Did Charles I Succeed in Implementing Royal Absolutism Essay Example for Free

Did Charles I Succeed in Implementing Royal Absolutism Essay I prevail with regards to actualizing regal absolutism during the time of Personal Rule? Imperial absolutism is a condition of government whereby the ruler rules incomparable, with basically no administrative force set in different associations, for example, Parliament. For the individuals of England during the 1630s, it was an undeniable danger. After the dissolving of Parliament in 1629, Charles I left on his Personal Rule. Without dissecting whose shortcoming the breakdown in relations was, it was most likely the main thing Charles could do in the conditions. Unquestionably, no discourse with Parliament was conceivable. After 1629, the nation turned out to be especially wary of the King. Charles issue was he was a maladroit ruler whose faith in such thoughts as the Divine Right of Kings and Royal Prerogative implied that he didn't direct his convictions openly. Britain required steadiness, the Continent was an undeniable danger at that point, and England required a ruler to speak to England and its people groups standards. Shockingly, Charles was not the opportune individual. There is a lot of discussion over the authenticity of the picture Charles endeavored to depict during Personal Rule. Proof proposes Charles was just a ‘collector of fine arts’, and essentially wished to add shine to his government. The counter-contention is that artworks of Charles, the most well known of which were made by European craftsman Van Dyke, were introducing Charles as a ‘divine king’, executing absolutism with pictures of the King on enormous ponies, watching out over his realm. Did Charles utilize these fine arts to change his open pictures, loan greatness to his physical traits and commend Monarchy? His garments were regularly flashy, depicting riches and eminence. His face, without a care in the world, suggesting that the King is laid back and in charge. This absence of feeling can likewise depict Charles a s a cool, quiet and gathered individual, who experiences no difficulty keeping up his immense Kingdom. The Court was the essential issue for Charles’ rule, a model for a changed government and state. It was a microcosm of the Kingdom Charles expected to make and keep up. A case of consistency and similarity at its best. In his Court, Charles had rolled out huge improvements; the Court was currently a totally better place to that of his father’s, James. James permitted his court to be free, letting individuals goes any place and at whatever point they needed. Charles kept a suppressive principle over his utilizing severe control. The court was complicated under James. Charles supplanted it with a conventional system, a model for moral restriction. Following an overwhelmingly Revisionist see, Charles’ Court was essentially an impression of his unequivocally evolved tasteful sense. It depicted an emphasis on excellencies of harmony, regardless of the war. Perhaps more than all else, Charles’ government during the Personal Rule uncovered his absolutist goals more than everything else, beginning with the privy Council, a gathering of the Kings chose guides, who’s key occupation was to shape the Monarch’s wishes into strategy. In spite of Revisionists, (for example, D. L Smith) accepting that Charles â€Å"wished to utilize the chamber to execute an expansive reconstruction of government†, it was utilized for an a lot more noteworthy reason. It was utilized to expel the requirement for Parliament, leaving him in full control. He managed this committee with a dictator disposition, suggesting that he even strived for full oversight in his own Council. The more remarkable courts (otherwise called the Prerogative courts) were comprised of the Star Chamber and the Chamber of High Commission were more impressive than the neighborhood or regal courts that would manage the everyday issues of the Kingdom. These courts would permit Charles to sidestep standard laws and choices made by let down courts, with the end goal for him to get his own specific manner. Charles had unlimited oversight over the Government during his own standard, and was outrightly depicting the attributes of an Absolutist ruler. Charles’ monetary developments during his own standard were an endeavor to pick up autonomy, No longer requiring cash from Parliament would be one bit nearer to getting supreme. Individuals may contend that Charles basically required the cash to take care of huge obligations, additionally an endeavor to kill the on-going quarrel with Parliament. His approaches during this time were very absolutist. A genuine case of this is transport cash, making it obligatory for all residents to pay a duty that goes towards subsidizing boats to secure the coasts. The issue was that just as the individuals living on the