NONE Essay Example | Topics and Well Written Essays - 500 words - 1

NONE - Essay Example For this reason, he purports that capitalists simply get paid for their patience in not using their money on consumer goods (Buchholz 128). However, as much as this may be true, Marx opines that labor is known to produce a surplus that goes far beyond its wages and the wear and tear that is sustained by the capital used. I totally agree with Marx that the wrong done here is exploiting the surplus by others in the form of labor. The reason why I think that Marx’s reasoning here is valid is the fact that capitalists usually enjoy the highest benefits from sale of products where as the laborers are usually the least compensated. A good example to explain the validity of Marx’s reasoning here would be to look at the amount of labor that goes into manufacturing contemporary product such as luxury cars. As much as it is prudent to appreciate the waiting that capitalists have to wait, and the sacrifices that they make by not spending their money on buying consumer goods, I do not think that this can be compared to the work that laborers put in, and the amount of compensation they receive. Many big companies today are owned by rich capitalists who pump in huge sums of their money as capital. These capitalists usually employ laborers who work hard to ensure that the final product is up to standard (Beb 29). However, when these products are sold, it is the capitalists who receive and enjoy the most amount of profit after having used the labor and expertise of others. It would be unrealistic to expect the capitalists and the laborers to enjoy the same amount of profit. However, fact remains that the investors in blue chip companies usually enjoy way much more profit than the laborers who put their efforts in coming up with final products that will be sold to bring money to the companies. I think that Marx’s reasoning here was

Native American Medicine Essay Example for Free

Native American Medicine Essay The medical cures and healing traditions used by the Native Americans are rather interesting and different compared to modern day Anglo Saxon cures. Native Americans, using their basis of ideas and beliefs, have developed a general idea of naturalistic cures and healing processes. Although the cures and healing processes are much different than Anglo Saxon ideas of curing and healing, the Native American processes tend to work well and even better than many Anglo Saxon cures. Native American medical and healing beliefs and processes are generally based on a more natural curing or purification process than the processes of modern day Anglo Saxons. Many Native American healing processes have been practiced for around 40,000 years. Different Native American healing traditions have appeared to share roots with different cultures, such as ancient Chinese traditions. Although many of the Native American healing traditions appear to share roots with ancient Chinese traditions, the greatest influence on Native American healing is the environment in which they have lived. The different plants and animals around them influenced their healing practices to be all natural. Another influence on their healing practices was other tribes. The migration of tribes around them allowed the tribes to share their knowledge of natural cures. Trade was also very helpful in Native American healing practices because many of the natural remedies required herbs from surrounding environments or long distances, and being able to trade with traveling tribes saved much travel time and risk. Although Native American healing practices have proven to be successful, a lot of their traditions have been lost. Many of the practices were driven underground and lost because they became banned or illegal in many parts of the United States. After 1978, the American Indian Religious Freedom Act was passed, and the Native Americans were once again allowed to practice their healing traditions. The long gap without practicing certain healing processes resulted in the loss of many of their practices, however. Even today, there are still difficulties with Native Americans being allowed to perform different ceremonies and rituals because the land serves other purposes. (www. cancer. org). Native Americans have successfully lived for many years by using their own idea of natural cures and purification. Native American healing is a broad term that includes different healing beliefs and practices of hundreds of indigenous tribes or North America. It combines religion, spirituality, herbal medicine uses, and purification rituals that are used to treat the indigenous people either medically, emotionally, or behaviorally. According to Lakota Sioux, the basis of natural beliefs and connections comes from the story of the white buffalo. The story begins with a woman appearing during the time of famine. She was wearing a white buffalo skin and carrying a sacred pipe. After appearing to the tribe, she explained to them that the wooden stem was for the trees and everything growing on earth. Her red bowl was to symbolize the flesh and blood of all people and the smoke was the breath of their prayers going to Wakan Tanka, the creator. The woman then presented the pipe ceremony to the tribe, which included offerings made to the four directions while drums were played and sacred songs were sung. The people then began to understand the connection between sky and earth and the unity of all life. Before leaving, the woman said she would return when the time was right and turned into a buffalo, changing colors several times. Finally, she became a white buffalo calf and disappeared. The people followed her teachings and were no longer hungry. Years later, a white buffalo calf, very rare, appeared and changed colors throughout its life. The calf is believed to be the woman. (www. native-americans-online. com). Through this story, many indigenous tribes have believed nature to be the cures and purifications needed for the soul to become whole. There are many types of Native American healing practices, and they are promoted to help with a variety of ills. Some of the most common aspects of Native American healing include the use of herbal remedies, purifying rituals, shamanism, and symbolic healing rituals to treat illnesses of both the body and spirit. Herbal remedies are used to treat many physical conditions. Practitioners use purifying rituals to cleanse the body and prepare the person for healing. Shamanism is based on the idea that spirits cause illness, and a Native American healer called a shaman focuses on using spiritual healing powers to treat people. Symbolic healing rituals, which can involve family and friends of the sick person, are used to invoke the spirits to help heal the sick person. (www. cancer. org). The Native American belief in spirituality caused the Native Americans to believe that diseases are caused by an object piercing the soul through sorcery. A disease can also be believed to be the complete absence of a free soul. Their naturalistic beliefs allowed them to believe that even diseases are considered natural occurrences, and because they occur naturally, they can be cured naturally as well. By using natural remedies, â€Å"medicine men† attempted to cure diseases that have invaded tribal villages. Natural remedies used by the medicine men included different concoctions of plants, fungi, or animals that could be eaten or rubbed on a certain area of the body to cure the illness. Before Europeans invaded Native American land, Native Americans had not had an extreme amount of experience in the treatment of disease. However, after the Europeans invaded their land, they (the Europeans) brought many diseases with them. Some of the deadly diseases included smallpox, measles, scarlet fever, typhoid, influenza, and pertussis or whooping cough. At the first sign of the diseases, the indigenous people continued trying their natural remedies, but after many failed attempts at curing the diseases, the people would often avoid the sick and leave them to die because they believed that evil spirits had taken over their soul. With the Europeans bringing many diseases to the indigenous land, the indigenous people believed the Europeans to be evil spirited and deadly. The many diseases brought by the Europeans caused a major Native American depopulation. In order to try to cure these diseases or other illnesses, Native Americans relied on the use of what they referred to as the â€Å"medicine man† or â€Å"healer†. The medicine man was very well educated on the surrounding nature and knew what natural remedy would cure the illness. Often times, the medicine man would have to travel to other lands in order to find a certain plant or a fungus that was needed in the remedy. Medicine men were very effective at curing illnesses because of the knowledge they had of nature. Not only did the Native Americans use natural remedies to cure illness, but they also used natural purification processes in order to purify or cleanse their soul in an emotional healing process. The purifying ritual is a ceremony known as a sweat lodge, where the indigenous people would sit in extreme temperatures and sweat out the evil in them which allowed them to be cleansed. To begin the sweat lodge process, one must offer a pouch of tobacco to the medicine man. The tobacco is used to represent the spirit of the person presenting it. By offering the tobacco to the medicine man, one is asking him to work on their behalf in the spiritual world. When presenting the tobacco, one would also bring forth their specific desire such as an alcohol or drug problem. The sweat lodge process begins with the passing of what are known as tobacco ties. Many tobacco ties are hung around inside the sweat lodge and each tobacco tie represents a prayer. The four sacred herbs, sage, sweet grass, cedar, and tobacco, are used in order to help purify the room and allow the spirits to work. Then rocks, primarily lava stones from volcanoes, are heated using a fire until they are white hot. Once the rocks are white hot, they are brought into the lodge in order to begin the sweating process. To keep the rocks hot, water is poured onto them making an immense amount of steam and heating the lodge. Now that the purification process has finally begun, everyone sits in a circle and goes around, one person at a time, offering prayers. After all prayers have been given, the medicine man blends them all together in a mystical process altering the state of mind to something beyond the physical form. This is where the real healing takes place. As the purification process comes to a conclusion, a new ceremony known as wopela begins. Wopela is simply giving thanks. All participants bring in gifts for the medicine man in order to thank him for leading them through the purification process. The medicine man begins a prayerful state and takes the prayer ties and sets them up in the north end of the center. This allows the prayers to be carried to the Great Spirit in a good way. The medicine man then blows out the candles the lodge becomes pitch dark. Another emotional healing strategy is the use of the medicine wheel. The medicine wheel was an important transformation in the process of Native American tribes realizing that they are much different from each other. Basically, the medicine wheel was a sheet decorated in special symbols, colors, or stones that allowed others know about the inhabitants of the tribe. One was placed in front of every tepee or hut to notify others of that individual’s strengths and weaknesses. By doing so, each individual had their own guidelines to follow for personal growth by realizing what one needed to learn and what one needed to teach. After many generations, the people began to lose the concept of blame and anger upon others. One tribe member from Arizona states â€Å"If I said to you, ‘Does anyone ever make you angry? ’ you would say yes. But in reality, this is totally impossible. You choose to be angry by the way you process the event. This is something you were taught to do as a child. If you could imagine not one person in all of New York City having the concept of anger, that’s what it was like during that time period of no wars before the white man came. †(www. native-americans-online. com). By placing a simple wheel outside their homes, the Native Americans began to learn to cope with their anger and not place blame upon others. This shows a strong cultural emotional healing process because it rid the tribes of anger and blame on others. Indigenous people also believed in psychiatric healing beliefs by altering their state of mind. They were able to alter their state of mind through events such as drumming and chanting rituals, Salish spirit dancing, and visual stimuli. All processes were used in order to calm down an individual. The drumming or chanting of rituals acted as a concentration device to its listeners. A constant beat or pattern would reduce the tendency of the mind to wander. It would also enter the brain wave patterns and sometimes the subjects’ brainwaves would change to match the frequency of the drumming or beating. As for the altered states produced in the Salish Spirit Dance, the sensory stimulation would release neuro-endocrine opiod agents that would produce a peak experience during that dance performance. It is quite obvious that the healing processes of the indigenous people vary greatly from the healing processes of modern day Anglo Saxons. For example, in seeking a cure, Anglo Saxons search for a man made discovery to lead to a cure where as the indigenous people rely on nature for their cures. Although the Anglo Saxon solutions are very effective, the natural remedies also work and are less harmful. All Anglo Saxon cures provide quick solutions but at the risk of side effects which are not present in natural remedies. One belief of the indigenous people was that the illness was caused by nature, so nature can cure the illness. Another difference in Anglo Saxon healing processes is emotional or psychiatric healing. Anglo Saxon traditions in emotional healing include the use of a therapist or other person to talk to in order to solve the problem. The indigenous people use a similar cure, except they seek a higher cure such as the sweat lodge in order to be in contact with the spirit world. Anglo Saxons also place blame and problems on others in an attempt to relieve themselves of the pressure or danger of events. The indigenous people however, do not like to place blame on others, but on themselves. The indigenous people begin looking for a cure inside oneself in order to fix the problem. Although many rituals and healing processes of the indigenous people are much different than the processes of the modern day Anglo Saxons, the processes of the indigenous people have proven to work effectively in curing the illness. Their belief in having a pure soul contributes to the rituals they perform in order to heal. Both Anglo Saxon and Native American healing processes have been proven effective, with the difference being the focus of the solution. Native American medical and healing beliefs and processes are generally based on a more natural curing or purification process than the processes of modern day Anglo Saxons. Sources Used http://muwww-new. marshall. edu/jrcp/VE13%20N1/jrcp%2013%201%20thomason. pdf http://www. native-americans-online. com/index. html http://www. cancer. org/treatment/treatmentsandsideeffects/complementaryandalternativemedicine/mindbodyandspirit/native-american-healing.

