they do n't really utilize. Research methodological analysis could be enriched by using multiple informations aggregation processs such as interviews and schoolroom observation combined with the usage of SILL questionnaire, to give farther and possibly more trusty findings ( Chun-Lai, 2009 ) . The fact that more successful and less successful pupils, in some manner, follow similar scheme forms denotes that they have non received any formal direction in using LLS. Most of these schemes have likely been learned habitually and unconsciously. Therefore, developing pupils in utilizing larning schemes and promoting them to be cognizant of their ain alone ways of larning would do them independent and efficient scholars. The failing of this survey is the limited figure of variables which have been studied in relation to larning schemes. More research is needed to see other of import societal and affectional variables which could play a function in the pick of LLSs.

Assignment Essay Example | Topics and Well Written Essays - 2000 words - 1

Assignment - Essay Example With this concern, the report will comprise a brief description of the existing problems and their adequate solutions associated with offering quality and evidence based nursing facilities. Moreover, the discussion will also include necessary logistics and resources which are significant to effectively address the problems associated with the nursing facilities for pneumonia patients. Proposed Implementation Plan Method(s) of Obtaining Necessary Approval(s) and Securing Support for Proposal Obtaining effective support from nursing institutions would be the major aspect for the research which would provide adequate and substantial helpful information to accomplish the research objectives. The research aims to integrate evidence based practices with clinical awareness to substantiate the proposed plan. In order to accomplish the research objectives the research has incorporated various elements based on statistical evidence as well as to attain substantial support from the management a nd other associates. The main objective of this proposal is to maintain adequate framework to effectively provide evidence based services for the pneumonia patients. The proposed implementation plan will be presented to the board of directors from various departments as well as to the different management personnel of healthcare facilities. The information will be presented through arranging an assessment program in which experienced board of directors and concerned management personnel will be invited to have a thorough evaluation of the proposed procedural change. Description of the Problem Pneumonia can be considered as one of the major and vulnerable diseases, which creates an inflammatory condition in lungs (Leach, 2010). The disease can be considered as one of the most acute ailments which had killed a large number of children during the year 2008 and there has been considerable number of victims from different age groups across the various nations of the world. Effective vacc ination along with taking useful antibacterial treatment and care facilities can significantly prevent pneumonia from affecting human health (World Health Organization, 2008). A ventilator is recognized as a machine which aids a patient to breathe to providing required oxygen by the use of a tube. Ventilator associated pneumonia (VAP) is identified as a kind of lung infection or a pneumonia which grows in an individual while he/she is receiving life-support through a ventilator (CDC, n.d.). It is observed that VAP had resulted in a number of deaths in the US hospitals over the years. For instance, in the year 2002, an anticipated 250,000 healthcare-related pneumonias were reported in the hospitals in the US. Out of which around 36,000 caused death of the person suffering from this critical medical condition. It is also recognized that patients who are being provided with mechanically-assisted ventilation are at greater danger of getting affected by healthcare-related pneumonia. In t he year 2011, National Healthcare Safety Network (NHSN) had reported in excess of 3,525 VAPs around different healthcare institutions in the US (CDC, 2013). Description of t

William James, The Will to Believe Essay Example | Topics and Well Written Essays - 500 words

William James, The Will to Believe - Essay Example James begins his speech by comparing possible reactions to one hypothesis over another. He uses the scientific term of hypothesis to make a point that that anything which a man strives to prove is, after all, a hypothesis which can never really be proven. Choices as to which hypothesis will be chosen are referred to as an option. According to James there are three types of options: it is either living or dead, forced or avoidable, momentous or trivial. Which option is chosen depends upon who it is being proposed to. A live option is one which must make some kind of appeal to personal appeal. A forced option is one in which the chooser must make a choice as opposed to avoiding the circumstance altogether. A momentous option is one which presents a unique opportunity which has the potential to be life-changing. James states that some beliefs are just that: they are faith-based and they are believed regardless of scientific fact or evidence. His examples, such as that of whether or not we believe that pictures of Abraham Lincoln prove his existence or that we are sick when lying abed stricken with rheumatism, point to the finding that most of what we believe is, after all, really subjective.

Video Evaluation Essay Example | Topics and Well Written Essays - 1500 words

Video Evaluation - Essay Example This is a very discouraging concept to believe (Molyneux 2013). Prior to watching this video, it was to my understanding that social programs helped the poor people. I thought that the job forecast was actually increasing. I knew that our government was in over its head with debt but I presumed it was due to our country’s intervention in the Middle East. I believed that the middle class actually were living paycheck to paycheck and I did believe many lived off of credit cards and loans. However, I did not really realize that what they had spent was money they did not have in the first place. At the rate that this economy is moving, there is little to no hope of changing. I had no idea that we were so much worse off economically than we were in the 1950s and while it is easy to blame the President, the majority of the issues are also to be blamed on Congress. I discovered by watching this video, I was quite wrong about many of my theories about our economy. There is much to be learned from this video. The statistics are extremely eye-opening. When looking at the graphs and charts that Molyneux had created, it is evident that many thing that the government are doing to try to help increase the recovery process are actually failing. Programs that were established over 40 years ago are haunting the country today as people who do not work and live off the government are making more than those who do work. The debt is increasing per household, per corporation and also federally. People are spending imaginary money that they simply do not have. The wages people are making are spent on their debts. Items are increasing in price while what they make per hour cannot cover the prices of goods that people need. Many people are living well below poverty level. Actually, it appears that the people who are on welfare are sitting better economically than the people who are actually working to

