How and Why Did Korean Immigration Begin to the US, Southeast Research Paper

How and Why Did Korean Immigration Begin to the US, Southeast Immigrants as Refugees - Research Paper Example During the first wave, Koreans immigrated to Hawaii because of national problems in Korea, specifically, famine, heavy taxes, the epidemic of cholera, and government corruption. Some of the hardships they experienced as immigrants were poverty, racial discrimination, and social alienation. In order to adjust in Hawaii, these first-wave Korean immigrants resisted integration and assimilation through 1) creating Korean language schools in 1945, 2) establishing churches and patriotic organizations, and 3) following a government-in-exile model. Second-wave Korean immigrants were mostly Korean War brides, orphans, and students who immigrated to the U.S. because of the Korean War. Several hardships that they experienced were: 1) for the Korean brides, culture shock, language and cultural differences, isolation, and alienation; 2) for the Korean orphans, some concerns for dual identity; and 3) alienation for Korean students. Korean brides coped through connecting with fellow Koreans when su ch friendships were accessible and integrating and assimilating for the Korean orphans and students. Third-wave Korean immigrants went to the U.S. because they are searching for better economic and educational opportunities since the Immigration and Naturalization Act of 1965 made it easier for them to immigrate too. Some of the problems they experienced were: 1) cultural and language differences, 2) changes in gender roles, 3) conflicts in norms and values, 4)   attaining a healthy identity in white mainstream culture, and 4) preserving local values, beliefs, and practices (121). To ease their adjustment, some of the things that the Koreans did were: 1) create ethnic communities where ethnic and language differences can be erased because of the preservation of local values and language; 2) establish Christian churches that retain local norms and values; 3) preserve family and kinship ties by decreasing multiracial contacts; 4) participate in non-ethnic organizations; and 5) use h ard work ethics in attaining success.  

Advocates violence Essay Example for Free

Advocates violence Essay A hate group is â€Å"a group or movement that advocates violence against or unreasonable hate or hostility toward those persons or organizations identified by their religion, race, national origin, gender, sexual orientation, or disability† (Wikipedia, 2004). The ideology of hate groups is based on the inaccurate information using for disparagement. The members of hate groups prejudge each individual in the target group as low or contemptible. They believe in the supremacy of their race, religion and use the violence and intimidation as the tools of the infuence on the target groups. How they do it? Usual tactics of the hate group includes four main elements: dehumanizing or demonizing the target; use of the conspiracy, theories, possibly not well backed up or referenced; claiming for manifesting interests of majority, support of thef pseudo-scientific theories using as the background for their grudge against target groups. The Southern Poverty Law Centers Intelligence Project reckoned up that 751 hate groups were active in the United States in 2003 (http://www. tolerance. org/maps/hate/state. jsp? T=12m=2). The most infamous and oldest American hate group is the Ku Klux Klan. This movement joined more than 150 various hate groups. The target of the attacks of the Ku Klux Klan is blacks, Jews, immigrants and gays. Today the most active Ku Klux Klan organization in the USA is the Church of the American Knights of the KKK. This radical wing of the Ku Klux Klun is led by Jeff Berry and had strong prositions among other hate groups of the state of Indiana. While other KKK groups are trying to represent themselves as a civic organization for whites, the American Knights actively propagate strong measures against minorities. The credo of the American Knights is expressed in Jeff Berry’s speech: â€Å"We hate Jews, We hate niggers†¦. I’m a Yankee and I have never heard the word thank you in the nigger vocabulary†¦. We don’t like you niggers†¦ Tell me one thing your race has accomplished. † (ADL audio tape of Jasper rally, October, 1998 rally in Jasper, TX cited by http://www. adl. org/backgrounders/american_knights_kkk. asp). The same ideas we see in the Platform of the American Knights: Enemies from within are destroying the United States of America. An unholy coalition of anti-White, anti-Christian liberals, socialists, feminists, homosexuals, jews [sic] and militant blacks have managed to seize control of our government and mass media. This gang of criminals and degenerates has declared war on the hard working, tax paying, White citizens †¦ The American Knights of the Ku Klux Klan plan to change things for the better. We shall liberate our nation from these savage criminals and restore law and order to America. (cited by ADL backgrounder, 1999) But the hate groups do not only tell terrible words. They also do the terrible things. Every hour in the USA someone commits a hate crime. Every day at least eight blacks, three whites, three gays, three Jews and one Latino become hate crime victims. Every week a cross is burned. Three crosses were burned in the yard of a mixed-race family in the March of 2003 (Ladoga, IN). Swastikas and offensive messages were burned into the lawns of four residences (St. John, IN). The Knights of the Ku Klux Klan distribute their flyers throughout a neighborhood. According to FBI statistic â€Å"the greatest growth in hate crimes in recent years is against Asian Americans and gays and lesbians† (http://www. tolerance. org/pdf/ten_ways. pdf). But the noble Knights of KKK do their business only with hidden faces: â€Å"It is essential to the organization to allow members to preserve their anonymity since, if members are not allowed to appear in public without being able to maintain their anonymity, they will not participate in public events† http://en.wikipedia.org/wiki/Hate_group

An Analysis on the Definition of motivation