coasts making good on this duty, individuals living in focal England were additionally compelled to pay it. This was most likely an uncalled for adventure, and caused mass hatred all through the nation. Religion was a key issue during the individual standard, with some trusting Charles’ choices in regards to Catholicism and the newfound ‘Armenianism’ to be to some degree disputable. Directly from the beginning of his rule, Charles had shown Catholic feelings as communicated in Arminianism, which a few people called Catholicism under another name. In any case, presently with Parliament out of the picture, there was apparently nobody to hold the Kings convictions under tight restraints and to advise him that England was a Protestant nation. The Kings strict convictions were of extraordinary concern on account of the fast advancement of William Laud, in the end to Archbishop of Canterbury. Commend was a disliked figure even by the Kings own supporters. Those contradicting the King hated Laud for his Arminian changes in the Church of England. Tragically for Charles, this tended to join individuals against him. The issue was that Puritans and Calvinists who contradicted the Arminian developments had valid justification to be concerned. Praises changes were Catholic in nature, including repositioning the special stepped area so steadfast Puritans would state that the pastor is obstructing the course to God. Praise attempted to raise the status of the church with the goal that they were equivalent to any man of his word in England. He requested that the private seats of the upper class that set them apart from the remainder of the assembly be evacuated. This embarrassed them. Arminianism was such an equivocal thought, that, while obviously it had numerous similitudes with Catholicism, it was not satisfactory whether it could be good with the Church of England. This inquiry was brought straightforwardly up in 1634 when the Pope offered Laud the situation of Cardinal. Obviously Laud can't (in the event that he had acknowledged, there is no uncertainty that England would have been tossed into disturbance), yet his refusal was not unequivocally enough worded; he said that he was unable to acknowledge Rome all things considered. This appeared to recommend such a large number of Puritans that Laud was resolved to moving towards Catholicism, or if nothing else Catholicism autonomous of Rome. It is essential to understand that Laud was a key supporter of Charles and that any analysis leveled at Laud was likewise at Charles. Praise was the Kings instigator of his strict convictions. In the event that the King didn't accept totally in the standards of the Church of England, this was not a difficult that would take steps to cut down the Kings rule. The difficulty was the idea of Charles strict whimsy. As of now referenced, it was Catholic. What's more, Catholicism was broadly dreaded and abhorred in England. Charles’ rule was not kept to England. It could be contended that Charles’ rule of Ireland and Scotland were much more tricky than the strains made in his different realms would, at last have sensational harming results on his standard in England. Through Wentworth, Charles expected to administer in the way in which he wanted to in the long run oversee England, totally, productively and regardless of any intrigue however that of the crown; in how own statement ‘thoroughly’ (Clarke. A). Charles likewise endeavored to stretch out strict change to Scotland, which, taking everything into account, rather ineffective. In the wake of executing his changes, it was obvious to see that Charles was a danger to Scotland’s force, and Scotland knew this as well. In a very absolutist way, Charles had endeavored to deny numerous titles to Scottish crown and church handles that Scottish aristocrats had gained since 1540. To finish up, Charles was without a doubt an Absolutist chief. He strived for money related autonomy during his standard, after endless quarrels with the English Parliament. His committees and chambers had the option to sidestep custom-based law, in this manner rendering him all ground-breaking in that angle. A subsequent viewpoint was his court, which was an immediate microcosm of what he accepted his realm ought to be, a position of congruity and consistency. Had Charles been effective in his changes in Ireland and Scotland, he may have sought after to turn out to be all the more remarkable, however the upheaval before long finished his rule of unremarkableness. Most rulers named as absolutist had no more prominent capacity to the individuals who were non absolutist. Was absolutism basic a mark used to underscore distinction between the talk of rulers and the real factors of the compelling utilization of intensity by these rulers? Maybe. The on-going inquiry of Charles’ absolutist aims will be never have a conclusive answer.