Recent developments in the treatment of asthma Essay

Recent developments in the treatment of asthma - Essay Example Asthma is known to have caused by various factors. These include allergens, irritants, and other factors. The signs and symptoms of asthma are unpredictable and vary from one person to another. The four levels of asthma identified depending on the symptoms are: mild intermittent asthma, mild persistent asthma, moderate persistent asthma, and severe persistent asthma. Asthma is diagnosed by spirometry, allergy testing, peak flow meter, chest x – rays and electrocardiogram, and tests to determine how airways would react to exercise, presence of gastroesophageal reflux disease, and presence of sinus disease. Patients must work together with their health care providers in order to achieve the goal of asthma control. The two types of medicine used to control asthma: Quick relief medicines and Long term control medicines. Asthma is a poorly understood, highly complex disease whose main cause remains unknown (Steinke et al, 2001). The pathogenesis and susceptibility of asthma involves interplay between genetic and environmental factors that are complex in nature (Laprise, et al, 2004). Butz et al. (2000) noted that asthma is the most common long – term childhood disease. Laprise, et al (2004) and Kips (2001) stated that the interaction of cytokines regulates inflammation of the airways and process of remodeling that are present in milder form of asthma. These govern the appearance of asthma as well as the severity of symptoms of airway responsiveness (Laprise, 2004). Asthma is a chronic respiratory disease affecting the airways. In asthma, the airways become swollen making them sensitive and react to various allergens and lung irritants. As a result, the airways react by becoming narrower making the air flowing to the lung tissues decreased. Consequently, symptoms such as wheezing, coughing, tightening of the chest, and breathing difficulty especially at night and early morning are manifested (Jeffery, et al., 2006; Courtney, et

Strategic issues of Zara Essay Example | Topics and Well Written Essays - 3250 words

Strategic issues of Zara - Essay Example It is interesting to mention that the basic retailing theme that is followed by the flagship brand is highly unique in nature. The brand of Zara largely focuses on the process of providing fashionable retail products of average quality at highly competitive prices to the consumers of the world (Morris, 2013). It needs to be mentioned that the brand of Zara is largely present in various markets around the world. Also, the company has attained tremendously high levels of efficiencies in regards to maintaining the distribution channels as well as managing the logistics and supply chain. It can be said that the efficiency of the supply chain attained by the flagship brand Zara helps in attaining significant advantages related to shorter product lifecycle, shorter turn around and reduced time for production. Thus, it can be said that the logistic and supply chain efficiency can be treated as a pillar of strong point and significant advantage for the company. ... Detailed analysis of the competitive forces It can be highlighted that the best way to undertake an analysis of the competitive forces that are affecting the business prospects of the retail company is to conduct an analysis of Porter’s competitive forces. It needs to be mentioned that Porter’s five forces strategy talks about the competitive issues that arises from the multiple factors like bargaining power of suppliers, bargaining power of consumers, power of substitutes, threat of new entrants as well as inter firm rivalry (HBR, 2008, p. 4). Source: HBR, 2008 p. 4 Now matching Porter’s five forces competitive strategy with regards to organizational issues of Zara, it can be said that several challenges and cases can be highlighted at the same time. Talking in regards to the bargaining power of the suppliers, it needs to be highlighted that more than 50% of the retail merchandise of Zara are produced in an in house fashion. It is important to highlight that bec ause of this particular practice, the globally acclaimed retail organization has developed the advantage in regards to gaining momentum in various complex task based process, lower cycle time as well as minimization of error. However, talking in more details in regards to manufacturing practices, it can be said that the various processes involved in the manufacturing process of the firm’s end products are often outsourced to the network of local cooperatives, who work with the company only on the basis of long term good will. Hence, in this particular case, the negotiation power of the suppliers and local manufacturers are pretty low as compared to that of the organization.

Silver and gold Research Paper Example | Topics and Well Written Essays - 2500 words