An Analysis on the Definition of motivation The term motivation is derived from the Latin word for movement (movere), means to move, push or persuade to act for satisfying a need (Butkus Green, 1999) . Atkinson (1964) defines motivation as the contemporary influence on direction, vigor, and persistence of action whereas Vroom (1964) defines it as a process governing choice made by personsamong alternative forms of voluntary activity. Additionally, motivation is concerned with the factors that influence people to behave in certain ways. The three components of motivation as listed by Arnold et al (1991) are: direction what a person is trying to do; effort how hard a person is trying persistence how long a person keeps on trying. Moreover, motivation is also defined as a set of interrelated beliefs and emotions that influence and direct behavior (Wentzel, 1999; see also Green, Martin, Marsh, 2007; Martin, 2007, 2008a, 2008b, in press). They propose that relationships affect achievement motivation by directly influencing motivations constituent beliefs and emotions. Allport (1954) referred past actions that led to positive outcomes would tend to be repeated, whereas past actions that led to negative outcomes would tend to diminish. Skinner (1953) and others argued that, over time, individuals learn contingent relationships between actions and their consequences and that these contingencies guide future behavior. Reinforcement models continue to thrive today as explanatory vehicles for understanding work motivation and job performance, as well as in the workplace in various performance management programs (Komaki, 2003). 2.1 TYPES OF MOTIVATION Motivation at work can take place in two ways. First, people can motivate themselves by seeking, finding and carrying out work that satisfies their needs or leads them to expect that their goals will be achieved. Secondly, people can be motivated by management through such methods as pay, praise, etc. There are two types of motivation as originally identified by Herzberg et al (1957): 2.1.1 Intrinsic motivation the self-generated factors that influence people to behave in a particular way. These factors include responsibility, autonomy, scope to use and develop skills and abilities, interesting and challenging work and opportunities for advancement. Intrinsic motivation as a predictor of performance is strongly supported by research in sports (Callahan et al., 2003 ) and educational settings (Lin et al.,2003; Vansteenkiste et al.,2004; Wang and Guthrie, 2004). Moreover, a few studies have found a positive relationship between intrinsic motivation and work performance in work organizations cited by Gagne and Deci (2005). 2.1.2 Extrinsic motivation what is done to or for people to motivate them? This includes rewards, such as increased pay, praise, or promotion, and punishments, such as disciplinary action, withholding pay, or criticism. Extrinsic motivators can have an immediate and powerful effect, but it will not necessarily last long. 2.2 Evolution of motivation By the 1950s, several new models of work motivation emerged, which collectively have been referred to as content theories, since their principal aim was to identify factors associated with motivation which includes Maslows (1954) Needs theory, which suggests that, as individuals develop, they work their way up a hierarchy based on the fulfillment of a series of prioritized needs, including physiological, safety and security, belongingness, esteem, and self-actualization. Alderfer (1972) later adapted this model to encompass just three needs: existence, relatedness, and growth. A second need theory of the same era, first introduced by Murray (1938) but more fully developed by McClelland (1961, 1971), ignored the concept of a hierarchy and focused instead on the motivational potency of an array of distinct and clearly defined needs, including achievement, affiliation, power, and autonomy. McClelland argued that, at any given time, individuals possess several often competing needs that serve to motivate behavior when activated. This contrasts with Maslows notion of a steady progression over time up a hypothetical hierarchy as individuals grow and mature. Herzberg (1966; Herzberg, Mausner, Snyderman, 1959) sought to understand how work activities and the nature of ones job influence motivation and performance. In his motivation-hygiene theory, Herzberg argued that work motivation is largely influenced by the extent to which a job is intrinsically challenging and provides opportunities for recognition and reinforcement. Herzberg saw the context surrounding a job (hygiene factors) as being far more temporal in terms of leading to satisfaction and future motivation. Herzberg deserves credit for introducing the field to the role of job design as a key factor in work motivation and job attitudes. In subsequent work, Hackman and Oldham (1976) and others have extended this line of research as it relates to work design, motivation, and job performance, while others, including Deci (1975; Ryan Deci, 2000), have articulated theories focusing specifically on task based intrinsic versus extrinsic factors in motivation (e.g. self-determination theory). 2.3 Models of motivation There are four well-established models of motivation: (1) the rational-economic; (2) the social; (3) the self-actualizing; and (4) the complex models. The first three of these can be regarded as content models of motivation. Content theories of motivation try to explain the factors within persons which motivate them. The complex model introduces some aspects of the process theory of motivation. 2.3.1 The rational-economic model This suggests that people are motivated primarily by economic self-interest, and will act to maximize their own financial and material rewards (F.W Taylor, 1947). Peoples motivation then can be controlled largely by offering or withholding financial rewards. Underlying this model are the assumptions that people are passive, are inclined to assert less rather than more effort, are unwilling to take responsibility, and are interested in work for what they can get out of it financially. 