Dalai Lama Essay -- essays research papers

The Dalai Lama: Leader in Exile Among world leaders, there is no one like His Holiness the Dalai Lama, religious and political leader of Tibet and winner of the 1989 Nobel Peace Prize. Brought up from an unusual childhood, he became head of the state of Tibet at age 16, and was later forced into exile by the Chinese government. Despite all the hardship he had to endure he does not give up his fight for freedom and treats all sentiment beings with love and compassion. Through his fight for freedom, he has proven himself to be the spiritual and political leader whom the people of Tibet love. Thought by many a living Buddha, a God king, The XIV Dalai Lama was born in Taskter in 1937. Dalai Lama means ocean of wisdom, though Tibetans normally refer to His Holiness as Kundun, the presence. In 1950, at the age of 16, His Holiness assumed full political power when China invaded Tibet. At this young age he was faced with many hardships such as the Chinese invading Tibet, shutting down monasteries and openly beating Monks and Nuns on the street. He wrote many letters to other countries such as America and Britain asking for support and recognition of Tibet as an individual country, but was many times responded with diplomatic letters and often direct rejection. He stood up to the authorities who were oppressing his people and at the young age that he was, held his ground and asserted his people against a country that is much stronger than his own. Many feared for his life but His...

Pharmaceutical industry

The purpose of this manual Is to guide undergraduate and postgraduate students In the Department of Business Administration at university of Asia Pacific (PAP) in writing up their internship report. It will also be used as a standard with which students will comply in preparing their reports. Thus both students and faculty members acting as supervisors/co-supervisors are advised/expected to be familiar with the guidelines as mentioned in the manual. The manual comprises: A. Formatting of the report B. Preliminary Pages C. Matt Text D.References and Appendices The details of each section are presented below: A. Formatting of the Report The formatting of the report In the mall text should be as follows: Font size: 12 Font type: Times New Roman. Paper: AY size Line spacing: Double. Paragraph: To be indented after the first paragraph; Page margin: Left -1. 25 Len. ; Right, Top and Bottom – 1 In. Each. Page number: To be at the bottom-mid (or at the top-right) of the page, (1, Tota l length of the report: Maximum 40 pages, with the main body of the report not exceeding 30 pages.There are a number of segments In this section; these are: (I) Title page it) Approval Page (iii) Declaration page (iv) Acceptance Letter (vi) Acknowledgements (vii) Executive Summary (viii) Table of Contents (ix) List of Tables (x) List of Figures (xi) Acronyms Title Page: The Title of the report should be in the top portion of the page to be followed by ‘BY and the name of the student. This should be followed by ‘An internship report†¦. For the degree of Business Administration', the name of the department and the university. At the bottom, the date should be mentioned, first, the month, and then, the year (for ex. September, 2010). Please see the format on the Title page on page no. 7. Approval Page: While it is the primary duty of the student to strictly follow the guidelines of writing his/her internship report, the concerned faculty members acting as supervisors a re requested to be involved and to guide the students to produce an authentic report free from ‘Plagiarism' as stated in the next section. Declaration Page: It is of paramount importance that students understand clearly, when they write on this page that the internship work is absolutely theirs.Normally, it is not allowed to copy and paste works of others from any Journal or proceedings, r working papers, or websites or from any other sources, without proper citation, which is termed as â€Å"Plagiarism†. There is, however, one exception: a maximum of 400 words can be copied in which case these must be presented in inverted quotations with the name(s) of the author(s) and page number included. The students also need to remember that it is not enough to state the source of information in the reference section only; rather, it has to be mentioned also in internal citation in the main text of the report.Here is an example: ‘Knowledge management encompasses a systemat ized and integrated managerial tragedy, which combines information technology with the organizational process'; it is ‘a managerial activity that develops, transfers, transmits, stores and applies knowledge, as well as provides the members of the organization with real information to react and make the right decisions, in order to attain the organization's goals' in an ever-changing competitive environment (Hung et al. , 2005, p. 165).Therefore, any student caught in plagiarism SHALL get an ‘F grade, in which case, s/ he has to redo the whole report. They, therefore, must put references/sources of information whenever they cite any numerical figure (for ex. GAP growth rate, or no. Of public/private universities in the country, etc. ), existing information, or any section. Acceptance Letter: Please see on page 10. Letter of Transmittal: The ‘Letter of Transmittal' in an internship report is a formal letter to the Supervisor informing him or her of the completion of the report.It contains the following items: Salutation Purpose of the letter Objectives/methodology/findings of the report Thanks Please see the sample Letter of Transmittal in Appendix-I on page no 13. Acknowledgements: Please see the acknowledgement section on page 10. Executive Summary: The executive summary is the snap shot of the whole report. It should be treated as a ‘stand-alone' section through which the supervisor/reader would get an idea about the overall work done during the internship period.While the length of an executive summary varies, for an internship report, it should not be more than 2 page-long. The content of an executive summary is given on page 1 1 . Table of Contents: In the Table of Contents, the preliminary pages should be stated first with page numbers to be in Roman letters ii. , iii. , etc. ]. This is followed by the main text here the page numbers are to be given as 1, 2, 3, etc. See the Table of Contents section on page 12. List of Tables: corr esponding page numbers. The tables should be numbered as 1 . , 1. 2, 2. 1, 2. 2, etc, as presented in each chapter. In the main text, the guidelines for presenting the ‘Tables' are as follows: There should be a double spacing between the text and the placement of the heading of the Table. Under the Table heading, the title should be written. Both the table heading and the title should be at the center of the page. Below that, there should be a blank single spacing for the table to be presented. After the table, again, there should be a double spacing for the next paragraph to start.In putting any table, the column grid lines are to be omitted; only the row lines are to be kept. No Table no. Should be presented without putting any reference of it in the main text. List of Figures: The list of figures should present all the figures chronologically with their corresponding page numbers. The figures should be numbered as 1 . 1, 1. 2, 2. 1, 2. 2, As in the case of a Table, there sh ould be a double spacing between the text and the placement of the Figure. Both the Figure number and the title should be at the center f the page, and written below the figure after a blank single spacing.After the figure title, again, there should be a double spacing for the next paragraph to start. No Figure number should be presented without putting any reference of it in the main text. For both Table and Figure, see sample Appendix 2 on page 14. Acronyms: All the acronyms should be presented chronologically in alphabetical order. In the main text, while stating for the first time, no abbreviations are allowed. For example, if in a sentence the word UN or SCARCE is mentioned, first time it has to be Ritter as United Nations (UN) or South Asian Association for Regional Cooperation (SCARCE).Subsequently, only the acronym or the abbreviated form UN or SCARCE is to be stated. C. Man-I Text: The main body of the report should contain the following chapters/sections as a general rule. However, it is up to the concerned faculty member(s) acting as deem it fit. For example, ‘Discussions' in the Chapter Three might be in the last chapter with the heading, like, ‘Discussions and Conclusions', or, the ‘Methodology section could entirely be a separate section, as the case may be.Apart from this, the reservation of the tables and the figures should follow the guidelines as specified in the ‘List of Tables' and ‘List of Figures' sections. Chapter One: Introduction (I) (Origin of the Report) Background of the Study (iii) Objectives of the Report (v) Scope of the Report (v) Limitations of the Report (v') Organization/Structure of the Report Here, the section ‘origin of the report' found in every report might be ignored since this information is to be written on the title page ‘†¦..An internship report submitted in partial fulfillment of the requirements for the degree of Bachelor of Business Administration'. This section thus seems to be an exercise in redundancy, and may be omitted. We therefore might start with the ‘Background of the study. Chapter Two: Overview of the Industry/Company This section may also be called ‘Literature Review/Survey. In this section, for an industry overview, there should be one/two introductory paragraph(s).This may be followed by an analysis of the application of Michael Porter's 5-forces industry framework that would shed light on the competitiveness of the industry. Here the analysis should illustrate the degree of the impact (high/ medium/low) of the 5 forces and discuss elaborately why it is so. As for the overview of the particular company/organization where the internship is carried out, it should comprise a number of issues, such as, the period of the operation of the business, its branches (if any), its competitors, its product portfolio, its sales/profits in the last few years with adequate analysis.It may present BCC matrix of a few products in the co mpany's portfolio arguing why those fall in a particular category of the matrix. It should present ratio analysis, where various ratios comprising the data of the particular organization must be compared with hose of the industry average / leading company / its main competitor over a period. The section might be cap with the SOOT analysis presenting the four components in Chapter Three: Methodology In this section, the students must mention the sources of their information, primary and/or secondary.If any particular method/technique is applied to analyses the findings, it should be discussed in detail. Chapter Four: Findings and Discussions In the ‘Findings' section, it is expected that the student displays a mastery of his/her analytical ability to analyses the findings. It is, therefore, not enough only to state the exult, rather, s/he is expected to come up with the arguments that can convince the readers (supervisor and/or examiner) of why it is so.For ex. , if in any part icular year, sales or profit goes up significantly compared to its previous or subsequent year(s), it should be adequately analyses by presenting probable reasons for being so.