Critically evaluate the concept of human security Essay

Fundamentally assess the idea of human security - Essay Example The first considers the assurance of human rights and the subsequent one spotlights on the insurance of individuals from financial, ecological, social and different types of dangers and focuses on the prosperity of man’s by and large business; a component of social equity is noticeable in this origination (Williams 2008, p. 231). The third and most dubious origination considers human security in an a lot more extensive manner guaranteeing the endurance and wellbeing of people. It watches the idea in a worldwide point of view and subjects, for example, worldwide monetary status, impacts of globalization and strength of the earth are considered as the fundamental components of human security. This paper attempts to make a basic assessment of the idea of human security and in doing so the paper considers the different parts of human security and related issues. The idea of Human Security: Debates and Definitions All the three originations of human security cleared route for react ions and a large portion of the ongoing discussions are molded by the more extensive origination of human security. ... idea of human security in an expansive manner and that is â€Å"the nonattendance of dangers to different center human values† while Alkire (2002) holds that â€Å"the goal of human security is to protect the indispensable center of every single human life from basic unavoidable dangers, and to do as such without looming long haul human flourishing† (Quoted in Williams 2008, p. 231). Alkire’s definition is by all accounts increasingly positive in nature. Notwithstanding, an increasingly extensive definition is offered by the Commission on Human Security and the report of the Commission sees human security as ‘protecting basic freedoms’-â€Å"protecting individuals structure basic (extreme) and unavoidable (far reaching) dangers and circumstances. It implies utilizing process that expand on people’s quality and goals. It implies making political, social natural, monetary, military and social frameworks that together give individuals the struct ure squares of survival† (Williams 2008, p. 231). Despite the fact that there are different definitions and understandings of the idea of human security, there are numerous who hold that the state-focused way to deal with human security should give path for an increasingly far reaching individuals focused way to deal with security. Tadjbakhsh, in this regard, sees that â€Å"there is accord among its promoters that there ought to be a move of consideration from a state-focused to a people-focused way to deal with security, that worry with the security of state fringes should offer approach to worry with the security of the individuals who live inside those borders† (Tadjbakhsh 2006, p. 5). Accordingly, it very well may be construed that an individual focused human security model accept the wellbeing of the person as the way to worldwide security and any unsettling influences to the security of the individual would hence influence the universal

B. F. Skinner Biography of the Behaviorist Thinker

B. F. Skinner Biography of the Behaviorist Thinker More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming In This Article Table of Contents Expand Best Known For Biography Inventions   Project Pigeon The Baby Tender Operant Conditioning Schedules of Reinforcement Teaching Machines Later Life and Career Awards and Recognitions Select Publications Contributions B. F. Skinner was an American psychologist best-known for his influence on  behaviorism. Skinner referred to his own philosophy as radical behaviorism and suggested that the concept of free will was simply an illusion. All human action, he instead believed, was the direct result of conditioning. Best Known For Operant conditioningSchedules of ReinforcementSkinner BoxCumulative RecorderRadical Behaviorism Among his many discoveries, inventions, and accomplishments were the creation of the operant conditioning chamber (aka the Skinner Box), his research on schedules of reinforcement, the introduction of response rates as a dependent variable in research, and the creation of the cumulative recorder to track these response rates. In one survey, Skinner was named the most influential psychologist of the twentieth-century. Birth and Death Born: March 20, 1904Died: August 18, 1990 Biography Burrhus Frederic Skinner was born and raised in the small town of Susquehanna, Pennsylvania. His father was a lawyer and his mother a homemaker and he grew up with a brother who was two years his junior. He later described his Pennsylvania childhood as warm and stable. As a boy, he enjoyed building and inventing things; a skill he would later use in his own psychological experiments. His younger brother Edward died at the age of 16 due to a cerebral hemorrhage. During high school, Skinner started to develop an interest in scientific reasoning from his extensive study of the works of Francis Bacon. He went on to receive a B.A. in English literature in 1926 from Hamilton College. After earning his undergraduate degree he decided to become a writer, a period of his life that he would later refer to as the dark year. During this time he wrote only a few short newspaper articles and quickly grew disillusioned with his literary talents, despite receiving some encouragement and mentorship from the famed poet Robert Frost. While working as a clerk at a bookstore, Skinner happened upon the works of Pavlov and Watson, which became a turning point in his life and career. Inspired by these