The Self Reflection Paper English Language Essay

The Self Reflection Paper English Language Essay Since a young boy, I have always listened to my mothers advice or orders. She is the one who taught me at home, commanded me to do things, and especially punished me when I did something wrong, or forgot doing what she had told me to do. When punishing me, she always said, Next time, listen to me carefully. Therefore, to avoid the punishment, I always tried to listen to her attentively and to do what she asked me to do, and that affects my learning style today, in particular one in learning English. As I have recognized, I learn most by carefully listening to the lectures before I start doing things. But that is not the only learning style of mine. Trying to think hard to find the logical reasons is also another way that makes me learn most. In other words, my learning styles are Abstract Conceptualization and Reflective Observation, the combination of which is called Assimilator (Kolb, 1985). However, it depends on subject matters. For some particular learning activities, the most e ffective way to get the knowledge for me is to do and practice them, which Kolb (1985) refers to Active Experimentation. In terms of learning English, I will talk about my experience at Institute of Foreign Languages (IFL). Since the first year, when learning the content-based subjects, such as Introduction to Environment, Introduction to Sociology, Global Studies, and Literature studies, I have always tried to carefully listen to the lectures, and take some notes since they are always been the most effective for me to understand the lessons. In addition, when reading the textbooks, for the exam in particular, I usually do not try to memorize things, but to think critically to figure out the logical reasons or ways to explain them although they are the key terms. Trying to reason something or find ways to explain it always makes me understand the lesson more deeply and remember it longer. Memorization usually does not work with me. Some students may learn most by actually doing or experimenting thing right away, but I am not that kind. I like to study the whole thing, or observe people doing things first before I start doing myself. In learning grammar in Core English, for instance, I like deductive method by starting to study the rules and the usages of the grammar points before doing the exercises. At the same time, I also use inductive method whenever possible to create my own theories to understand or memorize the grammar points. For example, when learning the adjectives order, opinion + size + quality/character + age + shape + color + participles + origin + material + type + purpose (Foley Hall, 2003, p. 219), I try to create my own ways to memorize the order, by taking the initial(s) of each word, and cluster them. It becomes OS QASh CPOM TY. These clusters are those that are familiar with me, and therefore make me remember them easily (though the others may find them even more complicated than the origi nals). However, not all the skills do I learn these ways. For instance, learning to improve the four macro skills listening, reading, speaking, and writing, I have only one key word, practice. The more I practice these skills, the more I learn. To practice the skills, I also try to relate them to my hobby. For example, I like watching cartoons, so I always take this hobby to improve my listening skill. I watch mostly hilarious cartoons dubbed in English, which helps me not only relax but also improve the listening skill subconsciously. I also like reading novels, and short stories in English, especially the detective ones, and that helps me improve my reading skill. For speaking skill, I always try to practice speaking whenever possible. I always take opportunity to speak English to my friends, in particular Luy Vannda (Joe), who always reminds me to use English instead of Khmer when making a conversation. To improve writing skills, I just simply try hard to finish assignment or journals a ssigned by the lecturers. I do not seem to care much about finding other activities to improve this skill, but I always put much effort on writing each pieces. To me, trying to get things done like this helps me improve my writing skill a lot. In short, I called myself assimilator, for I learn most by observing, thinking critically, and forming my own ways of understanding things. I like to synthesize various ideas and observation into an integrated whole before I actually start doing things myself. I try to find logical and precise ways or theories to understand things. If I cannot find one, I am more unlikely to understand the lesson. Nevertheless, I do not apply this learning style to all types of learning skills. For some skills, like the four macro skills, I simply try to practice them as much as possible.