Office Equipment and Machines

Office work must always be done with good accuracy to ensure quality of the work output. In this case, machines have been of great help to offices in doing much more work at great speed. Every day, different types of machines are used in an office to help workers in their specific tasks. A basic definition of a machine is that it is an instrument to aide in performing a particular task; from the small calculator to the computers, these are all considered machines. Office equipment are consist of different types of machines that aide the workers in doing their job. These machines have different types of classification according to their functions. There are machines that are used for communication, recording, duplicating, etc. Each type of machine does different jobs in order to make the task much easier and for the workers to be able to finish it within a small period of time. Machines such as computers are also needed for keeping records of transactions for future use or basis. Saving files in a computer nowadays are more convenient and a lot easier than putting them in folders and boxes. Today, computers are the most common machine seen within an office. This is because computers can do many functions at once. Machines are believed to function better than a human worker. This is why offices often choose to obtain more machines than to hire more workers. This lessens the employment in some offices. It is true that machines have a great benefit in doing work within an office. But a machine is a mere aide or a tool for the completion of task. Human intervention is still needed in order for these machines to function well. II. Body. Workers need equipment for doing their daily job in the office. These equipment serve as tools in doing their tasks. These are commonly seen on a workers desk, drawers and cabinets. Basic equipment would be; pen, paper, scissors, pins, clips, staplers, and the like. Other equipment in the office are used in presenting, analyzing, storing, receiving/sending, recording, and duplicating and even accounting of data. These are the equipment that have more complex functions than the basic equipment. The computer is a machine that does all of these functions. It is the most convenient type of machine in an office. But although it has the most capabilities, other machines are still deemed to be useful in most situations. For example, you can send e-mails through a computer. This is a type of communication. In some cases, you can also make an outgoing or receive and incoming call with a computer. But since the majority of offices use the land-line or the telephone, it would be convenient to use the latter than that of the former. Another example, printing files are possible with a computer. But to duplicate these files, a photocopier is much faster and an ink-saver in duplicating documents. The office is consists of these various types of equipment. With different functions, they tend to work best with proper handling by an operator/worker. Machines were made by humans in order to help them in their task, not to replace human workers in an office. These machines, like the basic equipment, are just tools that are to be used by people to hasten their work and to improve its quality and quantity. III. Conclusion Office Equipment are aide in maximizing the quality and quantity of an output. And it works best when it is in a good condition. These equipment are still dependable to human for repairs and preservation. Office equipment and machines are useless without human interventions. They would simply be tools if there are no operators controlling/using it. Although it is easier to control a machine than that of a human worker, we should also consider that this is because man is the most complex machine. Man is capable of more things that a computer is able to do. This led to creation of machines which would help in accomplishing tasks or goals.

Cambodian Culture and Play essays

Cambodian Culture and Play essays One of the 14 nations of Southeast Asia, Cambodia lies at the bottom of the Indochinese Peninsula, a body of land that stretches out from the great bulk of China. Of Cambodias estimated population, about 90 percent are members of the dominant ethnic group, Khmer (Canesso, 63). They speak Khmer, the official language of the country, although many of them also speak some French or Vietnamese. Many Khmer still dress in the traditional clothing that their ancestors adopted centuries ago: a sampot, or knee-length, wraparound skirt, topped by a white tunic or blouse (Canesso, 63). Today, people enjoy bright colored clothing with lively prints. One traditional item still worn by all country Khmer and many city dwellers is the krana, a checkered cloth that can be wrapped around the head turban-style or worn as a scarf or shawl (Canesso, 63). Today, many Cambodians live in rural villages. Usually between 100 and 400 people live in a Cambodian village. Many Cambodian families also live on farms. These farms are on the plains. Cambodian farmers grow rice, corn, rubber trees, and vegetables. Adults often work in rice fields and some children also work in the fields as well. Some villages have houses made of thatch and wood. Cambodians often build their houses on stilts, near the river. The stilts keep houses from flooding during the rainy season. The smaller and poorer homes consist of a single room with one door and no windows. Larger and wealthier homes have several rooms that include windows and plank floors and walls. Inside the houses, a familys simple assortment of furniture may include bed mats and storage chests, baskets, water jars, and perhaps low tables for eating (Canesso, 77). In recent times, the daily life of the Cambodians has been greatly affected by the new ways violently force on the country. A bewildering mixture of new rules and social patterns that conflict with the tradition...

AP Capstone Essay Essay Example

AP Capstone Essay Essay Example AP Capstone Essay Essay AP Capstone Essay Essay In order for women to purchase clothe Eng, money was an element that separated wealthy fashions from poor fashions. William Norwich h, Times Style Entertaining editor, claims that the runners of New Works fluidity is cash, and the society of cash is fashion(Norwich 7). He believes that the way we talk about money is I n resemblance to how we talk about fashion. This statement is true for the 19th century where different fashions corresponded to how much money an individual has, however this perception n has changed over time Throughout the 19th century, people could easily identify whether an individual al strictly belonged in the upper, middle, or lower class based on their clothing; however re, overtime, women have gained the freedom to determine what clothing they want to we r despite their economic class. In the 1 9th century, wealthy people participated in balls, went to theatres, attended operas, enjoyed concerts, viewed horse races and art exhibitions, and went to luncheons. All these events differ in activity, however they all possess one similar classification on an elegant dress code. In order to be seen as being in the upper economic class, proper fashion attar IS a must. These were set social norms that people lived with, usually wealthy Poe peel. According to the Victorian Albert Museum, fashions worn by the wealthy reflected their I ivies and aspirations (V 1). This was their way of life and what people usually lived f or. Meaning that their life value depended on if they had access to appropriate clothing for the time period and had an ability to maintain inclusion in the upper economic class. This put a lot of pressure on women in this century, where they prepared for numerous hours for events t hat they were going to attend for an hour or so. This popular culture of elegant clothing for extra again events created a society where the amount of money defined whether an individual Was in the upper class or not. Careers such as dressmakers and tailors thrived since they been fitted tremendously from many wealthy men and women who required these services for their eve ready clothing. But what was fashion like for the middle class or lower class in the 1 9th cents woman who was poor in the 19th century maintained a sole purpose to survive e and provide for their families. Due to the lower classs consistent need to survive and work, fashions of the [1 9th] century were not practical for working women (Tussling 3). Women esp. NT all day constantly moving, and the extravagant dresses of the wealthy werent specific ally fit for high class women. Socially and economically, women of the lower class were display cede and this culture influenced women to wear fashions fit to their economic class. The luxuries of the wealthy were things that they desired, but they couldnt economically afford b cause the little money they made was focused on eating and paying important bills. Women I n the middle class however, possessed clothes similar to wealthy, but they werent usually as ext ravaging or the same elegant fabrics of the wealthy women. Overall, during the 19th century, fashions of extravagant dresses and elegant clothes resembled wealth while fashions of s implicitly and comfort resembled the middle class and poor. Today, in the 21st century, the wealthiest of Americans are either lawyers, physicians/ doctors, or married into the wealth ( NY Times 1). Of these wealthy American s, do they carry the legacy of the 1 9th century, where fashion symbolized their weal the? Overtime the definition of fashion has altered drastically. Many wealthy people of America t happily wear regular clothing through online shopping, thrift stores, or other common SSH popping locations such as Macys and etc (Adrian 6). The focus has shifted from traditions Of lee gang and extravagant clothing for simple events such as horse races and luncheons, an d has shifted to rather simple clothing (usually composed of Theists and jeans) to basketball g Ames, sporting events, or other common activities. In todays century, fashion has rather beck mom more of an art rather than an outlet for wealthy, rich people. More wealthy people that are I n the top 1 percent of America usually are focused on their careers and making money. For exam peel, the Dallas Mavericks owner, Mark Cuban, wears a simple Mavericks This that supports is team and jeans on a daily basis, but he owns a 765 million dollar basketball team gyms bobbling his extreme wealth ( ESP. News Services 2). His fashion is similar to an average A American Mavericks fan. The only thing that separates Mark Cuban from the average A American is his ownership of a multimillion dollar basketball team. Rather than fashion reflect ting ones wealth, like in the 19th century,currently people in the lower or middle class can wear clothes that resemble clothes Of the wealthy, while people who are wealthy can wear clot hinge that one would identify as middle or lower class. This differs the 19th century where this free doom of choosing how clothing reflects ones economic level wasnt present. However an individual al sets themselves out to be, essentially establishes economically where they stand including the choices they make in life good or bad. Whereas in the 1 9th century if you were born p or, you were usually stuck poor; however, in the 21st century, if you are born poor, but word k hard to gain a quality education and apply certain aspirations in life, qualifies one to establish h themselves anywhere in the economic hierarchy whether its upper, middle, or lower class So the question is, what changes have occurred over time? Well, during the 19 the century, the amount of or lack of money defined who and where you were in society s socially and economically. Wealthy people are all over America, but sometime we wouldnt be able to spot the difference from an extremely wealthy American to a normal, average Name Rican just by looking at the type of clothing they wear. Also someone who flak nuts wealthy c looting/fashions isnt essentially as wealthy as they appear to be. Now currently in the 21st Cent turn, the century of change and innovation, has shifted from traditional norms to more opening d and intuitive thinking. Many people find very nice and presentable clothing from simple pal sec such as thrift stores and other name brands that arent as expensive. Our society has become me less vain and has began to focus on ways to express themselves through clothing based on per sonar preferences, In contrast to previous times, where your fashion solely defined who you are. D urinating 19th century, fashion dominated wealth, however in the 21st century, despite echo ionic level, one can dictate their fashion style. Fashion has become a way of one expressing them selves, as theyre re many different styles (hobo, nerd, memo, gothic, preppy, etc. In comparison n to the 19th century where there was one traditional style. As Coco Channel stated, and hi chi still lingers on today is that, fashion changes, but style endures. The main focus of the research was to effectively provide information on ha t caused and initiated the change of womens fashion over time throughout the 19th c entry in comparison to the 21st century. Initially, I believed that money didnt affect fashion any did fervently than it did in the 19th century versus now. After approaching and reviewing the con mimic classes of the 19th century and its effect on womens clothing my perception about women s fashion and its connection with money changed. Throughout the 1 9th century, there was a h age divide between the have and the havent. This illustration of the have and havent was high helmeted through the wealthy ability to possess extreme amounts of luxury items and the ability t o travel and enjoy life worry free. The wealthy were also well clothed to an extreme, so there WA s an undeniable and obvious difference in the fashion of the upper class and the working class women. With that Egan to realize that money was a tool in determining where one stood con amicably in the 19th century whereas in the 21 SST century this establishment of economic class sees based on fashion was more liberal and varied. When writing at first, I solely focused the simple connection between money and fashion. I failed input multiple perspectives and view nuts that all contribute to an argument. Was simply stating information that I learned and not essentially presenting an argument. Not only did this make me have to reevaluate what I was communicating but it was also a huge learning experience in understanding how to draw injections between outside viewpoints. Varied viewpoints werent the only t hinge that changed my initial views of fashion overtime, but diverging opinions such as crediting t genealogical advances for the widespread liberal like feeling and freedom of clothing for w omen often emerged. This may have helped produce an abundance in the amounts of cool thing in society, however this is not the main and sole reason of why women began to wear a variety of clothing. With social movements such as the Womens Rights Movement and the wide parade popularity of affordable thrift shopping enhanced and allowed women of all socioeconomic ICC classes to wear what they desired. This diverging opinion helped enrich my opinion and Reese rich, and made me think of our research problem thoroughly because it opened my viewpoint to different lenses and realize how fashion effected all sorts of political, scientific, social, ethical, con mimic,and other perspectives that Ive previously didnt consider in researching. With looking a t historical museums, such as the Victorian and Albert Museum, that described the con mimic divide between classes to observing how individuals with power and influence shape how we think of fast ion assisted in learning how fashion changed. By selecting evidence that truly sup ported my claim, analyzing and evaluating this evidence, and understanding the context and the e argument, I realized how fashion was much bigger than just a simple piece of decorated material. With all the new perspectives, diverging opinions, and new discoveries , was able to conduct research on the factors that attributed to the change of fashion overt mime. Our group decided to approach the research question by picking different lenses that woo old deem to be necessary in truly understanding the effects of fashion overtime. Our group c NC duded that the historical, ethical, religious, social, and economic lenses accurately establish a well structured argument. The difficult part of this component was ensuring that throughout our research that we were essentially on the same page throughout the entirety of the project. Co mining together our group decided to write our theses and a main idea of our topic in order to all effectively understand what was going on throughout the research. This was an effective choice because was able to understand fully the whole idea of the project which assisted in la term creating a thesis for our group paper. We came up with a thesis that covered all of our claims under three main points. The steps taken throughout the research were all focused in ensuring that the group continued to cohesively be on one page. Overall, I was satisfied in the way our group worked together in order to understand the effects on fashion. This procedure of eke ping in mind to be on the same page helped our research, analysis and presentation to be executed in a preserve manner.