2.3.2 The social model The work of Elton Mayo is famously known as Hawthorne Experiments. This model can be summarized in the following terms (Mayo, 1975): People at work are motivated primarily by social needs, such as the need for friendship and acceptance, and their sense of identity is formed through relationships with other people. As a result of increased mechanization and rationalization, work has lost some of its meaning, and people increasingly seek meaning in social relationships at work. People are more responsive to the pressures of their peer groups at work than to management controls and incentives. People respond when management meets their needs for belonging, acceptance and sense of identity. 2.3.3 The self-actualizing model Maslow (1970) developed the idea of self-actualization needs. According to him self-actualization is the need a person has to fulfil his or her capabilities and potential. The model further indicates that the following motivate people: à ¢Ã¢â€š ¬Ã‚ ¢ Human needs fall into a hierarchy from the most basic physiological needs to needs for self-actualization (Maslow, 1970). As the basic needs are met, energy is released for the satisfaction of higher needs. Everyone seeks a sense of meaning and accomplishment in their work (see Figure 1). Findikci (2006) stated that an individuals level of motivation is dependent on the material and social benefits he/she gains from the institution they work in. à ¢Ã¢â€š ¬Ã‚ ¢ Individuals like to exercise autonomy and independence and to develop skills. à ¢Ã¢â€š ¬Ã‚ ¢ People are primarily self-motivated and self-controlled. à ¢Ã¢â€š ¬Ã‚ ¢There is no inherent conflict between self-actualization and more effective organizational performance. People are happy to integrate their goals with those of the organization. Figure 1 Maslows Hierarchy of Needs Source: Abraham H. Maslow Towards a Psychology of Being, D. Van Nostrand Company, 1968 2.3.4 The complex model Schein (1980) argues that the problem with each of the preceding models of human behaviour is their claim to universality and generality. Schein, instead, sees human nature as complex, with human needs and motivations varying according to the different circumstances people face, their life experience, expectations and age. People are motivated to work when they believe that they can get what they want from their jobs. This might include the satisfaction of safety needs, the excitement of doing challenging work, or the ability to set and achieve goals. Schein also introduces the concept of a psychological contract which is essentially a set of expectations on both sides and where a match is important if efforts to improve motivation are likely to be effective. 2.4 Cognitive theory On the other hand, perhaps best known of the cognitive theories is expectancy theory. Expectancy theory derives from the early work of Lewin (1938) and Tolman (1959), who saw behavior as purposeful, goal directed, and largely based on conscious intentions. Vroom (1964) presented the first systematic formulation of expectancy theory as it related to the workplace. He argued that employees tend to rationally evaluate various on-the-job work behaviors (e.g., working harder) and then choose those behaviors they believe will lead to their most valued work-related rewards and outcomes (e.g., a promotion). On the other hand, Porter and Lawler (1968) expanded Vrooms initial work to recognize the role of individual differences (e.g., employee abilities and skills) and role clarity in linking job effort to actual job performance. They also clarified the relationship between performance and subsequent satisfaction, arguing that this relationship is mediated by the extent and quality of the rewards employees receive in exchange for good job performance. That is, if superior performance in the past failed to lead to superior rewards, future employee effort may suffer as incentives and the reward system lose credibility in the employees eyes. Since its initial publication, a number of scholars have worked to extend or further refine the basic cognitive expectancy framework to reflect emerging research findings and new theoretical developments (e.g., Kanfer, 1990; Mitchell, 1997). For example, expectancy theory has been used to study forms of work behavior other than job performance, including employee absenteeism, turnover, and organizational citizenship behavior (Mobley, 1977; Mowday, Porter, Steers, 1982; Organ, 1988; Porter Steers, 1973; Steers Rhodes, 1978). Researchers have also linked group expectations and social influences to individual work motivation decisions (Porter, Lawler, Hackman, 1975). Finally, basic expectancy principles have been incorporated into several emerging models of cross-cultural influences on work motivation and job performance (Bhagat McQuaid, 1982; Earley, 1997; Steers Sanchez-Runde, 2001; Triandis, 1995). In addition to expectancy theory, another cognitive theory of work motivation has been the Equity theory. Adams (1963) introduced equity theory to explain how employees respond both cognitively and behaviorally to perceived unfairness in the workplace (Mowday Colwell, 2003, and Weick, Bougon, Maruyama, 1976). Stajkovic and Luthans (1998, 2003) found considerable support for the role of self-efficacy in determining work-related performance, particularly as moderated by task complexity and locus of control. 