Silver and gold - Research Paper Example This paper seeks to analyze the historical background of silver and gold, their ancient and modern uses, the manufacturing process, the impact the materials have on the environment, their cultural significance, and future innovations on the usage of the metals. Silver History of Silver The first major silver mines were discovered in Anatolia, which is the modern day Turkey, in 3000 BC. In the 1st Century AD, Spain became a key silver producer due to Roman discoveries. In early 1500s huge silver deposits were found in Bolivia, Peru, and Mexico which enriched the Spanish empire for a period of 300 years. In the period 1500 to 1875 about 1.5 billion ounces of silver were mined in Mexico with a large percentage mined in the 1700s. In the 1700s, silver became the backbone of Spanish Empire and 1 billion ounces was mined in the Veta Madre in Mexico. 1857 saw the state of Nevada adopting Silver mining as a major industry when Comstock Lode was found in Nevada. Nevada became to be known as t he silver state because of the silver mining. From 1857 to 1877, Comstock produced gold and silver of an approximate value of 400 million US dollars which could have been worth about 500 Billion US dollars in the modern days. There was a 50 percent increase in the global yield of Silver between 1900 and 1920. This amounted to about 190 million troy ounces per year and discoveries were made in other countries such as the United States and Canada. From 1921 to present improved techniques has led to separation of Silver from Zinc, copper and lead. This has led to an increase in production of Silver and its usage. Silver was among the first metals known to man. The other metal is gold. The ancient population valued Silver because of its white color, brilliant luster, non-corrodibility nature and it was relatively easy to work with. Today, silver still stands out as one of the most valued metals because of the above properties but several other characteristics have changed the trend of s ilver usage from being merely monetary and decorative metal to being predominantly an industrial metal. Usage of Silver Silver is a soft, malleable and the most ductile among the metals. These properties have led to it being fabricated into personal adornment items and decorative items of various types. Hence, chain necklaces, neck rings, silver bracelets, and other jewelry items were developed as from ancient times. In the later days, silver was used to make decorative things such as handles for swords and daggers and later when approaching the modern times it was fashioned into eating utensils and various tableware items. The industrial usage of silver arose in the 19th and 20th centuries. The following section illustrates the chronological account for the usage of silver. In the 1820s, silver and silver salts became major component for the development of photography. Since the late 1830s, silver has been used in the manufacture of silver-mercury amalgams that are used for restori ng teeth. In the third millennium BC the Egyptians made mirrors of polished silver while â€Å"silvering† of mirrors with metals such as mercury, tin and lead was adopted in Europe before Renaissance period. In 1835, Justus von Liebig invented the process of large scale production of silvered glass through a chemical reduction of silver nitrate compound. In 1840, the process for electroplating of silver was granted a patent and it was the first patent to be granted for electroplating any metal. Alessandro Volta used silver and zinc for making

Assignment and discussion forum in sociology Week 9 Part a and Part b Essay

Assignment and discussion forum in sociology Week 9 Part a and Part b - Essay Example Poverty is the immediate result of any sort of stratification, whether it is domestic or international. There have been many public and private enterprises aimed at the alleviation of poverty at the national and international level. In this respect, the contribution of micro credit envisioned by professor Muhammad Yunus and the Grameen Bank in Bangladesh deserves primary attention. Micro-credit aims to create economic and social development among the poor sections of the society and it is built on the awareness that â€Å"lasting peace cannot be achieved unless large population groups find ways in which to break out of poverty† (Prof. Muhammad Yunus & Grameen Bank Awarded The Nobel Peace Prize for 2006 ). The plan of micro-credit to provide ‘loans to the poor people without any financial security’ has been beneficial not only to the people of Bangladesh but to many other poor sections of the society in other parts of the world too. Women all over the world have from this joint endeavor of Yunus and the Grameen bank as the micro-credit system has helped women empowerment and addressed, to a large extent, the question of global feminization of poverty. It has proved to be â€Å"an important liberating force in societies where women in particular have to struggle against repressive social and economic conditions† (Prof. Muhammad Yunus & Grameen Bank Awarded The Nobel Peace Prize for 2006). It is an acknowledged fact that economic growth and political democracy of a nation enhance surprisingly when women are provided equal opportunity and participation like the males. One can never think of women empowerment unless and until poverty among them is tackled. As global poverty and various social and economic problems associated with global poverty contribute to global inequality, it is high time that international organizations took effective measures to wipe out global poverty from the poor and economically backward nations. From a