Ahmose Tempest Stela - Weather Report in Ancient Egypt

Ahmose Tempest Stela - Weather Report in Ancient Egypt The Ahmose Tempest Stele is a block of calcite with ancient Egyptian hieroglyphs carved into it. Dated to the early New Kingdom in Egypt, the block is a genre of art similar to political propaganda used by many rulers in many different societiesa decorated carving meant to extol the glorious and/or heroic deeds of a ruler. The Tempest Steles main purpose, so it seems, is to report on the efforts of Pharaoh Ahmose I to restore Egypt to its former glory after a cataclysmic disaster. However, what makes the Tempest Stele so interesting to us today, is that some scholars believe that the disaster described on the stone is the after-effects of the volcanic eruption of the Thera volcano, which decimated the Mediterranean island of Santorini and pretty much ended the Minoan culture. The tying of the story on the stone to the Santorini eruption is a crucial piece of evidence nailing down the still-debated dates of the rise of the New Kingdom and the Mediterranean Late Bronze Age in general. The Tempest Stone The Ahmose Tempest Stele was erected at Thebes by Ahmose, the founding pharaoh of the 18th dynasty of Egypt, who ruled between 1550-1525 BC (according to the so-called High Chronology) or between 1539-1514 BC (Low Chronology). Ahmose and his family, including his elder brother Kamose and their father Sequenenre, are credited with ending the rule of the mysterious Asiatic group called the Hyksos, and reuniting Upper (south) and Lower (north including the Nile delta) Egypt. Together they founded what would become the pinnacle of ancient Egyptian culture known as the New Kingdom. The stele is a calcite block that once stood over 1.8 meters tall (or about 6 feet). Eventually it was broken into pieces and used as fill in the Third Pylon of the Karnak Temple of Amenhotep IV, that pylon known to have been erected in 1384 BC. The pieces were found found, reconstructed and translated by Belgian archaeologist Claude Vandersleyen [born 1927]. Vandersleyen published a partial translation and interpretation in 1967, the first of several translations. The text of the Ahmose Tempest Stele is in Egyptian hieroglyphic script, inscribed into both sides of the stele. The front side was also painted with red horizontal lines and incised hieroglyphs highlighted in blue pigment, although the reverse side is unpainted. There are 18 lines of text on the front and 21 on the back. Above each text is a lunette, a half-moon shape filled with dual images of the king and fertility symbols. The Text The text begins with a standard string of titles for Ahmose I, including a reference to his divine appointment by the god Ra. Ahmose was residing in the town of Sedjefatawy, so reads the stone, and he traveled south to Thebes, to visit Karnak. After his visit, he returned south and while he was traveling away from Thebes, a tremendous storm blew up, with devastating effects throughout the entire country. The storm is said to have lasted for several days, with bellowing noises louder than the cataracts at Elephantine, torrential rainstorms, and an intense darkness, so dark that not even a torch could relieve it. The driving rains damaged chapels and temples and washed houses, construction debris, and corpses into the Nile where they are described as bobbing like papyrus boats. Theres also a reference to both sides of the Nile being stripped bare of clothing, a reference that has lots of interpretations. The most extensive section of the stele describes the kings actions to remedy the destruction, to restablish the Two Lands of Egypt and provide the flooded territories with silver, gold, oil and cloth. When he finally arrives in Thebes, Ahmose is told that the tomb chambers and monuments have been damaged and some have collapsed. He orders that the people restore the monuments, shore up the chambers, replace the contents of the shrines and double the wages of the personnel, in order to return the land to its former state. And so it is completed. The Controversy Controversies among the scholarly community focus on the translations, the meaning of the storm, and the date of the events described on the stele. Some scholars are certain the storm refers to the after-effects of the Santorini eruption. Others believe that the description is literary hyperbole, propaganda to glorify the pharaoh and his works. Others still interpret its meaning as metaphorical, referring to a storm of Hyksos warriors and the great battles that occurred to chase them out of lower Egypt. To these scholars, the storm is interpreted as a metaphor for Ahmose restoring order from the social and political chaos of the second Intermediate period, when the Hyksos ruled the north end of Egypt. The most recent translation, from Ritner and colleagues in 2014, points out that although there are a handful of texts referring to Hyksos as a metaphorical storm, the Tempest Stele is the only one that includes clear descriptions of meteorological anomalies including rain storms and floods. Ahmose himself, of course, believed the storm was the result of the great displeasure of the gods for his leaving Thebes: his rightful location for the rule over both Upper and Lower Egypt. Sources This article is a part of the About.com guide to Ancient Egypt  and the Dictionary of Archaeology. Bietak M. 2014. Radiocarbon and the date of the Thera eruption. Antiquity 88(339):277-282. Foster KP, Ritner RK, and Foster BR. 1996. Texts, Storms, and the Thera Eruption. Journal of Near Eastern Studies 55(1):1-14. Manning SW, Hà ¶flmayer F, Moeller N, Dee MW, Bronk Ramsey C, Fleitmann D, Higham T, Kutschera W, and Wild EM. 2014. Dating the Thera (Santorini) eruption: archaeological and scientific evidence supporting a high chronology. Antiquity 88(342):1164-1179. Popko L. 2013. Late Second Intermediate Period to Early New Kingdom. In: Wendrich W, Dieleman J, Frood E, and Grajetzki W, editors. UCLA Encyclopedia of Egtypology. Los Angeles: UCLA. Ritner RK, and Moeller N. 2014. The Ahmose ‘Tempest Stela’, Thera and Comparative Chronology. Journal of Near Eastern Studies 73(1):1-19. Schneider T. 2010. A theophany of Seth-Baal in the Tempest Stele. Ägypten und Levante / Egypt and the Levant 20:405-409. Wiener MH, and Allen JP. 1998. Separate Lives: The Ahmose Tempest Stela and the Theran Eruption. Journal of Near Eastern Studies 57(1):1-28.