2.5 Frederick Herzbergs motivation-hygiene theory: Herzberg et al. (1957) argued that satis ¬Ã‚ ers or motivators are closely related to self-actualization needs. Motivators include the work itself, recognition, advancement and responsibility. Motivators are intrinsic factors directly related to the job and largely internal to the individual. Dissatis ¬Ã‚ ers or hygiene factors relate to Maslows lower level needs. These include company policy and administration, salary, working conditions and interpersonal relations. Hygienes are extrinsic factors, which the organization largely determines and improvement in these dissatis ¬Ã‚ ers would remove dissatisfaction, but would not elicit positive motivation. Positive motivation comes only from accomplishing a meaningful and challenging task. Herzberg devised his theory on the question: What do people want from their jobs? Later, he concluded that opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics from a job does not necessarily make the job satisfying. He states that presence of certain factors in the organization is natural and the presence of the same does not lead to motivation. However, their non presence leads to demotivation. In similar manner there are certain factors, the absence of which causes no dissatisfaction, but their presence has motivational impact. Hertzbergs study is recognized to have some limitations. The results obtained from his study by professional workers may not be applicable to all groups. Moreover, he uses satisfaction and motivation as interchangeable, and there is an embedded assumption that increased satisfaction leads to increased motivation and this is not always the case. Nevertheless, the distinction between satis ¬Ã‚ ers and dissatis ¬Ã‚ ers is useful, and the recognition that some factors contribute to positive motivation while others can only minimize dissatisfaction is important. 2.5.1 Reservations about Herzbergs theory Herzbergs two-factor model has been criticized because no attempt was made to measure the relationship between satisfaction and performance. The Herzberg theory continues to thrive; partly because for the layman it is easy to understand and seems to be based on real-life rather than academic abstraction, and partly because it fits in well with the highly respected ideas of Maslow (1954) and McGregor (1960) in its emphasis on the positive value of the intrinsic motivating factors. 2.6 Financial rewards Lecturers are appointed to a single salary scale. Their position on that scale is determined by their qualifications and experience, and possibly previous salary, at the time of their appointment. Progression through the scale is by annual increments. In some institutions additional increments may be awarded for special achievements. In some subject areas, notably the professional disciplines, it is possible for academic staff to earn additional income by participation in external, income-generating activities, but arrangements surrounding these opportunities vary between institutions. Deeprose (1994) examined that the effective reward system improve employee motivation and increases employee productivity which contribute to better enhanced organizational performance. 2.7 The culture of teaching and higher education Higher education is by culture a developmental environment. All staff have a signi ¬Ã‚ cant role as lecturers, and are subject to the person-to-person pressure to perform that is inherent in this contact. Most staff gain gratification from working with students and witnessing the achievement and development of those students. This is associated with having a professional pride in their work. It is important for them to be accepted by the students when they work as a leader and facilitator. Frustration may develop from dissatis ¬Ã‚ ers which prevent lecturers from doing a good job towards quality education, including poor timetable organization, inadequate maintenance of educational equipment, or too many assorted demands on their time. A key task of the teacher is to ensure the motivation of students (Deniz et al., 2006). Once achieved this links directly to the teachers own motivation level. 2.8 Diversity of lecturer experience and roles It is easy to view the lecturer in higher education as a body, and to seek to introduce motivation and rewards for the body as a whole. It is important to recognize that lecturers are motivated by different factors, depending on their length of service in higher education, their other work experience, their age, their aspirations with respect to career development and the relative priorities which they attach to achievement and social factors, such as their personal life and being accepted as a team member. 2.9 Strategies for motivation In an environment where there is already a strong culture of quality education, strategies of motivation to support self actualization and growth are strong contenders. These include the following: 2.9.1 Opportunities for personal development It includes: experience in teaching different groups of students; visiting students on work placement; research and publishing activities; consultancy; study for higher degrees; attendance at conferences and workshops; management/team leadership experience; training in teaching and/or management skills. 2.9.2 Managing dissatis ¬Ã‚ ers The manager has a signi ¬Ã‚ cant role in eliminating or reducing dissatis ¬Ã‚ ers. This is often achieved through negotiation and allocation of resources. This must clearly be achieved within organizational constraints, and where it is not possible to modify the dissatis ¬Ã‚ ers, managers should seek to eliminate their effects and communicate the constraints. For example, currently all funding to higher education institutions is based on student numbers. Lecturers need to appreciate that staf ¬Ã‚ ng resources in speci ¬Ã‚ c subject areas are determined by such criteria and not by the number of teaching or contact hours. Communication is necessary to ensure that staff expectations change with the changes in the environment. 2.9.3 The  ¬Ã‚ nancial dimension The usual strategies for  ¬Ã‚ nancial motivation are performance-related pay and promotion. Such strategies are not usually within the control of the individual head of department and will be controlled by institutional norms and Funding Council initiatives. Thus, when the opportunity arises, these strategies can be used by the individual manager to encourage motivation, but their intermittent and uncontrollable nature presents a lot of problems. 2.10 Motivation through Rewards Managers have found that rewards play a significant role in motivating employees to work harder and longer. This section, therefore, attempts to identify the numerous types for rewards that can be administered by managers. There are two types of rewards: Extrinsic and Intrinsic. Extrinsic rewards are external outcomes granted to someone by others, such as money, employee benefits, promotions, recognition, status symbols, and praise. In other words, this kind of reward is provided by another person or by organizational system to individuals. In contrast, intrinsic reward derives internally from individuals and can be experienced through their work, such as the feelings of competency, sense of accomplishment, personal development and self-esteem. The importance of being self-administered offers great advantages and power of motivating from within. Training and development Training is the systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. Gong et al.