Massively multiplayer online game Essay Example for Free

Massively multiplayer online game Essay Before computer games flourished through the past eras, patintero, sungka, tumbang-preso, tumba-lata, tagu-taguan and sipa were one of the most anticipated outdoor games inside our country. Experiencing these kinds of games imprints almost our half life and we can’t have a complete childhood experience without getting tapped hard on the back, been hit by a flying slipper for it missed the target, playing with shells, screaming and cheering over your teammates, jumping over a person and avoiding getting hit its body part, and hiding and camouflage in a place to prevent from being the ‘it’ of the game. Try asking a child what was his favourite childhood experience, and would tell either scratched his knee from running away from his opponent or been scolded by mother because of going home late due to exceeding allotted time of playing outdoor games. And try asking a child from the present century what he has been doing lately, and might get an answer playing tekken with PSP, or Super Mario or Pacman with Nintendo or Xbox. Difference spotted? When a child is in the climax of playing and been taking the game seriously, he doesn’t want to be disturbed for in some instance might loose on his opponent and can’t advance to the next upgrades. A common reaction received by parents when they call their children to gather around while their kids were busy pressing on joysticks and keyboards and faces were just centimetres away from the screen would be â€Å"Mom! Can’t you wait because I’m already on my way to take down Bowser! † And two probabilities might happen after: either the parents would start screaming and repeat on telling to set aside their loving gadgets or the children would get irritated on the booming loud voices and start stomping away and lock themselves in a room where they could continue praising themselves for they have defeated the ‘boss’ in the game. With the help of advanced technological innovation that has spread around the globe, the beginning of 3D and multi-player online gaming (MMORPG) have surfaced and hooked children the most. Children fell into the gaming world, spending more time in virtual rather than in real, which sooner turns to be their life. Like, children must have a deviant childhood like these; playing computers during their free time and having fun with his co-gamers. They feel like they can play anytime any of the newest released games go on without ending, they continue forever, and they can pick up any character they wanted on the virtual world. If a child started to feel in contact more with gaming, he will spend more time in solitary seclusion. It is difficult for some adolescents (particularly male adolescents) who are vulnerable to the area of prone to video game addiction since it might be transparent to say how popular gaming is in children of all ages, which results to mostly negative results. A report like found in Elyria, Ohio, where a seventeen year-old boy named Daniel Petric shot his parents in the head after they confiscated his copy of Halo 3. His mother was killed and his father wounded due to the gunshots, and the troubled teen fled the murder scene with solely one item in his possession: the Halo 3 game (Ridgefield, 2009). A similar report flashed on television says that a child has accidentally killed his playmate, stabbed with a knife after playmate got a higher score on the game Flabby Bird and now been sent under the care of DSWD. Several reports similar to this have rang the ears of the mass since the effect of gaming has become more serious. It all started from playing innocently, never knew slowly by slowly they are being eaten with intoxication of gaming and now swallowed of gaming addiction. Results like killing have been a serious warning to those who are sensationally indulged in playing, but often just ignored. The video games are common to be blamed, which we neglect the fact that some might have done crimes since they are often being neglected by parents. Coming from a single-parent family isn’t a factor, but how a parent sees after his child while growing. Far from my knowledge, it is the duty of the parents to look after their kids when engaged into different aspects of real and virtual life. But most children dare to say that they’ve been controlled over their life, treated like human robots; like told to eat properly, sleep on time, do school assignments and how to spend their time practically. But nobody commands them when they got the chance to get hold of gaming materials, because in there, they call themselves the â€Å"Thug Lords of Gaming†. Fond to their name, with raging adrenaline rush cannot escape the virtual life. Restricting kids from playing won’t help to drive the addiction either, for playing is part of our childhood. The more we drag them away, the more they rebel and really determined into getting along with playing. Personally speaking, life with no play is never fun. Who wouldn’t like to experience playing sipa, tumbang preso, luksong-baka and patintero? Who wouldn’t like to meet a childhood friend? None right? Those might not be similar to the games inside the computer world, but those are the basic foundation of gaming not until the late centuries where video games were invented. With increasing percentage of latter sides of gaming, some parents are over-protective over their kids to the extent that they lock their offsprings into a jail afar from their supposed fun childhood. They never had the chance to have ‘real’ playmates. In some instance, a child who has this experience growing up gathering medals for their parents is the only thing instilled in their minds. On contrary, a child who spent more time in playing grows up quitting almost 70% of his social life. This might lead into several serious effects like having a psychological disorder due to excessive malfunction of the brain. And here’s the tricky and dangerous part: they are the ‘unhappy teenagers’ which later have a growing percentage in the globe. They have lost their confidence in communicating and lowered their self-esteem. They’ve spent all of their time interacting in a virtual world and are extremely uncomfortable when dealing with real people in real time. In order to retrieve the part of them which just got lost, they seek attention from others. Or a probability that they would drive all away from himself and just have a life with the unreal, which might lead to serious killing crimes like what we’ve been fearing to happen. Being a gamer isn’t dangerous. It is having a hard time kicking the habit who’s the real enemy. It is not a dissatisfaction to play computer games, but be careful of getting addicted. Think twice before engaging wholly, for everything that is excessive can cause vicious effects, double the harm we think it would cause to us. We, as being the most users of techno-gaming, are the ones in charge of what might happen when we are drowned in the pool of virtual scenes. And as a gamer, too, playing has just been part of my life. It is just how we balance our time between real and virtual space. Even up to this extent, I would be happy if given a rest time and spending it playing with my favourite computer games and would even dare to challenge my siblings into a multi-player game once again. But my playtime has limits too, and I’m the one who limits myself from the red line before stepping into it. References: Ridgefield, A. (2009). Video Game Addiction. Teen Ink. Retrieved April 23, 2014, from http://www. teenink. com/opinion/movies_music_tv/article/82305/Video-Game-Addiction/.