How does an early years setting ensure children are safe versus their Essay

How does an early years setting ensure children are safe versus their need for risky play - Essay Example Children usually want to and participate in risky or challenging varieties of play although, and to a certain extent, it involves the risk of getting injured or hurt. Because of the safety concerns of the Western culture, the issue of risky play in early years and the degree such play should be monitored and regulated are crucial and continuous debates (Greenfield 2003). These debates on play safety have generated safety proceedings and legislation from concerned child care workers and parents. This has invoked further disputes on the balance between the benefits of risky play for child development on one hand, and safety proceedings and litigations on the other hand (New, Mardell & Robinson 2005). Normally, play occurs under the supervision of adults, hence controlling what children are permitted to do and where they are permitted to go (Gill 2007). For this reason, adults are influencing the safety of children when playing, and, simultaneously, they embody the greatest limitation on the child’s capability of experiencing challenges and risks that are eventually favourable for development (Gill 2007). A persistent argument in the literature is the children gain developmentally from taking risk, and that too much protection from risk can hamper development. In a continuously evolving world, environmental and social aspects have significantly affected children’s opportunities for emotionally and physically challenging play. Where previously youngsters may have played in the street, playing ball games, riding bicycles or playing other outdoor activities, increased road hazards has made the streets and play opportunities restricted to children as the risk or perils are extremely high. Children nowadays are confined to their houses or designated areas for relatively secured places to play. Still even these are transforming (Ball 2002). With increasing populations, the enlarged need for

To determine the relationship between physical self-perceptions and Essay

To determine the relationship between physical self-perceptions and participation in sport in school children in years 9, 10 and 11 - Essay Example The stronger the internal cues, the greater the impact, whether positive or negative. For children, particularly in their pre-adolescent years (9-11) when they are anticipating and experiencing great physical changes (Craig, 1992) and are just starting to develop the ability to formulate abstract thought (â€Å"Piaget†, 2006), most of these internal cues are gained through their perceptions of themselves as they compare physically to their peers. As a result of the physicality of self-perception in this age group, study after study have demonstrated that participation in sports can have a positive impact on children’s self-perception just as negative self-perceptions tend to decrease a child’s willingness to participate in sports. Links between sports participation and self-perception in this age group have been demonstrated to be relatively universal, regardless of culture or nationality. For example, a study conducted on the highest and lowest quarter of students participating in a physical fitness test in comparison with their results from a self-concept scale indicated a strong correlation in attitudes among those who scored high and those who scored low. In the study (Sherrill & Alguin, 1989), children, both boys and girls, who scored high on the physical fitness test also scored high on the self-concept scale while children who scored low on the fitness test also scored low on the self-concept scale. While this study doesn’t necessarily support the concept that physical activity and positive self-concept are positively linked, it does indicate the possibility. Other studies have established this link, however. Marsh and Sonstroem (1995) conducted a study in which participants were asked to report the amount of physical activity they participated in on a weekly basis, reporting at the same time the intensity level of the exercise. At the same time, a physical

Human resource and employment law Coursework Example | Topics and Well Written Essays - 250 words

Human resource and employment law - Coursework Example He served as an unofficial spokesperson against the abuse of workers in industrial organizations and government corruption. LaFollette supported union growth and development as a check-and-balance on large corporations’ power. Some of the notable, specific measures he supported included protection of workers’ rights, defense of small farmers, preservation of state forests, breaking up monopolies, and taxation on railroads (Wisconsin Historical Society, 2011). The Seventh Circuit Court of Appeals case of Spoerle v. Kraft Foods Global, Inc. involved plaintiffs (employees) suing their employer, Kraft. The lawsuit claimed the company was not paying employees for all time owed. Employees were fighting for payment of time spent getting into and out of required safety and sanitation clothing. Additionally, the employees felt they should be paid for the time spent walking to and from the stations where they worked at both the beginning and end of their shifts (Nicholas Kaster Attorneys at Law,  2008). The Fair Labor Standards Act (FLSA) allows union employee and employer relationships, as far as management and policies are concerned, to vary depending upon the agreed Collective Bargaining Agreement (CBA). Judge Easterbrook determined the provision, â€Å"requirement that employers pay workers for time spent donning and doffing ‘integral and indispensible’ safety gear under 29 U.S.C.  § 203(o),† did not override Wisconsin’s state law. The current law requires payment to employees for time spent on these required tasks (Nicholas Kaster Attorneys at

A year in the South, 1865 Essay Example | Topics and Well Written Essays - 1000 words

A year in the South, 1865 - Essay Example CORNELIA MCDONALD: Cornelia McDonald was the widow of a confederate officer and the mother of seven. In the story she is fighting poverty and despair and takes apart a mattress thread by thread to make a suit for one of his sons. For Cornelia the year only presented heartaches and hardships for she was forced to leave her genteel home in Winchester, Virginia for rundown accommodations in Lexington, where Cornelia was compelled to tutor young ladies to make the ends meet, after her hometown was taken over by Union Soldiers. A small patch of vegetable plot and a cow made a huge financial gap between the life with which Cornelia and her children were used to and the life she had to spend. Â  Her friends in town of Lexington, including the wife of General William Pendleton, helped Cornelia survive the difficult winter and spring of 1865. Though she survived the financial hardship borne of war and the loss of her husband, Cornelia's spirits reduced considerably with the termination of th e Confederacy as she sided with Union until the war broke out. But once the war began in earnest she adopted the Confederate cause with zeal. In the spring of 1865, Lexington became an impoverished town hosting a stream of black and white refugees. Cornelia was depressed after watching the rise of the slaves and the downfall of her own children, who now have to do laborious work to survive. In many ways, Cornelia protested against this change but always with much care to avoid any rebuke mainly protesting by her gestures and stares. Her own family’s survival kept her busy to take part in any rebellious activities against Yankee soldiers. In summer Cornelia only wished to end her life after an accident of dropping boiling hot water on her foot burning her so badly that she was confined to bed for weeks. Stephen traces the lives of these ordinary southerners during the year of 1865 and his characters come from different racial, religion and class backgrounds and thus the events had a unique impact on all of them. But for some reason Stephen refused to make any connection between these stories, He only portrayed the life of four people in short biographies to depict a picture of change in South throughout the year. LOUIS HUGH: Louis Hugh was 32 years old in the year 1865, a mullato slave born of black mother and a white father, born in Virginia near Charlottesville, in year 1832. At the age of eleven he was sold by his mother to man who further sold him in Richmond from where his life took him to Mississippi, where he was given as a Christmas present to the wife of one of his buyers. Being motherless and friendless he grieved for a long time for his hardships but after a while adapted to the new life. For Louis after facing so many hardships in Mississippi plantation, the year of 1865 was a ray of hope. Hired by his master as a butler, he sold tobacco in his spare time and became talented in many ways. Louise risen himself from a status of slave to a stati on of relative security. Throughout much of the Civil war Lou spend his life as a slave at salt works near Alabama’s Tombigbee River, where his wife Matilda was hired as a cook in works. He was a butler, carriage driver, trusted servant, his wife was the family cook, and Hughes made a position for himself but still tried to escape from the war numerous times before the end of the

Consensual Relationship Agreements Research Paper

Consensual Relationship Agreements - Research Paper Example This research will begin with the statement that romance at the place of work is expected to happen because the offices consist of individuals who share common interests and relate with one another on a daily basis. Therefore, it is vital for the managers to accept this situation and embrace it, but at the same time implementing policies that will address office romance. Most companies do not have workplace romance policies, as they forbid the romance itself, since they view office romance as a contributing factor to conflict of the organization’s interests, especially in a hierarchical aspect where a boss may be dating a subordinate. The consensual relationship agreement (CRA) involves the two individuals acknowledging that their relationship is voluntary and promising to behave professionally while at the place of work. They also agree to behave ethically, therefore not offending other employees with their behavior; favoritism between them is discouraged. Moreover, the invol ved parties at the workplace are required to sign the consensual relationship agreement and abide by its rules and regulations. However, workplace romance can at times compromise the employees’ concentration, especially when the two lovebirds work in the same place. According to Amaral, the mixture of genders in the places of work and time spent together creates room for growth of romantic feelings towards the employees, which yields to significant consequences. Most managers are sued by their employees for sexual harassment and failed relationships. Therefore, CRA works as a savior for employers in such situations. In addition, a relationship that has the potential of yielding to a lawsuit is not worth it; therefore, CRAs creates a balance between individual interests. According to Amaral, office romance has serious repercussions such as low productivity, as other employees believe that the boss is favoring his partner who is an employee. Therefore, the author would recommen d the use of consensual relationship agreements, as their rules oppose favoritism and encourage professionalism. Upon signing this agreement, the involved parties are expected to comply with the rules and regulations of the CRAs. Consensual relationship agreements also reduce legal issues associated with sexual harassment. Upon signing a consensual relationship agreement, the parties attest that they are in the relationship voluntarily, and therefore, sexual harassment is out of the question. In addition, CRA ensures that a relationship ends amicably, without involving lawsuits. To regulate office romances, consensual relationship agreements are essential; not many employees and employers wish to sign the contract, and as a result, their relationship is not allowed. Therefore, the organization is not liable for any negative outcomes. The consensual relationship agreement makes it difficult for an employee to claim that the relationship was unwelcome, especially if the relationship g oes sour since he/she signed the agreement voluntarily. In addition, CRA ensures that the involved employees are governed by a no-harassment policy, and therefore, reducing the lawsuits associated with sexual harassment.