(1998) stated that quality starts and improves with training. Hence, training acts as an intrinsic motivator, develops the competences of employees and improves their performance. Garvin (1987) examined the impact of training on performance and found that in manufacturing units, quality oriented and job-specific training helps to achieve higher levels of quality in outputs and productivity. 2.11 Definition of Quality Education Despite the prominence of quality as the motivating factor for educational planning, approaches to quality can vary widely. In fact, quality is mostly used in a detached way, assuming consensus both on what the term means and on the desirability of the various educational aims and approaches promoted under the banner of quality. Whether explicit or implicit, a vision of educational quality is always embedded within countries policies and programs. The term quality is derived from the latin word qualitas, which means the degree of excellence of a thing (Oxford Dictionary, 2003). Article 29 of the Convention on the Rights of the Child states that States are requested to recognize that education should be directed at developing the childs personality and talents, preparing the child for active life as an adult, fostering respect for basic human rights and developing respect for the childs own cultural and national values and those of others (United Nations, 1989). Therefore, everyone has the right not only to receive education, but also to receive education of high quality. Quality of education has been described as the success with which an institution provides educational environments which enable students effectively to achieve worthwhile learning goals including appropriate academic standards (Gordon and Partington, 1993). Nightingale and ONeil (1994) suggest that in looking for a meaningful definition of quality in learning among higher education, education should be looked as a transformative process involving a change in roles of the student and the teacher, and geared to an assumption of quality being part of a continuous improvement process. Teaching Experience other studies of the effects of teacher on student learning have found a relationship between teachers effectiveness and their years of experience (Hammond, 2000). 2.12 Visions of quality for education Harvey (1995) provides a useful framework for thinking about quality by outlining five goals for education that define the vision of quality within individual systems. Education systems vary in emphasizing a single vision or, more commonly, a mixture of the five goals: Education quality as exceptionality Education quality as consistency Education quality as fitness-for-purpose Education quality as value for money Education quality as transformative potential (Kubow and Fossum 2003). 2.13 Approaches to quality education The 2005 EFA Monitoring Report: The Quality Imperative points out that agreement about the objectives and aims of education will frame any discussion of quality and that such agreement embodies moral, political, and epistemological issues that are frequently invisible or ignored (UNESCO 2004, p. 37). The report further emphasizes that different notions of quality are associated with different educational traditions and approaches: 2.13.1 The humanist approach It is one of the precursors of constructivism, focuses on learners constructing their own meanings and integrating theory and practice as a basis for social action. Quality within this tradition is interpreted as the extent to which learners translate learning into social action. 2.13.2 The behaviorist approach It means heading in another direction and assumes that students must be led and their behavior controlled to specific ends, with quality measured in precise, incremental learning terms. 2.13.3 Critical approaches On the other hand, focus on inequality in access to and outcomes of education and on educations role in legitimising and reproducing existing social structures. Quality education within this tradition is seen as prompting social change, encouraging critical analysis of social power relations, and ensuring that learners participate actively in the design of their learning experience. 2.13.4 Indigenous approaches This approach to quality reject mainstream education imported from the centers of power, assure relevance to local content, and include the knowledge of the whole community (UNESCO 2004, pp. 32-35). Whatever the broader vision of quality, most countries policies define two key elements as the basis of quality: students cognitive development and social/creative/ emotional development. (UNESCO 2004, p.29). Sculleys (1988) prediction about the global renaissance of higher education is reassuring since he sees every person and every culture, as well as every countrys educational institutions, having much to teach and much to learn. 