Genetic Mapping of Cystic Fibrosis and Huntingtons Disease

Genetic Mapping of Cystic Fibrosis and Huntingtons Disease Genetic Mapping By the late 1970s, the list of genetic diseases in McKusicks catalog of genetic diseases had grown exponentially. But only a few of the actual genes were identified, leading to predictive diagnostic tests. It seems that finding a disease-linked gene in humans is like looking for a needle in a haystack. Botstein/Davis Gene Mapping Technique In 1978, David Botstein (1942- ), a geneticist from MIT, attended a genetic mapping presentation in Utah. At the presentation, a graduate student was mapping a gene that happened to be sitting with a gene that existed in many easily identifiable variants. As Botstein listened, he was struck by an idea: gene mapping would become a trivial task if such variant signposts existed and were spread across the human genome. Botstein knew that such a marker exists. Over centuries of evolution, thousands of minute variants in DNA sequence are created in the human genome. These variants are called polymorphisms, and are spread widely over the human genome. Working with Ron Davis (1941- ) and Mark Skolnick (1946- ), Botstein published their new basis for the construction of human genetic maps in 1980. Mapping Huntingtons Disease (HD) Nancy Wesler, a psychologist, heard about Botsteins gene-mapping proposal in October, 1979.ÂÂ   Her mother and uncles all had suffered from Huntingtons disease, but she was still asymptomatic. Huntingtons disease causes the death of specific neurons in the brain, leading to jerky movements, physical rigidity, and dementia. Symptoms usually appear in midlife and worsen progressively. At that time, Botsteins method was still theoretical thus far, no human gene had been successfully mapped with it. Botsteins technique was crucially dependent on the association between a disease and markers: the more patients, the stronger the association, the more refined the genetic map. There were only a few thousand HD patients in scattered across the United States seemed perfectly mismatched to this gene-mapping technique. However, Wexler had heard that there was a prevalence of HD on the shores of two villages in Venezuela. In the winter of 1979, Wexler set off to Venezuela to hunt the Huntington gene. She hired a team of local workers to begin documenting the pedigrees of affect and unaffected men and women, collecting blood samples to be shipped to the laboratory of James Gusella, at the Massachusetts General Hospital in Boston, and to Michael Conneally, a medical geneticist at Indiana University. In Boston, Gusella purified DNA from blood cells and cut it with a barrage of enzymes, looking for a variant that might be genetically linked to HD. Conneallys group analyzed the data to quantify the statistical link between the DNA variant and the disease. In 1983, three years after the blood samples had arrived, the location of the HD gene, whose mutation causes Huntingtons disease, was mapped to chromosome 4 in 1983, making HD the first disease gene to be mapped using DNA polymorphisms variants in the DNA sequence. The mutation consists of increasing repetitions of CAG in the DNA that codes for the protein huntingtin. The number of CAG repeats may increase when passed from parent to child, leading to earlier HD onset in each generation. Mapping of Cystic Fibrosis (CF) Davis and Botsteins technique of mapping genes based on their physical positions on chromosomes later called positional cloning marked a transformative moment in human genetics. In 1989, the technique was used to identify a gene that causes cystic fibrosis, a devastating illness that affects the lungs, pancreas, bile ducst, and intestines. Unlike Huntingtons disease, the mutated variant of the CF is common: one in twenty-five men and women of European descent carries the mutation. Human with a single copy of the mutant gene are largely asymptomatic. If two such asymptomatic carriers conceive a child, chances are one I four that the child will be born with both mutant genes. Until the 1980s, the average life span of a child carrying two such mutant alleles was twenty years. In 1985, Lap-Chee Tsui, a human geneticist working in Toronto, found an anonymous marker that was linked to the mutant CF gene. The marker was quickly pinpointed on chromosome seven, but the CF gene was lost somewhere in that chromosome. Tsui began to hunt for the CF gene by progressively narrowing the region that might contain it. In 1989, using a modified gene hunting technique called chromosome jumping, Tsui and his colleagues had narrowed down the gene hunt to a few candidates on chromosome seven. The task was now to sequence the genes, confirm their identity and define the mutation that affect the function of the CF gene. They discovered that only one gene was persistently mutated in both copies in affected children, while their unaffected parents carried a single copy of the mutation. The CF gene codes a molecule that channels salt across celluar membranes. The most common mutation is a deletion of three bases of DNA that results in the removal, or deletion, of just one amino acid from the protein. This deletion creates a dysfunctional protein that is unable to move chloride across membranes. The salt in sweat cannot be absorbed back into the body, resulting in the characteristically salty sweat. Not an the body secrete salt and water into the intestines, resulting in the abdominal symptoms. Within a few months of the discovery, a diagnostic test for the mutant allele became available. Over the last decade, the combination of targeted parental screening and fetal diagnosis has reduced the prevalence of children born with CF by about 30 to 40 percent in populations where the frequency of the mutant is the highest.

Emily Dickinson - Her Life and Poetry Essay -- Emily Dickinson Poetry

Emily Dickinson - Her Life and Poetry Emily Elizabeth Dickinson was born December 10, 1830, into an influential family in Amherst, Massachusetts. Her father helped found Amherst College, where Emily later attended between 1840 and 1846. She never married and died in the house where she was born on May 15, 1886. Emily Dickinson’s reclusive life was arguably a result of her proposed bi-polar disorder. This life and disorder unduly influenced the themes of her poetry. She chose not to associate herself with society and volumes of her poems, published posthumously, examine this idea as well as the themes of nature and death. The clearest examples of these themes are presented in the following analysis of just of few of her poems that concurrently exemplify her idiosyncratic style. Dickinson’s feelings about society can be seen in her poem, â€Å"I’m Nobody! Who are you?† This poem defends her reclusive life and criticizes the lives of members of society, â€Å"the frogs,† who are busy circulating their names, â€Å"croaking,† to be recognized. Again in her poem, â€Å"The S...