works, Skinner decided to abandon his career as a novelist and entered the psychology graduate program at Harvard University. After receiving his  Ph.D.  from Harvard in 1931, Skinner continued to work at the university for the next five years thanks to a fellowship. During this period of time, he  continued  his research on operant behavior and operant conditioning. He  married Yvonne Blue in 1936, and the couple went on to have two daughters, Julie and Deborah. Inventions   During his time at Harvard, Skinner became interested in studying human behavior in an objective and scientific way. He developed what he referred to as an operant conditioning apparatus, which later become known as a Skinner box. The device was a chamber that contained a bar or key that an animal could press in order to receive food, water, or some other form of reinforcement. It was during this time at Harvard that he also invented the cumulative recorder, a device that recorded responses as a sloped line. By looking at the slope of the line, which indicated the rate of response, Skinner was able to see that response rates depended upon what happened after the animal pressed the bar. That is, higher response rates followed rewards while lower response rates followed a lack of rewards. The device also allowed Skinner to see that the schedule of reinforcement that was used also influenced the rate of response. Using this device, he found that behavior did not depend on the preceding stimulus as Watson and Pavlov maintained. Instead, Skinner found that behaviors were dependent on what happens after the response. Skinner called this operant behavior. Project Pigeon Skinner took a teaching position at the University of Minnesota following his marriage. While teaching at the University of Minnesota and during the height of World War II, Skinner became interested in helping with the war effort. He received funding for a project that involved training pigeons to guide bombs since no missile guidance systems existed at the time. In Project Pigeon, as it was called, pigeons were placed in the nose cone of a missile and were trained to peck at a target that would then direct the missile toward the intended target. The project never came to fruition, since the development of radar was also underway, although Skinner had considerable success working with the pigeons. While the project was eventually canceled, it did lead to some interesting findings and Skinner was even able to teach the pigeons to play ping-pong. The Baby Tender In 1943, B.F. Skinner also invented the baby tender at the request of his wife. It is important to note that the baby tender is not the same as the Skinner box, which was used in Skinners experimental research. He created the enclosed heated crib with a plexiglass window in response to his wifes request for a safer alternative to traditional cribs. Ladies Home Journal printed an article on the crib with the title Baby in a Box, contributing in part to some misunderstanding over the cribs intended use. A later incident also led to further misunderstandings over Skinners baby crib. In her 2004 book Opening Skinners Box: Great Psychology Experiments of the Twentieth Century, author Lauren Slater mentioned the oft-cited rumor that  the baby tender was actually used as an experimental device.?? The rumors were that Skinners daughter had served as a subject and that she had committed suicide as a result. Slaters book pointed out that this was nothing more than a rumor, but a later review of the book mistakenly stated that her book supported the claims. This led to an angry and passionate rebuttal of the rumors by Skinners very much alive and well daughter Deborah. In 1945, Skinner moved to Bloomington, Indiana and became Psychology Department Chair at the University of Indiana. In 1948, he joined the psychology department at Harvard University where he remained for the rest of his life. Operant Conditioning In Skinners operant conditioning process, an operant referred to any behavior that acts on the environment and leads to consequences. He contrasted operant behaviors (the actions under our control) with respondent behaviors, which he described as anything that occurs reflexively or automatically such as jerking your finger back when you accidentally touch a hot pan. Skinner identified reinforcement as any event that strengthens the behavior it follows. The two types of reinforcement he identified were positive reinforcement (favorable outcomes such as reward or praise) and negative reinforcement (the removal of unfavorable outcomes). Punishment can also play an important role in the operant conditioning process. According to Skinner, punishment is the application of an adverse outcome that decreases or weakens the behavior it follows. Positive punishment involves presenting an unfavorable outcome (prison, spanking, scolding) while negative punishment involves removing a favorable outcome following a behavior (taking away a favorite toy, getting grounded). Schedules of Reinforcement In his research on operant conditioning, Skinner also discovered and described schedules of reinforcement: Fixed-ratio schedulesVariable-ratio schedulesFixed-interval schedulesVariable-interval schedules Teaching Machines Skinner also developed an interest in education and teaching after attending his daughters math class in 1953. Skinner noted that none of the students received any sort of  immediate feedback on their performance. Some students struggled and were unable to complete the problems while others finished quickly but really didnt learn anything new. Instead, Skinner believed