Comparing Bennetts Hamlet with Branaghs Hamlet Essay -- comparison c

Comparing Bennett's Hamlet with Branagh's Hamlet      Ã‚  Ã‚  Ã‚   Many of Shakespeare's works have been transposed from stage to screen, none so more than Hamlet. Two of the most unique film appropriations of the play are to be found in Rodney Bennett's 1980 film and Kenneth Branagh's 1996 blockbuster. The two films share many parallels between them in both interpretation and method, however they also have marked differences in their respective approaches to the text.    Perhaps the most obvious difference between these two versions is that Branagh uses the full unabridged text whereas Bennett cuts the play down by an hour or so; Kenneth Branagh justifies his use of the full text on the BBC's website stating: "When you cut the play ... what often happens is that you compress a lot of very intense set pieces and it becomes unbearable to watch. You simply fail to take some things in because you need a breath."    Another marked difference in the two versions lies in the focus of the two films. Bennett's Hamlet focuses almost entirely on the character of Hamlet himself and the domestic tragedy that occurs around him. An example of this in the film how Derek Jacobi as Hamlet speaks directly to the camera while in soliloquy. This establishes a certain rapport between Hamlet and the viewer, as if he is speaking directly to them, this also makes the film seem more theatrical in a sense. Branagh de-centres the story from around Hamlet and focuses on the wider situation, particularly with regards to Denmark's political situation. In this appropriation Hamlet is merely one player among many. This interpretative decision is reflected in the casting of the film; Kenneth Branagh takes the title role among severa... ...rbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Sauer, David Kennedy. `Suiting the Word to the Action: Kenneth Branagh's interpolations in Hamlet', Shakespeare Yearbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Wilmeth, Thomas L. `Fortinbras on Film: Safe Passage for the Prince', Shakespeare Yearbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Audio Visual Bennett, Rodney. Hamlet, Shakespeare W., BBC Education, 1980 Branagh, Kenneth. Hamlet, Shakespeare W., Castle Rock Entertainment, 1996 Internet Resources `The Filming of Hamlet - Text Interpretation'. BBC Education, 15/03/02 http://www.bbc.co.uk/education/hamlet.html `Cineaste Branagh Interview', Cineaste Film Review, 15/03/02 http://www.cineaste.com   

Rational Theory

This paper introduces Rational System Perspectives in relations to four promin ent schools of organization theory; which are Taylor’s scientific management, Fayol’s general principles of management, Weber’s theory of bureaucracy and Simon’s discussion on administrative behavior. Rational System Perspectives There are two key elements characterizing rational systems: 1) Goal Specificity Specific goals support rational behavior in organizations by providing guideli nes on structural design, which leads to specify what tasks are to be performe d and how resources are to be allocated. ) Formalization Formalization is an attempt to make behavior more predictable by standardizing and regulating. Formalization provides stable expectation, which is a precond ition to rationality. Selected schools The author related rational system perspectives to four schools of organizatio nal theories. Taylor’s Scientific Management (1911) Taylor Scientifically analyzed t asks performed by individual workers and disco vered the best procedure that would produce the maximum output with the minimu m input of resources.His attempts (to rationalize labor at level of the indiv idual worker )led to changes in the entire structure of work arrangement. Ther efore, efficiency improved. His four principles includes: 1) Develop a science for each element of an individual’s work. 2) Scientifically select and train workers. 3) Heartily cooperate with workers to ensure that each work is done as plan. 4) Divide work and responsibilities between management and workers. Taylor also proposed the use of incentive system based on performance as a mot ivation tool.Arguments: 1) Workers resisted time-study procedures that attempt to standardize every as pect of their performance. 2) Workers rejected incentive system requiring them to perform continuously at a peak level of efficiency. Fayol’s Administrative Theory (1916) Fayol emphasized management functions by proposing broad administrative principles as guidelines to achieve rationalization of organizational activiti es. Fayol’s and other supporters believed in two main types of management activi ties. ) Coordination includes any elements related to collaborations of individuals such as scalar chain, unity of command, span of control and exception princip le. 2) Specialization involves various activities distributed among positions abou t how such positions can most effectively be grouped into work units. For exam ple, departmentalization, line-staff principle. Arguments: Herbert Simon was one of the main opponents of this theory. He commenced that so-called principles are truthful, but not realistic. Thus, they are inapplica ble (details will be discussed).Weber’s Theory of Bureaucracy (1922) Weber developed a theory of authority structures and describes organizational activity on the basis of authority relations. By building the structure, task responsibilities and de cision-making authorities would be clearly defined. He proposed that rational-legal authority (the authority a person possesses be cause of his/her position in an organization, not because of wealth, social st atus or individual’s admirable character) provides the value to develop the u niversal authority structure called â€Å"bureaucracy†.Weber’s ideal bureaucracy principles includes: 1) Division of labor. Jobs are broken down into simple, routine, and well-defi ned tasks. 2) Authority hierarchy. Positions are organized in a hierarchy, each lower one being controlled and supervised by a higher one. 3) Formal selection. Members are selected on the basis of technical qualificat ions (training, education of formal examination). 4) Formal rules and regulations. Managers must depend on formal rules to ensur e uniformity. 5) Impersonality. There is no personal preference of employees. ) Career orientation. Managers do not own the units they manage. They work fo r sa lary and pursue their careers. Arguments There are self-contradictions in Weber’s principles. 1) Management based on discipline: individuals obey the rules and orders becau se they regard the rules and orders as methods to fulfill organizational goals . Therefore, obedience is a mean to an end. 2) Management based on bureaucracy: individuals obey the rules because rules a re considered as commands, setting aside their judgements. Thus, obedience is an end itself.Simon’s Theory of Administrative Behavior (1958) Simon proposed a more realistic view related to rational system perspectives b y pointing out the boundaries (limits and constraints) on how rational manager s can be in making decisions. He introduced the term â€Å"bounded rationality†. Rather than pursuing all alternatives to identify the best solution that would maximize returns, managers will choose the solution that appears to solve the problem, even though they realized the chosen solution is not th e best one, d ue to time/cost constraints and other limitations.Furthermore, Simon clarified the process by which goal specificity and formali zation contribute to rational behavior in organization. Goal specificity: He introduced â€Å"means-ends chains† which establish a hierar chy of goals. According to organizational level, each level of activity is con sidered as an end relative to the levels below it and as a mean relative to th e level above it. Formalization: Simon believed formalized structure supports rational decision making in the sense that formalization simplifies a border of responsibilities among participants and provides participants with guidelines to handle them.Conceptual Framework (means) (ends) Formalization Goal Specificity Input Output Rational System Conclusion 1. Rationality in this paper can be viewed in two senses as follows: 1. 1) Technical or Functional rationality which can be attained through a serie s of actions (means) which lead to predeterm ined goals (ends) with maximum eff iciency. In short, Technical or Functional rationality emphasizes instrumental means-ends efficiency. Taylor’s and Fayol’s theories are related to rationa lity in this sense. 1. ) Formal rationality which can be derived through imposing rules an regulations to organization. Weber defined bureaucracy as rational in this sen se. 2. Level of Analysis 1. 1) Social psychological level. Taylor and Simon focus on individual participants as they perform tasks or make decision. 1. 2) Structural level. Fayol and Weber attempt to analyze the characteristics of organizational structures. Direction for my further research According to the paper above, I would like to examine which ideas of the above theories are still applicable to current information technology era.Furtherm ore, adding to my personal interest in strategic management, I would like to a nalyze how classical theories influence managers on strategic decision-making. Please see the su mmarized table in the next page. Table: Summarize and compare four organization theories. Taylor Fayol Weber Simon Year introduced 1911 1916 1922 1958 Means l Scientifically analyzed tasks performed by individual workers. l Concer ned with management at the shop levels l Generated broad administration princi ples. l Focused on activities of all managers l Described organizational activi ty on the basis of authority relations. Proposed rational-legal authority as a value to develop bureaucracy. l Proposed â€Å"bounded rationality† individuals have limits (boundaries) on how rational they can be. l Introduced means-ends chains. Ends Max. efficiency by using one best way. Max. efficiencyby using management expertise Max. efficiency by using bureaucratic structure Choose a fairly goo d solution, not optimal one. Assumptions Technical & Functional Rationality Technical & Functional Rational ity Formal Rationality Bounded rationalityLevel of Analysis Social Psychological Structura l Structural SocialPsychologic al Arguments 1) Workers resistedTime-study procedures, attempting to standardize every aspect of performance. 2) Workers rejected incentive system, requiring th em to perform continuously at a peak of efficiency. 1) So-called principles ar e truthful, but not realistic. 2) Simon: Due to limitations & constraints, the se principles are not thoroughly applicable. Self-contradictions 1) Based on d iscipline: Obedience is a mean to an end. 2) Based on bureaucracy: Obedience is an end itself.