The Story Of An Hour :: essays research papers

The aspirations and expectations of freedom can lead to both overwhelming revelations and melancholy destruction. In Kate Chopin’s â€Å" The Story of an Hour† Louise Mallard is stricken with the news of her husband’s â€Å"death† and soon lead to new found glory of her freedom and then complete catastrophe in the death of herself. Chopin’s use of irony and the fluctuation in tone present the idea that freedom can be given or taken away without question and can kill without warning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After learning of her husband’s death in a railroad disaster, Mrs. Mallard sinks into a deep state of grief, as one would be expected to do upon receiving such news. â€Å"She wept at once, with sudden, wild abandonment, in her sister’s arm’s†, shows that the tone was of despair and heartache. Though, as the sights and sounds of spring reveal themselves through the window, the tone dramatically changes to a tasteful, newfound youth. The thoughts of â€Å"delicious breath of rain† or â€Å"notes of a distant song† bring the feeling of livelihood to one. Then, the words â€Å"Free, free, free!†, express Mrs. Mallard’s realization that her life from now on is her own, and will not be succumbed to the needs and wishes of her husband. Her pulse increases and her chest rises with fervor, as she â€Å"recognizes this thing that was approaching to posses her†, which depicts how the tone, once again is about to change. She has now found a new desire for life. However, without warning, the tone abruptly reverts back to its grief stricken â€Å" horror.† As Mr. Mallard walks in the door, her thoughts, dreams, and aspirations, quickly fade away. Louise’s heart, so weak, simply stops and all bliss transfers into extreme heartache. The drastic changes of tone reveals that freedom can be given and taken from someone in a heartbeat and the heartache will always remain.   Ã‚  Ã‚  Ã‚  Ã‚  The apparent use of irony in Chopin’s story presents the idea of whether freedom does in fact result in the state of felicity. At first her ideas of freedom are sorrowful and her heart is broken because of the distraught news. Though the inexplicable feelings of freedom soon exhume her body and the future is now the focus of her mind. Ironically, her new found freedom is what soon leads to her devastating loss of life. â€Å"A kind intention or a cruel intention† expresses that no matter it be immoral or virtuous, the feeling of liberation from her â€Å"late† husband aids in her youthful