2.14 Quality Assurance in Tertiary Education The quality assurance in tertiary education has been described by Bogue and Saunders (1992) as a process and practice primarily concerned with conformance to mission speci ¬Ã‚ cations and goal achievement within the publicly accepted standards of accountability and integrity. Frazer (1992), who has classi ¬Ã‚ ed prevailing quality assurance systems, on the basis of their ownership and funding, into university-owned, governmental and non-governmental systems, adopted another approach. From this perspective, ownership is seen to in ¬Ã¢â‚¬Å¡uence the level of institutional autonomy fostered, the value placed on academic freedom, the extent of external political control and the extent of faculty commitment to the quality assurance systems (Gaither, 1998). Tertiary institutions are not unlike other organisations. They rely on quality of service to their customers, i.e. students, in order to remain competitive. Quality in tertiary education is not interested only in tangibles such as lecture venues, course materials and the like. It is also heavily dependent on the institutions human resources to provide a good service to its customers (Yeo, 2009). Acosta (2000) states that university teaching usually takes the form of one of three methods: the lecture; tutorial work; and practical and projects. In order to stimulate involvement in class discussions some lecturers employ formal mechanisms for grading participation (Maznevski, 1996). However, lecturers should explain to students the value of engaging in a brainstorming phase as a stepping stone towards class discussion. Chong and Farago (1999) claimed that visual images are idea catalysts for discussion in the multicultural classroom and hence a key element in the transformation process toward inclusive instruction, thus making an effort to search for relevant video-clips to be shown during workshops, tools which are very powerful in triggering class debates. High-quality interaction and active participation, however, cannot be achieved through good intentions, or mere administrative decree, alone. Good relationships among students and a good rapport between the students and the lecturer are a conditio sine qua non to creating an environment of comfort, trust and mutual respect, in which open discussion, exchange and examination of ideas, as well as active participation are not inhibited by fear (Billingsley, 1999). Tompson and Tompson (1996) observed, the idea that of without trusting relationships learning is stunted  ¬Ã‚ nds theoretical support in Maslows model of hierarchy of needs, according to which individuals are unlikely to engage in self-actualization activities, such as challenging intellectual debates and discussions, unless security, social and esteem needs have already been satisfied. They also suggested a number of strategies such as ice-breaking activities, clear communication, non-threatening atmosphere etc aimed at facilitating students adjustment and social integration and hence at fostering trusting relationships across differences. 2.16 Learning and teaching styles When considering the quality of teaching in higher education, one needs to resist the temptation of seeking simplistic and single dimensional classifications, rankings and explanations. The notion of quality is not a simple one; rather it is problematic, contested and multidimensional and requires examination at institutional, departmental and individual levels (Elton, 1998). It has been argued that many of the factors contributing to high quality education are related to particular teaching and learning styles. The empirical work of Lammers and Murphy (2002), who studied the delivery of sessions in a range of academic disciplines in a US university, indicated that lecturers had a role in giving information. Effective higher education involves the appropriate blend of physical factors such as the course characteristics and classroom arrangement and instructor factors such as enthusiasm, expertise and teaching style. Many students usually value lecturers who are encouraging, constructive and positive and transmit enthusiasm for their subject. Other key style factors which are crucial to the complex interactions of higher education are considered to be democratic participation and transformative, collaborative and critical learning that values and encourages diversity (DAndrea and Gosling, 2001). 2.17 The student/ lecturer relationship Andreson (2000) emphasises on the importance of interactions and stresses that students engagement with the subject and the passion and enthusiasm conveyed to them by lecturers. This passion and enthusiasm helps to demonstrate to students that the lecturer cares about them and that there is concern about their intellectual growth. However, there are worries amongst many academics that the increase in student numbers in higher education (Gibbs, 2001), with the consequent greater use of e-learning and resource-based learning, will adversely affect the student/lecturer relationship. This is because it is considered to be far more difficult to impart enthusiasm and passion through a computer programme than it is with face-to-face contact (Nixon et al., 1998). Andreson (2000) and Nixon et al. (1998) also argue that the nexus between teaching and research is highly influential. Research provides an added dimension to teaching and allows the development of a collaborative relationship between lecturer and students within a learning community. In such a community the subject is therefore more likely to be accessible and transparent to the student. Hill and MacGregor (1998) similarly found that students are greatly supported by those lecturers who are an integral part of their learning experiences and who actively collaborate in the learning process. The importance of lecturer/student interaction and how students welcome lecturers who are easy to be with and who help them to learn is essential. Morton-Cooper and Palmer (1993) argue that students particularly value traits of responsiveness and trustworthiness in their lecturers. On the other hand, Rowland et al. (1998) reject the notion of an automatic synergistic relationship between teaching and research, arguing that they do not necessarily complement each other. They identified a reconceptualisation of the role of academic staff with an increasing separation of research and teaching. This has been largely due to differential funding and an emphasis on research and teaching as two distinct and unrelated functions. This dichotomy has developed through the financial imperative of achieving the highest possible research assessment exercise scores and, contrarily the exhortations of staff development and education development units for staff to improve their teaching skills. Elton (1998) regards high teaching quality as quite essential to excellence in higher education. He argues that there has to be change in attitudes amongst certain academics who believe that their main task is to profess their discipline. Such academics consider