How to Negotiate Your Salary in an Interview

How to Negotiate Your Salary in an Interview In negotiations, the first person to blink usually loses. The same goes for salary negotiations. If you name a number first, you’ll never know how high the hiring manager might have gone to win you. Here are five sneaky ways an interviewer will get you to answer the money question, and how to avoid them.Q: â€Å"What is the salary range you’re expecting?†Your ideal answer: â€Å"I’d like to get a better sense of the requirements before I commit to a number. Just so I can make sure I have a sense of what you need.†Q: â€Å"How much did you make at your last job?†Your ideal answer:  Don’t answer it. Say instead: â€Å"First I want to make sure I understand the ways in which this position’s responsibilities will differ from those of my former position. Let’s discuss the details before we agree on a fair amount.†Q: â€Å"What are you hoping for in terms of salary?†Your ideal answer:  This is basically the sa me as the first question. If they’ve already asked some version of this, try this answer, and keep deflecting: â€Å"I’m sure whatever you’re offering will be commensurate with the going market rate for this position.† This puts the burden of fairness on them.Q: â€Å"In order to make you an offer, I’ll need to know your requirements.†Your ideal answer:  False! Resist! Deflect again! How about: â€Å"Let’s start with what you have budgeted for this position and then we can discuss from there.†Q: â€Å"Why don’t you want to disclose your salary requirements?†Your ideal answer:  This is quite the bold one, and not all that common. At this point, it’s okay to fight fire with fire. Try: â€Å"I’d really like to get a sense of what this position is worth to your company before I make any commitments.†As tough as it is to be tough, it will pay out in the long run. You may feel awkward about taki ng such a hard line, but your interviewer will respect you as someone not to be trifled with. You might even win yourself the offer with your negotiating prowess.