Prejudice and Ethics in Counselling Essay

If a counsellor finds herself drifting into judgemental thoughts upon listening to a client describe a lifestyle in which she eats all day, while attempting to lose weight, it will be extremely difficult for me to keep the results of my emotional response to this judgemental attitude from reflecting in my voice and choice of words in working with the client. Clients may be dysfunctional, but they aren’t emotionally insensitive or unintelligent, and are very likely to hear the implied feelings of the therapist. Obviously, this will do little to establish or maintain the kind of trust necessary for effective counselling. I need to recognise this more in myself. I am sure that intellectually I try to have no prejudices; however I know that I do because I can tell by the tone of my voice or the little voice that may appear in my head. I know that I am hypocritical in several of these instances. For example, I may think that that unemployed people are lazy, and that fat people are lazy too, when I have been unemployed and not looking for work. Even though I don’t often think in prejudicial terms I can do if under pressure and stressed, and looking for someone to blame. Therapists are necessarily aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socio-economic status and consider these factors when working with members of such groups. Therapists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices. Because of the tendency to generalize, rather than be specific, it is quite possible to encounter therapists who simply don’t see obesity as a disability, and therefore excuse themselves, internally, from their prejudice in this area, rationalizing that the person is not disabled, but simply lazy. There are therapists who within the privacy of their own thoughts, may feel the same way about alcoholics or drug addicts. These therapists may realize that their prejudice is counter-productive to the therapeutic process, and may attempt to avoid voicing their feelings around other therapists or in the presence of their clients, but while they may succeed in not overtly expressing these feelings in front of their clients, they are usually unable to keep from letting them slip in the presence of their friends. If they are lucky, they will receive productive feedback, who may assist them in overcoming their own prejudices. This, in fact, is the idea behind supervision in the therapeutic process, wherein a therapist is monitored and overseen by another therapist who has more experience. This provides the opportunity for the therapist to be made aware of any limitations being imposed on the therapeutic process due to prejudicial attitudes, judgements, lack of education with regard to a particular illness, and many other areas. Realistically not all therapists receive the benefits of adequate supervision, and it is quite possible to find those that are limited by the prejudices with which they, knowingly or unknowingly, view the world, of which their clients form a part. Specifically addressing areas: Religious Affiliation Many of those who seek counselling have had atypical experiences in their upbringing. This often leads them into exploring areas of belief which most people with a more conventional upbringing would never consider appropriate, even if they were exposed to the opportunity. One example is Wicca which many people, out of ignorance, associate with devil-worship or something equivalent. If a counsellor is a devout Christian, with no exposure to the truth behind various forms of paganism, and if the client’s belief in these things comes up in the course of therapy, it may be very difficult for the therapist to resist a little preaching or proselytizing, or to avoid associating the client’s religious beliefs with their coincidentally ‘different’, and likely dysfunctional lifestyle. Obviously, if the client gets a sense of this, they are likely to shut down and be less forthcoming with their thoughts and feelings. Class This comes under the heading of ‘socio-economic status’. There are some therapists who firmly believe in ‘dressing down’ when working with clients from a disadvantaged socio-economic background. This doesn’t mean looking sloppy or wearing torn jeans, but just dressing simply as in trousers and a t-shirt, rather than a suit. While there is some truth to the value of not unnecessarily emphasizing a visual difference between the therapist and the client there are other therapists who insist that they should dress according to status. I feel that a therapist should dress in whatever way makes them feel most comfortable, since it is this feeling of being comfortable that the client will notice. Of course, there are other ways in which the therapist can err in contrasting their social status with that of the client. The client may get them to talking about themselves, and the therapist may let it slip that they just bought a new car. This does little to assist the client, and may engender the feeling that â€Å"sure, the ideas you talk about work for you, but that’s only because your life and background is so much better than mine†¦ hey’ll never work for me in my situation†. For this reason, therapists are trained not to indulge in disclosure of their personal life beyond what might be useful in establishing rapport with the client. Ethnicity This is a prominent area in which prejudice is not tolerable. There is a difference between overcoming prejudice against someone, and being proactive for someone of a race with which you are not closely acquainted. It is one thing to avoid politically incorrect vocabulary, but quite another to be aware of appropriate role models for those of another race, based on a knowledge of their contributions to society. Of course a client of colour is very likely to pick up on such limitations on the therapist’s part. Age Ageism is one of the most recent entries into the area of prejudicial conscience. Factors contributing to this prejudice include fear of death and loss of control, an almost worshipful regard for youth and beauty, a societal sense of self-worth based on productivity, and a stereotype of the elderly as being institutionalized and in poor health – something which is simply not the case with the majority of seniors today. Counselling a senior in regard to their love life will obviously be a stretch for the counsellor who is not age positive. Seniors are especially likely to be aware of, and sensitive to, any indication on the part of the therapist that they view them in some judgemental way as they’ve learned a lot about reading people in their lifetimes. Gender Sexism can severely compromise the ability of a therapist to nurture the self-esteem and independence necessary for a client to progress. A female therapist who is unable to get past her own expectations that a male should be the strong, responsible provider in a relationship is not likely to be of much value to a male client who needs to take the time away from such responsibilities which will facilitate his ability to explore deeply repressed feelings. Also women who have had a bad experience with a certain type of chauvinistic male may then begin to see men as inferior and have difficulty dealing with an assertive male. A therapist who has herself experienced domestic violence may feel uneasy or threatened by a male who divulges that he is or was a wife-beater. The therapist must be able to compartmentalise her own feelings in order to treat the client. Sexual Orientation and Practices Prejudice against a gay male may be inseparable from prejudice against the practice of anal sex. It is also equally possible for a male therapist to resent a gay female. Contempt is a difficult emotion to mask, and a client with an alternate orientation, or the practitioner of an unusual sexual lifestyle, maybe more likely to keep this quiet. If this information is never disclosed due to fear of repugnance, it may hamper the progress of therapy. Mental Health Diagnosis Most therapists have been carefully trained to be cognizant of the very real stigma which a diagnosis of mental illness can cause in the experience of a client. When you consider that a large percentage of therapists initially enter the field of mental health either seeking to comprehend their own problems or out of the desire to help others which is based on having been raised in an emotional environment which promotes the dysfunctional beliefs of co-dependency, it is not hard to understand that they might a familiarity with the trauma of mental illness in the course of their own upbringing. Such a background can emerge during therapy as fear of, or repulsion by, certain symptoms or behaviours which might have been exhibited by family members during their own childhood, and caused them to experience their own traumas. If these feelings haven’t been resolved, the therapist may resist the very presence of the client whose behaviours trigger unresolved emotions from their own past. It is hardly therapeutic for the therapist to feel threatened by the client when they are at their worst in terms of symptoms or behaviours. A therapist who is only comfortable with clients who are acting ‘normal’ isn’t much good. Physical Disorders Any disability which is not understood can engender fear and loathing, nervousness and uncertainty. A client with cerebral palsy in addition to a mental disorder may have to work at finding a therapist who has the patience, compassion and education about the physical condition needed to make any headway into the mental condition. In this sense it is also a responsibility of the client to interview the therapist to ascertain that the therapist is competent. Most therapists eventually realize that the nature of their occupation requires that they work on and resolve their own issues as diligently as they work on resolving the issues of their clients. Having removed the emotional blocks which might cause them to unconsciously stifle the feelings nd behaviours of their clients, they still need to educate themselves in the area of multicultural awareness so as to be able to provide motivation and proactive guidance to the clients in their charge regardless of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, socio-economic status, or any combination of these. Other things that may induce prejudice are: †¢ Jargon – the use of specialized language, creating barriers which reinforce power differences. Stereotypes – terms use d to refer to people from different groups, i. e. older people as ‘old dears’. †¢ Stigma – terms such as ‘mental handicap’ carry a damaging stigma. †¢ Exclusion – this might be inadvertently asking a Muslim what his ‘Christian’ name is, rather than his ‘first’ name. †¢ Depersonalization – this relates to terms such as ‘the elderly’ rather than ‘older people’ and ‘the mentally ill’ rather than ‘people with mental distress’ Use of language with clients: I believe it is critically important to explore our use of language as therapists. Mindful of some of the settings in which counsellors work and the specific difficulties clients struggle with, we need to be sensitive to some of the words in common use and which are deeply offensive. Working with people who have dependency problem we must be aware not to term suffers as ‘drug user’, ‘drug abuser’, ‘drug pusher’ or ‘recreational drug use’, ‘alcoholic’, ‘alcohol abuser/misuser’ It is only in recent years that we have developed a language to describe the phenomenon of child sexual abuse. Previously there was no discourse and children’s distress went often unheeded. Burstow (1992: 202) refers to ‘eating disorders’ as ‘troubled eating’. She says ‘There is nothing more orderly than the precise regimen that women who are anorexic follow’. We hear of ‘date rape’ and somehow it is thought to be less traumatic or damaging than other rape. Burstow (1992) refers to ‘psychiatric survivors’ having been ‘psychiatrized’ by the system, and Wilson and Beresford (2000) use the term ‘people with madness and distress’ rather than the more sanitized ‘mental health service users’. It is important for the therapist to develop awareness of the social and political backdrop to their clients’ stories. Does this woman, for example, stay in a violent relationship because of her personal psychology, or do issues of poverty and powerlessness and lack of appropriate support services contribute to her problems. Is she a black woman? What would her (and her children’s) experience be of a refuge where all the other women, including workers, were white. And if she were a lesbian, how might she be received or understood by her heterosexual peers.