The Salem Scare Essay -- Literary Analysis, Arthur Miller

On the day of the hangings at Gallows Hill, many watched as friends and family were executed for crimes they had not committed. Arthur Miller wrote about that which preceded this morbid event in The Crucible. The story, which catalogs the witchcraft trials of Salem, was not an unprovoked piece of literature. At the time Miller wrote the play, America was dreadfully close to war with Russia, and many believed that communists were infiltrating the government. Joseph McCarthy was a man who oftentimes would accuse people of being â€Å"Reds.† Arthur Miller was one of the victims of McCarthy's verbal attacks. Although Arthur was in no way a communist, denying the accusation made others think he was guilty. This Catch-22 scenario reminded Arthur of the Salem Witchcraft trials of the late 1600's. Although the two events were hundreds of years apart, the â€Å"Red Scare† and the Salem Witchcraft Trials were very much alike. Frenzy was the main component of each happening, and this frenzy resulted in the unjust prosecution of many individuals. The definition, theme, and how the theme relates to my daily life are crucial to understanding The Crucible. The definition of â€Å"crucible† is â€Å"a test†. Throughout the play, many of Salem's inhabitants are tested in various ways. Of all the characters within The Crucible, there are three who had to make major decisions that would not only affect themselves but also affect the accused. John Proctor, a man who had quite a good reputation in Salem, underwent a test of moral integrity. Throughout the story, he is plagued with the guilt of having had an affair with Abigail, and in order to save his wife, must confess this sin to the court. Before his wife, Elizabeth, is taken to jail, she tells John this... ... By reading about how people within the play responded to their tests, one can reflect upon how they respond to their own tests in day to day life. The theme of how fear and suspicion feed upon themselves and result in the destruction of public order and good sense can show one the serious repercussions that come with not considering all scenarios and letting fear take control. How the theme applies to my daily life provides one with a real world example of how fear can break down reason and create unnecessary turmoil. Fear is a recurring emotion within Salem, and one that many in the village did not keep under control. This fear became a monster that consumed the town and unjustly killed many. In modern society, controlling our fear can save innocent lives and reputations and prevent occurrences such as the Salem Witchcraft Trials from ever happening again.

Healing the World Through Literature Essay

Literature has influenced our lives in many ways. One is the way we perceive the events around us. The media have always been telling and informing the public about wars. Instead of informing us about how we can heal the world, all we hear is whose fault it was as soon as a war breaks out. The question here is: How can literature help to heal the world in terms of war and peace? This is important because there are so many wars in the world and instead of fighting we can use them to help create peace and heal the world. We will then be able look back to the past and think how we can progress for the next time. It will also help us create peace by allowing everyone to understand each other. Thomas Hardy, Anthony Hecht and Muriel Rukeyser are three authors that help show how literature can heal the world. The first poem, Thomas Hardy’s â€Å"The Man He Killed† focuses on the senselessness and futility of war, where a man has killed another quite simply because they were fighting on opposing sides at war. It was written in the point of view of one of the soldiers who was enlisted in the infantry. In the opening stanza he states, â€Å"Had he and I but met by some old ancient inn, we should have sat us down to wet right many a nipperkin! † (Hardy 347) By this he means if they met outside of a pub, they would have enjoyed some drinks together, but because of the war, they are forced to shoot at one another. Then it explains how they met as soldiers in opposing sides and one had to die so they both shot each other, but the narrator shot killed the other. In the third stanza, he explains why he had to kill him. Literature could help us with war by displaying this poem. The poem shows how even when people just meet that because of a war, they are forced and required to kill another man instead of having peace. People fight in wars for all different reasons. Some people were born to join the army and be soldiers while others just join to get by in life with financial support from the army. In the lines thirteen through sixteen, towards the end of the poem the author is saying how both the men enlisted into the army because they were out of work, and they needed to sell their traps to get money, and now because of the war one of the men was killed unwontedly by another man who joined because he was out of work as well. In the second poem called â€Å"More Light! More Light! † by Anthony Hecht, it talks about two different stories in the poem. In the first story there is a man who was being charged for a crime he prays to his God he didn’t commit. He states, â€Å"I implore my God to witness that I have made no crime† (Hecht 349). He was being burned to death and one of the soldiers who was burning him because of his crime felt badly for the prisoner’s suffering. So he threw gun powder hoping it would catch fire and to end the prisoner of his misery but the gunpowder did not ignite, and the prisoner was burnt to death. â€Å"And that was but one, and by no means one of the worst; permitted at least his pitiful dignity; and such as were by made prayers in the name of Christ, that shall judge all men, for his soul’s tranquility† (Hecht 349). The second story is about three prisoners who were brought to the woods, two Jewish prisoners and one Polish prisoner. The German guards forced the Polish man to bury the Jewish men alive, but the Polish man refused to do it. So the German guards instead changed the roles, and