Japanese language patterns differ from American English patterns

Japanese language patterns differ from American English patterns Free Online Research Papers Title: Japanese language patterns differ from American English patterns The Japanese language has a different word order from English. English, as we know, is a subject-verb-object language. While there are some exceptions to this structure (One swallow does not a summer make; Great oaks from little acorns grow.), most spoken and written utterances follow this pattern. Japanese, however, has a different word order: subject-object-verb. If I were to ask someone how they were, I would say, â€Å"Kenki, desska?† Literally translated, this utterance would be rendered as â€Å"(You) well are?† This difference in word order makes Japanese for Americans a more challenging language to learn than, say, Spanish which hews to virtually the same underlying structure as English. Japanese has a few other differences worth mentioning here. Japanese is basically a syllable-timed language. In other words, syllables in Japanese generally get the same amount of stress. English is a stress-timed language. Syllables get unequal stress within words and certain words get less stress than others. Function words (articles, prepositions) in English get less stress generally. The Japanese language lacks articles and prepositions get the same amount of stress as other words within an utterance. Research Papers on Japanese language patterns differ from American English patterns19 Century Society: A Deeply Divided EraHip-Hop is ArtQuebec and CanadaAnalysis Of A Cosmetics AdvertisementComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeThree Concepts of PsychodynamicStandardized TestingPETSTEL analysis of IndiaMind Travel

New Mexico Recollection #6 Example

New Mexico Recollection #6 Example New Mexico Recollection #6 – Essay Example Task New Mexico Recollection by Marsden Hartley Marsden Hartley can be described as the most enduring painters of early Americanmodernity. He created some of the most intriguing works during his sojourns in Mexico (1932) and New Mexico. As a restless New Englander roaming the globe in search of styles and subjects, he located the desert landscapes, bright light, vast vistas and unusual topography of Mexico and the Southwest frustrating and challenging. Therefore, he applied avant-garde concepts to localized subjects (Alexandre 1). The significance of his works and his diverse role in the field is evident in his Mexico and New Mexico collection. Hartley thought he had located his superlative subject theme in regions in the Southwest. However, Mexico appeared to present answers for a short period. His collection shows a search for aesthetic inspiration. For instance, he incorporates elements of Cezanne-like still life, which he experienced in Paris. He also dabbled in mystical writings and arts and gained inspiration from Gertrude Stein, an expatriate patron. He also uses elements of cleanliness, modernity and orderliness, which he learnt while in Berlin. His collection also shows paintings reliant on American-Indian designs and objects drawn from his experience and knowledge gained from visits to Indian Museums in Berlin and New York (Alexandre 1). He intertwined Native American symbols and artifacts into primitive and flat patterns and employed triangles and large curves reminiscent of the Berlin pictures. His New Mexico collection appears as a direct response to the austere and vast mountainous landscapes. His work is characterized by muscular and bold marks besides deep emotional, spiritual connections and brilliant raw colors (Alexandre 1). This collaborates to outline the surroundings, and the notions on the American landscape. These New Mexico Recollections present an extended involvement and attraction with the American landscape after he showed assimilat ion with European abstraction and modernity. Alexandre Gallery. Marsden Hartley, New Mexico 1918-1920. An American Discovering America. Alexandre Gallery. 2003. Web. 11th March 2012 http://alexandregallery.com/exhibitions/pressRelease/56

Reflection on Major Paper #1 Essay Example | Topics and Well Written Essays - 250 words

Reflection on Major Paper #1 - Essay Example I was also able to develop a thesis statement on the first paragraph. The thesis statement was on analysis of the factors that influence oral participation in a foreign language class and its relations with English language development. Additionally, i was able to come up with a topic sentence in each paragraph. This helped in giving direction the rest part of the paragraph would take. Further, the topic sentence at the beginning of the paragraph helped in ensuring that the rest of the paragraph covered the same issue. Hence, there was no mixing of ideas in one paragraph. The other easy part was in coming up with a conclusion. The conclusion helped me demonstrate ability to analyse the issue. As a result, i was able to bring all the issues discussed in the body together. However, the most challenging thing was in finding sources. I had no idea of where to get the correct information that was credible on the topic. I had to roam from one search engine to another. This made it difficult to collect and analyse information that was credible. In conclusion, this first writing exposed me to many things. I believe it laid the foundation for me conducting more research on several issues. Moreover, I believe I will be able to work on few challenges such as searching for information and some punctuation errors that emerged in this