that the best approach would be to create some sort of device that would shape behavior, offering incremental feedback until a desired response was achieved. He started by developing a math teaching machine that offered immediate feedback after each problem. However, this initial device did not actually teach new skills. Eventually, he was able to develop a machine that delivered incremental feedback and presented material in a series of small steps until students acquired new skills, a process known as programmed instruction. Skinner later published a collection of his writings on teaching and education titled The Technology of Teaching. Later Life and Career Skinners  research and writing quickly made him one of the leaders of the behaviorist movement in psychology and his work contributed immensely to the development of experimental psychology. Drawing on his former literary career, Skinner also used fiction to present many of his theoretical ideas. In his 1948 book Walden Two, Skinner described a fictional utopian society in which people were trained to become ideal citizens through the use of operant conditioning. His 1971 book Beyond Freedom and Dignity  also made him a lightning rod for controversy since his work seemed to imply that humans did not truly possess free will. His 1974 book About Behaviorism was written in part to dispel many of the rumors about his theories and research. In his later years, Skinner continued to write about his life and his theories. He was diagnosed with leukemia in 1989. Just eight days before he died, Skinner was given a lifetime achievement award by the American Psychological Association and he delivered a 15-minute talk to a crowded auditorium when he accepted the award. He died on August 18, 1990. Awards and Recognitions 1966 Edward Lee Thorndike Award, American Psychological Association1968 - National Medal of Science from President Lyndon B. Johnson1971 - Gold Medal of the American Psychological Foundation1972 - Human of the Year Award1990 - Citation for Outstanding Lifetime Contribution to Psychology Select Publications Skinner, B. F. (1935) Two types of conditioned reflex and a pseudo type Journal of General Psychology, 12, 66-77.Skinner, B. F. (1938) Superstition’ in the pigeon Journal of Experimental Psychology, 38, 168-172.Skinner, B. F. (1950) Are theories of learning necessary? Psychological Review, 57, 193-216.Skinner, B. F. (1971) Beyond Freedom and DignitySkinner, B. F. (1989) The Origins of Cognitive Thought Recent Issues in the Analysis of Behavior, Merrill Publishing Company. Contributions to  Psychology Skinner was a prolific author, publishing nearly 200 articles and more than 20 books. In a 2002 survey of psychologists, he was identified as the most influential 20th-century psychologist. While behaviorism is no longer a dominant school of thought, his work in operant conditioning remains vital today. Mental health professionals often utilize operant techniques when working with clients, teachers frequently use reinforcement and punishment to shape behavior in the classroom, and animal trainers rely heavily on these techniques to train dogs and other animals. Skinners remarkable legacy has left both a lasting mark on psychology and numerous other fields ranging from philosophy to education.

Evaluation of the Characters in Director John Ford’s...

John Ford’s dramatic film The Grapes of Wrath was released on March 15, 1940. This film was based on John Steinbeck’s Pulitzer Prize winning novel. This film follows the Joad family on their long trip to California. It watches as they lose their home and are left with no choice but to pack their necessities and set off. Though they had no idea where they were going, they had no choice but to keep on, hoping that somewhere along the line someone would have mercy on them and they would find some form of work. Though the list of influential characters presented within the film is a rather short one, each character plays at least a small part in the eventual outcome of the text, so having to select just one as the most critical proves to be shockingly difficult. However, upon further scrutiny it begins to become clear that one character holds a steady level of importance throughout the duration of the text. Ma Joad is the only character presented with a large amount of impo rtance that remains consistent from the very beginning to the final moments of the film. Ma Joad emerges as the backbone of the film rather early on, paving the way for all of the significant events and decisions made within the text. Initially, there is a suggestion that Pa Joad was the leader and the provider of the family, and in the beginning, he was often looked toward as being the most significant member of the Joad family. In fact, Pa Joad was the one that plans the family’s trip to

Physical And Psychological And Sexual Abuse - 980 Words