Paraphrasing Essay Example | Topics and Well Written Essays - 500 words - 2

Paraphrasing - Essay Example Reports from eyewitnesses were recorded that a cloud of gas settled over and gradually moved through the shanty towns (Shastri, 1985). However, diffusion of this gas cloud was prevented by atmospheric inversion and low-wind speed. When the gas cleared on the dawn of December 4th, the affected individuals were either dead or injured. According to statistics, this is considered as one of the worst industrial disasters to happen; resulting to approximately 3,787 deaths and 558,125 injuries. This outstanding rate of fatalities did not stop but persisted for months causing further harm. Approximately 50,000 people were estimated to suffer from the long-term health effects. Moreover, nine years after the fatality, more than a thousand residents continued to experience health issues which may be linked to the accident. Examples of such health issues are corneal opacities, numbness, early cataracts, Post traumatic stress disorder, Impairment of memory, finer motor skills, and chronic bronchi tis (Dhara & Kriebel, 1993). After the tragedy, Union Carbide India Limited with the permission of the Indian government cleaned up the area until 1998. Union Carbide India Limited also donated $2 million to the Prime Minister’s Relief Fund, $5 million to the Indian Red Cross, and shared all information concerning methylisocyanate with the Indian government. In the year 1998, the Madhya Pradesh State Government took over Union Carbide India Limited and assumed responsibility. Five years later after the tragedy, the Supreme Court of India ordered Union Carbide India Limited to pay $470 million to the Indian government; the amount was paid in full ten days later. Moreover, the court ordered the Indian government to purchase medical insurance policy to cover 100,000 affected people. In the year 2004, the Supreme Court of India ordered the Government to give the remaining

Consensual Relationship Agreements Research Paper

Consensual Relationship Agreements - Research Paper Example This research will begin with the statement that romance at the place of work is expected to happen because the offices consist of individuals who share common interests and relate with one another on a daily basis. Therefore, it is vital for the managers to accept this situation and embrace it, but at the same time implementing policies that will address office romance. Most companies do not have workplace romance policies, as they forbid the romance itself, since they view office romance as a contributing factor to conflict of the organization’s interests, especially in a hierarchical aspect where a boss may be dating a subordinate. The consensual relationship agreement (CRA) involves the two individuals acknowledging that their relationship is voluntary and promising to behave professionally while at the place of work. They also agree to behave ethically, therefore not offending other employees with their behavior; favoritism between them is discouraged. Moreover, the invol ved parties at the workplace are required to sign the consensual relationship agreement and abide by its rules and regulations. However, workplace romance can at times compromise the employees’ concentration, especially when the two lovebirds work in the same place. According to Amaral, the mixture of genders in the places of work and time spent together creates room for growth of romantic feelings towards the employees, which yields to significant consequences. Most managers are sued by their employees for sexual harassment and failed relationships. Therefore, CRA works as a savior for employers in such situations. In addition, a relationship that has the potential of yielding to a lawsuit is not worth it; therefore, CRAs creates a balance between individual interests. According to Amaral, office romance has serious repercussions such as low productivity, as other employees believe that the boss is favoring his partner who is an employee. Therefore, the author would recommen d the use of consensual relationship agreements, as their rules oppose favoritism and encourage professionalism. Upon signing this agreement, the involved parties are expected to comply with the rules and regulations of the CRAs. Consensual relationship agreements also reduce legal issues associated with sexual harassment. Upon signing a consensual relationship agreement, the parties attest that they are in the relationship voluntarily, and therefore, sexual harassment is out of the question. In addition, CRA ensures that a relationship ends amicably, without involving lawsuits. To regulate office romances, consensual relationship agreements are essential; not many employees and employers wish to sign the contract, and as a result, their relationship is not allowed. Therefore, the organization is not liable for any negative outcomes. The consensual relationship agreement makes it difficult for an employee to claim that the relationship was unwelcome, especially if the relationship g oes sour since he/she signed the agreement voluntarily. In addition, CRA ensures that the involved employees are governed by a no-harassment policy, and therefore, reducing the lawsuits associated with sexual harassment.

Interview Essay Example | Topics and Well Written Essays - 1000 words - 4

Interview - Essay Example rengthen the overall fitness and effectiveness of the Army ´s workforce, to conserve manpower and enhance the combat readiness of Soldiers.† The difference between the two mission statements is that the Army mission is to ready the soldier for reintroduction to service. The mission and staff are funded by federal funds. When I first walked into the ASAP office on Fort Lewis, it feels like any other building, however, there is a totally different feeling when you walk into Mr. Dobson’s office. The instant you walk into the room the atmosphere is relaxing. It is spacious and light, with a fountain running in the corner; the room is painted with nice, soothing colors. Mr. Dobson said the army standard counseling sessions are 90 minutes long. He meets with active military and their family, retired military and federal civilian employees. He said the hardest thing about the job is trying to help someone or families that move every two to three years. Sometime they don’t try to get help until right before they leave, this leaves a disconnect between services and the families and military can drop the ball. Mr. Dobson stated the hardest issue for him to discern is to know if a client has issues of drug abuse. The army gives prescription for all kinds of pain. Mr. Dobson stated that he was aware the soldiers go through a lot, so it is hard to determine which drugs are for physical pain and which are used for emotional pain. Mr. Dobson begins with questions about the client’s family history of drug and alcohol abuse. Were they abused as a child or adult? What kind of culture and society did they grow up in? Are they suffering from trauma that happened while in military service? (Post Traumatic Stress Disorder or sometimes called, PTSD). These all play a big factor in how someone takes medication. This is major issue in the military because of regular drug testing, and the policy one can be dishonorably discharged out of the military for abusing drugs. Mr.

Becoming an Actor Essay Example for Free

Becoming an Actor Essay There are many people who dream of being an actor/actress and hope to make it into Hollywood someday. While acting may seem easy, it takes a lot of hard work and dedication. It isnt until you are on stage in front of a large crowd that you may realize how tough it really is. Most successful actors have a passion for acting (its what they love to do and want to do) so this is one of the key factors in becoming an actor. You must want to act and show that you are in it to win it. A good actor/actress must willing to devote all their time and energy into acting whether its for a stage lay or an upcoming movie. Being an actor is similar to working a fulltime Job so you must dependable and hardworking (even if requires you working hours at a time) to get ahead. To become an actor, you must be alert and prompt by showing the director you are reliable and can handle whatever is handed to them. This mean memorizing your lines and show up earlier to auditions and willing to give 110% of you effort. An actor must be comfortable in their own skin. You must be confident in who are and focus on what its you want (your goals). The mindset of an actor should e Im the star and the world is my audience. If an actor believes this, they will be willing to take risk/opportunity. One characteristic of an actor must possess is public speaking. It is common that people fear talking in front of people, whether its a small or large group, but the only way to solving this issue is facing fear itself head on. There are classes for this or you can possible try talking others in large crowds when necessary. As time goes on and taking on more acting opportunities, the actor will be able to conquer their fear and be able to perform in an a more effective and powerful way.