the Polish man was shot in the stomach, buried up to his head, and was left there for three hours to bleed to death. The second story seemed to be much worse than the first because the Polish man was suffering and was only left there with his thoughts and prayers as he slowly died. â€Å"No prayers or incense rose up in those hours which grew to be years, and every day came mute ghosts from the ovens, sifting through crisp air, and settled upon his eyes in a black soot† (Hecht 350). Literature help with war and peace because this poem shows the past how the Jews and Polish men and women were tortured by the Nazis and war. And this poem can teach us how even during the darkest times of war some people like the Polish did not keep his dignity. And not be forced to kill another man because war, even if the result of not listening is your own death. In the third poem â€Å"Letter to the Front† by Muriel Rukeyser, talks about being a Jew in the twentieth century. This poem explains how Jewish people should be proud of being Jewish, and they shouldn’t hide it. The Jewish people went through a lot with World War II, with all the deaths and sufferings, but the Jewish population shouldn’t try to hide what they are. â€Å"Wishing to be invisible, you choose death of the spirit, the stone insanity† (Rukeyser 351). Hiding meant reducing God to nothing more than what you are. The author is saying that the Jews should be proud of who they are and what they believe in. To believe in God and pray for freedom to all people, and pray to live the impossible which can only happen with faith to their God. Not by hiding who they really are and their beliefs. Literature can help with War and peace by using this poem to show that belief in your God can help you get through any situation and not by hiding from your beliefs and who you truly are. Some people are already used to wars and violence that it doesn’t affect them. In order to find peace, we must first make an effort to understand all types of people. In terms of race, ethnicity, culture, values, religion, beliefs, etc. When people see life through someone else’s eyes they understand what they go through. That would be the only way to avoid violence. Literature can heal the world after devastation from war. Maybe one day we won’t have to worry about the war because there would be peace. Work Cited: Hardy, Thomas. â€Å"The Man He Killed. † Writing about the World. By Susan H. McLeod, John Jarvis, and Shelley Spear. Boston, MA: Thomson/Wadsworth, 2005. 346-48. Print. Hecht, Anthony. â€Å"More Light! More Light! † Writing about the World. By Susan H. McLeod, John Jarvis, and Shelley Spear. Boston, MA: Thomson/Wadsworth, 2005. 349-50. Print. Rukeyser, Muriel. â€Å"Letter to the Front. † Writing about the World. By Susan H. McLeod, John Jarvis, and Shelley Spear. Boston, MA: Thomson/Wadsworth, 2005. 351-52. Print.

Reneging on a Promise Essay

Billy Tushoes recently received an offer to join the accounting firm of Tick and Check LLP. Billy would prefer to work for Foot and Balance LLP but has not received an offer from the firm the day before he must decide whether to accept the position at Tick and Check. Billy has a friend at Foot and Balance and is thinking about calling her to see if she can find out whether an offer is forthcoming. Question 1. Should Billy call his friend? Provide reasons why you think he should or should not. Is there any other action you suggest Billy take prior to deciding on the offer of Tick and Check? Why do you recommend that action? Billy should call his friend to ask how the recruiting process is going, but not specifically ask if he got the job offer or not. I believe that it will give him an unfair advantage than the other applicants because the other applicants are still waiting as well. I think that it’s reasonable to call to ask when he should be expecting a call from the Foot and Balance LLP, but not to ask if he got an offer from the firm. Part B Assume Billy calls his friend at Foot and Balance and she explains the delay is due to the recent merger of Vouch and Trace LLP with Foot and Balance. She tells Billy that the offer should be forthcoming. However, Billy gets nervous about the situation and decides to accept the offer of Tick and Check. A week later he receives a phone call from the partner at Foot and Balance who had promised to contact him about the firm’s offer. Billy is offered a position at Foot and Balance at the same salary as Tick and Check. He has one week to decide whether to accept that offer. Billy is not sure what to do. On one hand, he knows it’s wrong to accept an offer and then renege on it. On the other hand, Billy hasn’t signed a contract with Tick and Check and the offer with Foot and Balance is his clear preference because he has many friends at that firm. Questions 1. Do you think it is ever right to back out of a promise you gave to someone else? If so, under what circumstances? If not, why not? I don’t think breaking any promises is right to do but I think some promises are more important than others. I feel that people feel obligated to keep promises with certain people based on their importance. For example, a boss or a best friend, a person can feel obligated to keep their promises with those people instead of others who are not as significant. †¨Ã¢â‚¬ ¨2. Identify the stakeholders and their interests in this case. The partner at Foot and Balance is definitely a stakeholder in this case because he is interested in Billy and wants to hire him. Billy is a stakeholder because of his interest in Foot and Balance LLP. And Tick and Check LLP is a stakeholder because they are interested in Billy as well. 3. Evaluate the alternative courses of action for Billy using ethical reasoning. What should Billy do? Why? I believe that Billy should stick with Tick and Check LLP. Billy already knows that he it is wrong to renege on a commitment. Even though he did not physically sign a contract, he did verbally accepted the offer. It would be unprofessional of him to accept the offer and then take it back a day later just because he got an offer from Foot and Balance. A verbal commitment is just as significant as signing the contract.