The Versailles Treaty

Climbing from the Versailles Treaty The Versailles Treaty was commissioned by Great Britain, France, and a defeated Germany. Together they hoped the treaty would stabilize Europe and guarantee another world war would never happen again. However, just over two decades later, once again war engulfed Europe. So, is it logical that the question be asked; how did the Versailles Treaty help cause World War II? The treaty put much punishment on Germany by territory losses, major military restrictions, economical reparations, and the War Guilt Clause.World War II was one of the greatest wars of all time. One of the components that led up to this was German territorial losses. These losses included the Polish Corridor, Danzig, Alsace Lorraine, and a piece of Denmark. Out of these the Polish Corridor and Danzig impaired Germany the most because by taking the Polish Corridor it split the country into two parts, cutting some people away from their families. Also, the loss of Danzig, a major port city, as well as the loss of big coal-producing territories, greatly diminished the German economy.This reduced the German coal-production by forty percent. The people that in habituated these lost areas would have a hard life becoming accustomed to the new rule and being told that they were no longer considered a part of Germany. The peoples had resentment for the new power along with a lack of loyalty, and being discriminated against. Hitler suggests that Germans should respond to the Versailles Treaty with blood shad and valance. He says â€Å". . . No nation can remove this hand from its throat except by the sword. (DOC A) (DOC B) According to article 160 of the Versailles Treaty, the German Army must not comprise more than seven divisions of infantry and three divisions of cavalry by no later than March 31, 1920. After the passing of this date the total number of German military troops must not exceed one hundred thousand men, this total includes officers. Also, the total eff ective strength of officers, which includes the personnel of staffs, must not go over four thousand.This article continues with the role in which the army should play. The army should be devoted exclusively to the maintenance of order and peace within the territory and to the control of the German frontiers. When the regulations were put into force, Germany’s Army weakened. France became the superior military force. Thus, making the Germans feel insecure about themselves and their protection. These insecurities felt by the Germans from the military restrictions, added to World War II, by making them feel less in control.The damage done during World War I was very severe and the victorious countries wanted this damage to be paid for by Germany in the aftermath. The Versailles Treaty required Germany to agree that she will make compensation for all the damage done to the civilian population of the Allied and Associated powers. This also included their property, during the perio d of the belligerency (DOC C #1). The reparations that are to be made by Germany were determined by an Inter-Allied Commission, who is to consider the claims and give Germany the opportunity to defend its self.Article 233 states, â€Å"The Commission shall draw up a schedule of payments prescribing the time and manner for securing and discharging the entire obligations within a period of thirty years from May 1, 1921. † The amount of reparations set was 132 billion gold marks or $367 billion at the value in 2010. This angered and humiliated the Germans who paid very little of the reparations in the 1920s. The amounts were reduced in 1929 (from 1921) to 112 billion gold marks or $341 billion. Within the next three years the Germans paid only two billion gold marks (this does not include American Loans) (DOC C # 2).The treaty also states that if Germany fails to meet its obligations any remaining unpaid balance may be postponed for future payment or can be handled in another ma nner, that will be determined by the Allied and Associated Government affirm. Article 231 of the Versailles Treaty, also referred to as the War Guilt Clause, forced Germany to accept the responsibility that they alone caused World War I and that it was their duty to pay reparations to the Allied and Associated Governments affirm(DOC D # 1).This clause was the justification for reparations. The Germans, on the other hand, saw this treaty, â€Å"as an atrocious injustice, an evil thing which must be destroyed. † (DOC D # 2) The knowledge of the treaty was embedded into the minds of the Germans, and only one word can describe how they felt: humiliation. This is why German enthusiasm, arising from the Nazi regiment, came from the way Hitler resurrected Germany from the ashes of World War I. He restored their sense of pride, and their sense of self respect, making the world look at German anew.Although, the Versailles Treaty was a major component in the start of the Second World W ar, there were many other components that added to the ignition of the war. The Versailles Treaty alone was the most influential because it caused anger and humiliation throughout the German regiment. The treaty itself was supposed to guarantee the prevention of a Second World War, but ended up causing an even bigger uprising than thought, by territorial losses, major military restriction, economical reparations, and the War Guilt Clause.Sources: DOC A: Adolf Hitler, Mein Kampf, 1924 DOC B: Treaty of Versailles, 1919, Article 160 and German political cartoon, 1920 DOC C # 1: Treaty of Versailles, 1919, Articles 232 and 233 DOC C # 2: Chart complied from varied sources including John Maynard Keynes, The Economic Consequences of the Peace, 1920; Charles Mee, the End of Order: Versailles, 1919 DOC D # 1: Treaty of Versailles, 1919, Article 231 DOC D # 2: Laurence V. Moyer, Victory Must Be Ours: Germany in the Great War 1914-1918, 1995