Cross Linguistic Influence English Language Essay

Cross Linguistic Influence English Language Essay The research area of this paper is a cross-linguistic influence or as otherwise known transfer. Specifically, I propose to examine orthographic transfer and its potential effects on English native speakers pronunciation of segmentals in German as their second language. The fact that orthography can influence second language pronunciation is recognized by many foreign language teachers. Nevertheless, there is not enough evidence for such influence and more research is needed (Bassetti, 2008). Previous research on orthographic transfer has mainly looked at its effects on reading and spelling (Jarvis Pavlenko, 2008). Cook and Bassetti (2005) argue that writing system transfer is separate from language transfer maintaining that it is not so much aspects of the language that may be carried over as the attributes of a particular writing system (p. 29). Jarvis and Pavlenko (2008) concur with the above statement; however they also emphasize the importance of the connection between orthographic transfer and language use, since it relates to the orthographic effects on phonology and vice versa. According to Jarvis and Pavlenko, during the development of L1literacy skills, which uses the phonetic alphabet, important sound-letter correspondences are acquired which later can be transferred to the acquisition and use of the second language. Before proceeding any further, the discussion of two key terms that are extensively used in this paper as well as their definitions as proposed by the researchers in the field of SLA is required. The terms are writing system and orthography. The first term to define is writing system. Coulmas (1999) defines writing system (WS) as a set of visible or tactile signs to represent units of language in a systematic way (p. 560). There are various types of writing systems depending on what type of linguistic units they represent (Bassetti, 2005). Consequently, there are writing systems whose linguistic units are consonants hence the name consonantal WSs (for example, Hebrew and Arabic). Morphemic WSs are represented by morphemes (Chinese) and alphabetic WSs are represented by phonemes (English, German, and Spanish). In addition, there are also syllabic WSs whose linguistic units are syllables (Japanese). This paper will specifically focus on alphabetic writing systems of English and German languages which use the same script the Roman alphabet. The term writing system relates to orthography which is the second term and is defined as a set of rules for using script in a particular language, such as symbol- phoneme correspondences, capitalization, punctuation, etc. (Coulmas, 2003, p. 35). For example, in English orthography the letter Ë‚s˃ is read as /s/ and in German orthography as /z/ (Benware, 1986). Thus, the same script- the Roman alphabet- is used differently in the English and German orthographies. Orthographies of the same type of alphabetic writing system and script are also varied in their regularity of sound-symbol correspondences (Cook Bassetti, 2005). For instance, in English, the letter Ë‚a˃ maps to different phonemes in words such as park, bank, and ball, whereas in German the same letter Ë‚a˃ has only one pronunciation /a/ as in German nouns Park, Ball, Bank (Goswami, Ziegler, Richardson, 2005). English orthography is very inconsistent in terms of its sound-letter correspondences thus it is considered to have deep orthography. Languages such as German, Italian and Spanish have relatively consistent letter-to-sound correspondences, so their orthographies are shallow or as otherwise called phonologically transparent (Cook Bassetti, 2005). Thus, it should be easier for English native speakers to acquire German sound-letter correspondence rules than for German native speakers to acquire English sound-letter correspondence rules. Nevertheless, there has been observed a considerable number of segmental mispronunciations by English native speakers learning German as a foreign language. Therefore, the question arises whether the knowledge of L1 orthography has an effect on how English native speakers pronounce segmentals in German or are there any other factors such as cognate status or the age of acquisition that contribute to the orthographic transfer?. Literature review The focus of this paper is to explore whether the knowledge of L1 (English) orthography, namely its sound-letter correspondence rules, is transferred to L2 (German) and whether it has any positive or negative effects on L2 pronunciation of segmentals in adult language learners of different proficiency levels. The paper also aims at investigating whether there is a significant difference of orthographic transfer produced by learners at different proficiency levels (beginning, intermediate and advanced). Finally, the study will examine whether a lexical factor such as cognate status has either positive or negative effect on the acquisition and use of German as a foreign language. A number of studies have examined orthographic effects on either spelling or reading. Many studies also have looked at the effects of L1 orthographic experience on L2 word learning and decoding. However, there has been little research examining the effects of orthography on phonology and vice versa. According to Hayes-Harb, Nicol, and Barker (2010) no research has examined spelling conventions of the native and second languages where both share the same script. Although there is some evidence of the relationship between orthographic and phonological representations in learning new vocabulary, more research is needed to shed light on this phenomenon (Hayes-Harb et al., 2010). As this study examines orthographic transfer from English to German, the notion of cross-linguistic similarity should be taken into consideration especially given the fact that both languages share a significant number of cross-linguistic similarities in cognate, lexical, phonological, and writing systems areas. Ringbom and Jarvis (2009) discuss the importance of cross-linguistic similarities in foreign language learning. Specifically, they maintain that learners rely on their previous linguistic knowledge and look for similarities rather than differences between the L1 and the TL. Ringbom and Jarvis also state that second language learners refer to their previous linguistic knowledge mostly at the beginning stages of second language acquisition. Another important factor such as phonetic awareness and phonetic sensitivity should not be neglected. Piske (2008) maintains that children develop phonetic sensitivity to speech contrasts specific to their L1 long before they begin read and write and at the same time their ability to perceive non-native speech contrasts (L2) weakens with age. So for adult language learners perceiving non-native speech contrast and sounds that are particular to the target language is difficult. To develop phonological awareness and sensitivity would require an extensive practice and frequent exposure to target language. Considering this fact, Piske states that adult language learners are influenced by writing systems of their L1 during L2 acquisition. Consequently this results in learners pronunciation errors which are linked to the reliance on L1 grapheme-phoneme correspondence rules. Especially this refers to the cases when sound-letter correspondences are inconsistent between the L1 and L2. Odlin (1989) also provides ample evidence compiled from different studies that demonstrate the clear effect of first language influence on L2 speech production and orthography. Odlin states that similar writing systems in L1 and L2 represent a much easier task for learners acquiring a new language. The same however, cannot be said of pronunciation, as other variables may influence decoding of written symbols in L2. Flege, Freida, Walley, and Randaza (1998) examined whether lexical factors such as frequency, familiarity, cognate status and the age of acquisition have an effect on production. The authors provide an insight into what role the cognate status of words can play and how it effects speech production. More specifically, Flege et al. state that degree of perceived relatedness can vary depending on degree of cross-linguistic similarities the L1 and L2 share. Specifically, they point to the proximity of cognate pairs in L1-L2 in their meaning and especially in sound. This paper will also examine whether cognate pairs influence L2 pronunciation of target sounds. Based on these statements it is also likely that English-speaking learners of German will rely on their knowledge of English sound-letter correspondence rules when speaking or reading in the target language. This may result in either mispronunciation of certain sound-letter correspondences that are inconsistent with English orthography or it may have facilitatory effects on L2 phonology acquisition. In terms of findings several studies particularly stand out. Young-Scholten (2002)1 provides evidence of orthographic effects on the production of German consonants by English speakers. Another study conducted by Young-Scholten, Akita, and Cross (1999)2 also shows evidence of the effects of written representations on the pronunciation of consonant clusters in learners of Polish as a second language. These findings led the researchers to conclude that there is a relationship between orthographic representations and L2 phonology. Other studies investigating the effects of orthography on second language phonology demonstrate that second language learners pronunciation can be influenced by orthographic input (Bassetti, 2007). Bassetti (2007) examined the effects of pinyin (a romanized version of the Chinese language) on pronunciation in learners of Chinese as a foreign language. The author predicted that orthographic representation of pinyin would result in learners not pronouncing the main vowel in the rhymes whose transcription does not represent that main vowel as in rhymes /iu/ which maps to [iou], /ui/ [uei] and /un/ [uÓâ„ ¢n]. The results of the study suggest strong influence of pinyin orthographic rules on the pronunciation of Chinese rhymes. Specifically, learners of Chinese as a foreign language would delete the main vowel, which is not present orthographically; however they would always pronounce the same main vowel in the rhymes /you/, /wen/, and /wei/ (Bassetti, 2006; Bassetti, 2007). One of the most recent studies conducted by Hayes-Harb et al. (2010) provides some evidence of orthographic influence on the acquisition of the phonological forms of new words. In this study, Hayes-Harb et al. recreated conditions in which subjects experienced learning new vocabulary in a new language. The aim of the study was to investigate whether the presence of the written form of the new words affected the learning of their phonological form. Thus, native speakers of English were divided into three groups. The first group was provided with the written forms of new words that were inconsistent with English spelling. The second group was presented with words that were matching the English sound-letter correspondences. The third group had only an auditory input and no written forms of the new words were provided. The results demonstrated that L1 orthography interfered with students ability to learn new words especially when new vocabulary differed from English sound-letter correspo ndences. While Hayes-Harb et al. (2010) provide some evidence of orthographic effects in the process of learning new phonological forms of words, the authors admit that the method is a novel one and in the future should be controlled by learners spelling ability. Previous studies show clear effects of a relationship between orthography and phonology in second language acquisition. Much of the research has analyzed orthographies that use different writing systems, and as Hayes-Harb et al. (2010) point out very little research has been done investigating the effects of orthographies on L2 pronunciation within the same writing system and script. Therefore, the purpose of this paper is to investigate further the notion of orthographic transfer by analyzing the relationship between orthography and phonology of two languages that share the same script and the following research questions are addressed in this paper: Is orthographic transfer statistically present in the sample? Do results vary and are they statistically significant between different proficiency levels? What is the nature of relationship between error score and students perceptions of cognate status? Method 2.1 Participants The participants of this study were 28 undergraduate American English speakers from Ohio University. The students were enrolled in the 100, 200 and 300 levels of German as a foreign language. The levels differ by proficiency. The 100 level is offered to beginners, the 200 level is an intermediate level, and the 300 level is taught to the advanced students respectively. Each proficiency level consists of a three quarter sequence meeting four hours per week with regular homework assignments. Each year sequence of German series focuses on developing all four language skills (listening, speaking, reading, and writing). 2.2 Materials and procedures The study consisted of two phases: the screening phase and the data collection phase. During the screening phase, students enrolled in all three proficiency levels volunteered to fill out an online language background survey. The purpose of this survey was to select potential participants for the study by controlling several variables that could have had an effect on the results. It was set up in such a way that participants could be screened based on their responses to the first three questions. Thus, those who did not qualify for the study were automatically eliminated without going over all of the survey questions. First of all, it helped eliminate the students with any reading or speech disorders. It also helped exclude those students who were taking another foreign language class along with German. The survey also eliminated the students who had taken a foreign language other than German less than a year ago, which could have contributed to transfer from that language into their knowledge and use of German. In addition, information such as students motivation, number of years they have studied German and the time spent in German speaking countries was collected through this survey. As a result, out of 63 students who had volunteered to fill out the survey, 28 were qualified and participated in the data collection phase. The selected participants included nine beginners, eight intermediate-level students, and eleven advanced-level students. The data collection phase consisted of three tasks administered in the following order: an informal reading aloud task, a formal reading aloud task, and a perception task. All three tasks were performed by the students during individual single session meetings lasting fifteen minutes. Reading aloud is considered to be the best way to test the knowledge of sound-letter correspondences. It provides good control and allows for comparison of speech samples from different subjects. Reading aloud is also a technique that is widely used in a foreign language class thanks to which participants feel more comfortable during data collection (Madsen, 1983). During the informal reading task, students were asked to read aloud a German text which was adapted in order to target certain German consonants and consonant clusters as detailed in Tables 1 and 2. The inventory sets (see Table 1) include incongruent grapheme-phoneme correspondences students presumably would have had the most difficulty producing. Table 1. Incongruent grapheme-phoneme correspondences Sounds exist in both languages, but are represented with different letters German phoneme-grapheme correspondences English phoneme-grapheme correspondences 1 Ë‚w˃ / [v] e.g., Wind [vÉ ªnt] Ë‚v˃ /[v] eg.: van [và ¦n] 2 Ë‚v˃ / [f] e.g., Vogel [foË gl] Ë‚f˃ / [f] eg.: fan [fà ¦n] 3 Ë‚s˃ / [z] e.g., sinken [zÉ ªÃƒâ€¦Ã¢â‚¬ ¹knÃÅ' ©] Ë‚z˃ / [z] eg.: zone [zoÊÅ  n] 4 Ë‚s˃/[ʃ] when followed by e.g., Sport [ʃpɆrt] Ë‚s˃ / [ʃ] when followed by eg.: shine [ʃaÉ ªn] 5 Ë‚s˃ /[ʃ] when followed by e.g., Student [ʃtudɆºnt] Ë‚s˃ / [ʃ] when followed by eg.: shed [ʃɆºd] Sounds are different in both languages, but are represented with the same letters 6 Ë‚t˃/ [ts] e.g., Tradition [traditsioË n] Ë‚t˃/[ʃ] e.g., tradition [trÉâ„ ¢Ãƒâ€¹Ã‹â€ dÉ ªÃƒÅ Ã†â€™http://sp.dictionary.com/dictstatic/dictionary/graphics/luna/thinsp.pngÉâ„ ¢n] 7 Ë‚z˃/ [ts] e.g., Zimmer [tsÉ ªmÉ ] Ë‚z˃ / [z] e.g., zone [zoÊÅ  n] 8 Ë‚ch˃/[à §] e.g., sportlich [ʃpɆrtlÉ ªÃƒ §] Ë‚ch˃/ [tʃ] e.g., rich [rÉ ªtʃ] Also is included a set of congruent phoneme-grapheme correspondences that exist in both English and German languages (see Table 3). Table 3. Congruent grapheme-phoneme correspondences Grapheme-phoneme correspondences existing in both languages German examples English examples 1 2 3 4 5 Ë‚b˃ maps to [b] Ë‚n˃ maps to [n] Ë‚l˃ maps to [l] Ë‚t˃ maps to [t] Ë‚p˃ maps to [p] Bank [baņ¹k] Nuss [nÊÅ  s] Land [lant] Tag [taË k] Park [park] Bank [bà ¦Ãƒâ€¦Ã¢â‚¬ ¹k] Nut [nÊŒt] Land [là ¦nd ] Tag [tà ¦g ] Park [pÉ‘rk ] To test students pronunciation of the targeted German segmentals in relation to potential transfer effects, each grapheme-phoneme correspondence listed in Tables 1 and 2 was encountered at least twice in the informal reading task and once in the formal reading task. Students readings in both tasks were recorded in a soundproof recording laboratory using audio recording software. During the first task, students had one minute to read the text silently before being recorded. The formal reading task followed the informal one and required the participants to read words with the targeted sounds in isolation. The words in the formal task were a subset of those used in the informal task and some of them were cognates with English. Finally, during the perception task students had to categorize a list of both cognate and non-cognate German words in terms of their similarity to any of the English words. Students had to rate the words on a three-point scale (1=same; 2= similar; 3= dissimilar) relying on their own perceptions. Table 3 below contains examples of words students rated in the perception task. Table 3 Categorization of cognate and non-cognate words Same meaning Form Same Similar Dissimilar Ger. Wind Eng. Wind Ger. Sturm Eng. storm Ger. Viel Eng. many Ger. Student Eng. Student Ger. Milch Eng. Milk Ger. Vogel Eng. bird Ger. Winter Eng. Winter Ger. Temperatur Eng. Temperature Ger. Zeit Eng. time Ger. Warm Eng. Warm Ger. Wetter Eng. Weather Ger. Zimmer Eng. room Ger. Sport Eng. Sport Ger. Naturlich Egn. Naturally Ger. traurig Eng. sad Ger. Tradition Eng. Tradition Ger. Sportlich Eng. sporty Ger. Information Eng. Information Ger. Sonne Eng. Sun Ger. Strudel Eng. Strudel Results from these tasks revealed whether the reliance on first language orthography had a positive or negative effect on students pronunciation of segmentals in German. The mispronunciations in the recordings were quantified, categorized and recorded in a data file. Their performance was then codified and entered in the data file. Finally, student survey responses and identifying information collected through the questionnaire were matched with participants reading performance results and the perception task. Once the survey information and performance results were merged, the data was de-identified to ensure the confidentiality of the participants. Data analysis and results In order to address the first research question of whether orthographic transfer is statistically present in the sample, the Wilcoxon Signed-Rank Test, the nonparametric alternative to the paired-sample t-test was used to examine whether the participants pronunciation errors were statistically more prevalent in cases of incongruent sound-letter correspondences between the L1 and L2 than in cases of congruent sound-letter correspondences. That is, we tested whether the participants distribution of errors and successes is keyed to the specific ways in which the L1 and L2 are related in terms of sound-letter correspondences. The results of the test revealed that orthographic transfer is statistically present in the sample (p=.00). Students indeed produced more errors in cases of incongruent sound-letter correspondences and there were zero number of mistakes in cases with congruent sound-letter correspondences. In order to address our second research question concerning whether there is any difference in the mean scores between proficiency level groups, The Kruskal Wallis test was performed. This test was conducted on the results of the reading tasks of the experiment to test whether the subjects from the three proficiency level groups differed significantly in producing German segmentals [à §, f, ts, ʃp, ʃt, z, v]. It was assumed that the distribution of errors would be more prevalent in the beginner level group as opposed to intermediate and advanced level groups. The results demonstrated a significant difference in mean scores between all three proficiency groups for both informal and formal reading tasks (p =.009). The results of the descriptive statistics are summarized below in Table 5.   Table 5 Mean error scores for each proficiency level Beginners group mean score Intermediate group mean score Advanced group mean score Group Mean Informal reading task 22.50 15.58 8.00 14.83 Formal reading task 20.42 13.85 5.41 12.64 Cumulative error mean 43.37 30.43 13.41 27.90 Valid N 9 8 11 28 Finally, in our last research question we examined the relationship between students performance results in both reading tasks and their perceptions regarding cognate status of the words. For this purpose a correlation analysis was conducted to examine what kind of relationship there exist between the number of errors produced in the target sounds and the number of students rating the words as same or dissimilar. As a result, correlation coefficient between error score and a number of students rating the words as same revealed a weak negative relationship between these two variables, with correlation coefficient r = -.47. On the other hand, correlation analysis between error score and a number of students rating the words as dissimilar showed a moderate positive relationship between the variables with r = .57. Discussion The present study is exploratory in its nature yet the results show evidence of orthographic transfer in the sample. By that we mean that students do tend to rely on their L1 knowledge of sound-letter correspondence rules specifically in the cases of incongruent sound-letter correspondences between the L1 and L2. The results also indicate a significant difference in mean error scores at different proficiency levels. Thus, the beginner level students produced the highest number of errors in targeted segmentals than students from intermediate and advanced levels. These findings support the idea Ringbom and Jarviss (2009) stated that the second language learners rely more on their previous linguistic knowledge at an early stages of second language acquisition. This especially applies to the languages that share a significant number of cross-linguistic features in cognate, lexical, phonological and writing systems, as in case of English and German. The results of this study are also in line with previous findings of Piske (2008), which suggested that adult learners are influenced by the writing systems of their L1. A considerable number of errors were observed in producing in seven out of eight German segmentals [à §, f, ts, ʃp, ʃt, z, ts] with the exception of [v] which maps to Ë‚w˃ in German. For example, the highest number of errors students produced was the German consonant Ë‚g˃ in word final which maps to palatal fricative [à §] when preceded by front vowels as in traurig and consonantal cluster Ë‚ch˃ in word final which also maps to palatal [à §] in words such as Milch, natà ¼rlich, sportlich. Students produced these two sounds as [k]. They also confused German Ë‚v˃ which maps to [f] with its English counterpart [v]. The same was observed with the other two German consonants Ë‚s,z˃ which map to [z,ts] respect ively and were pronounced as English phonemes [s, z]. This can be explained by the fact that all German consonants mentioned above are represented by the same graphemes in English, which resulted in students mispronunciations. Interesting results were obtained from the words that contained labio-dental [v] which in German maps to Ë‚w˃ grapheme. None of the students had errors producing this sound despite the fact that the same grapheme /w/ maps to an approximant [w] in English. This could be interpreted as following: it appears easier for students to produce sounds that are far apart in terms of their place of articulation than for instance, the sounds that vary only in their voicing. Thus students in this study had difficulty to devoice fricative [f] in German because it is represented by grapheme Ë‚v˃, which in English maps to voiced fricative [v]. Participants of this study also struggled producing consonantal clusters Ë‚ st, sp Ã⠀¹Ã†â€™ which in German language map to [ʃt, ʃp]. Although English has phoneme [ʃ], it exists in different phonetic environment and is never followed by [p,t] phonemes in onset. Therefore students confused these two consonantal clusters with their English counterparts and produced them as [sp] for example English sport or [st] as in English student. Lastly, the perception task yielded somewhat ambiguous results. It appears that there might be a relationship between the error score and a number of students rating the words as dissimilar. Nonetheless, this needs to be investigated in the future research using a larger sample as there was insufficient amount of data to strongly support the findings. For more details regarding error score and the students perceptions see Table 6 in Appendix A. Conclusion The purpose of this study was to find out to what extent English-speaking learners of German rely on the English orthography and whether the presence of cognate words results in mispronunciation in the target language or vice versa helps learners to acquire L2 phonology. Given what was found (a) evidence that English orthography, namely its grapheme-phoneme rules interferes with learners pronunciation of German segmentals, (b) evidence that learners were influenced by L1 writing system mostly at the beginning stages of second language acquisition, and (c) some evidence of potential relationship between the errors produced and students perceptions of cognate status, we might consider some practical implications for foreign language classroom as well as future research implications. As Hayes-Herb et al. (2010) suggested language teachers might find it beneficial presenting new vocabulary using initially auditory input only. This may particularly refer to the non-cognates words as students in this study made more errors in words that they rated as dissimilar with English. At the same time, it may be helpful for learners to receive written input of the words that contain German Ë‚w˃ in word initial, as students produced zero errors, which might suggest that in this particular case written input positively influenced learners pronunciation. Therefore it is important for language instructors to be aware of orthographic transfer and its positive and negative effects so that they can address this information accordingly in their classroom. On the other hand more research is needed to support these findings. For this purpose a more comprehensive study with a larger sample would help to expand the current analysis of data and make the findings general izable for a larger population of students studying German as a foreign language. Teacher surveys might reveal whether language instructors focus on orthographic transfer or is it something new to them as well as to what extent they focus on pronunciation of those specific sounds that might be problematic due to the reliance on L1 sound-letter correspondence rules in their classroom. The results can provide valuable insights that can be applied to the teaching of German as a foreign language. Furthermore, given the scope of this study only eight German segmentals were investigated. Examining other segmentals whose orthographic representations exist only in German (for example, Ë‚Â Ã‚ ¢Ãƒâ€¹Ã†â€™, Ë‚Ã ¼, à ¶, à ¤ ˃) or segmentals whose sounds exist only in German but are represented by the same graphemes (for example German Ë‚r˃ which maps to several phonemes [Êâ‚ ¬, Ê , r] depending on the in word position) would clearly provide better results on the way English and German orthographies interact with German as a foreign language phonology. To conclude, while the this study attempted to address questions on how orthography of L1 and its sound-letter correspondence rules can be transferred to L2 phonology resulting in mispronunciation of certain segmentals still more research on this topic is needed.