Abuse is so common in today’s day and age; it’s used like a language. Some people are immune to it; that’s all that they have been introduced to whether male or female. It’s a language that only people who have not taken a recollection nor responsibility to the issue at hand. This leads into BWS which is classified as a psychiatric condition named Battered Woman Syndrome. The actual definition of this disease from Wikipedia is â€Å"Battered person syndrome is a physical and psychological condition of a person who has suffered emotional, physical, or sexual abuse from another person†. According to the Psychiatric Times, it has been in the medical field for more than 30 years. However, even being in the medical field it is not recognized as serious until reported and or visually seen numerous times. Physical, Psychological and Sexual abuse has been presented in multiple settings as harmful and dangerous. When these things happen, unfortunately the victim is largely blamed and asked questions based on if they meant for what happened to them, as a direct action to inflict pain towards themselves. As is true, multiple cases of the described forms of abuse are reported almost half of the cases are dropped due to the withdraw from victims. Withdrawal due to fear and issues of life or death; they no longer wish to press charges. From my sources in the â€Å"Psychiatric Times†; they explained that gender violence is fostered by the socialization of men†. Meaning that is stemmed fromShow MoreRelatedChild Abuse Prevention and Control; Can Physical, Sexual or Psychological Abuse Be Controlled Within the Household?820 Words   |  4 PagesChild abuse is a serious and widespread problem throughout the world. It can take the form of sexual abuse, physical or psychological mis treatment , or child neglect. Can child abuse be prevented? Can the child abuser be rehabilitated? 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Managerial Functions Free Essays

The management functions according to Henry Fayol are planning, decision-making, communication, organizing, leadership, motivation, control and coordination. These functions are important for all types of organization whether it is small, medium or large Or whether they are private or public organizations. The success or failure of any organization is primarily depends on how effective these functions are carried out in an organization. We will write a custom essay sample on Managerial Functions or any similar topic only for you Order Now This particularly true in the current dynamic economic, technological. Social and political climate of the 21st century. In addition it is becoming very vital the success or failure depends on how the above managerial functions are carried out in a global economic environment and challenges of environmental issues and climate change. The Distribution center of Walmat serves 120 stores and it is a hub, which ensures the stores have the correct products with appropriate quality and as well it ensures the stocks, arrives at stores in time and there is an adequate stock to serve the customers in the respective stores where the distribution center is responsible. Say I am working as a Supervisor for a section, which is responsible to the distribution to Super Centers in a given area. I am directly responsible to the Distribution center chief manager. The planning function gives an organization direction and sets the objectives as an organization as a whole and also objectives for the sub-units. It also is a tool to use limited resources to use effectively and efficiently and reduce waste so that the  organization is competitive and meets the goals consistently in the short and in the long term. In this regard as a Supervisor I have to schedule the day to day work load and have a contingency plan if some staff do not come in a day and how I can reschedule the activities so that I can meet the deadlines and ensure the stocks arrives at the Super center In time.   In this manner I have to plan activities and implement the plan on a day-to-day basis to meet the objectives of the Distribution center my responsibilities in accordance with procedures and policies of the center and the directions of my manager.  Decision-making refers to the question of what to produce, how to produce, when to produce, how to distribute to plan, organize and control activities. As a Supervisor for Super centers I have to allocate staff for different activities and I have to make decisions regarding the allocation of staff, As well to schedule tasks I have decide the how I can control the workflow with limited interruptions and improve the time taken for each activity as well to make decisions the timing of processing the orders from the Super Center. As well I have to arrange and use transport to deliver the stocks to the Super center and decide the timing and the type of transport needed. That is I have to make decisions in regards to planning, organizing, control and motivate staff to meet deadlines and ensure a smooth workflow with little interruptions. In any organization the organization uses capital, natural resources and above all human resources or manpower to convert raw materials in to value added products. To  accomplish this the organization must recruit the appropriate people in terms of skill, personality and values compatible with the organization, train them if necessary to upgrade skills, motivate them to use their maximum potential by identifying intrinsic and extrinsic motivational factors. As a supervisor I have to ensure adequate staff to perform the activities monitoring the demand for each activity and inform the chief manager on a regular basis to recruit staff for a particular area of work and inform the manager the training needs of staff if identified any inadequacies of their skills observed and in performance evaluations and recommend staff for promotion to the chief manager of the Distribution center. Managers have to communicate with internal staff above them and below them as well as to external bodies. In my day-to-day work I have to communicate with my staff to motivate and to direct them and allocate the resources they need to perform their tasks as well have to communicate and report the progress of my section to the chief manager in written form in accordance with procedures and policies. I have to deal orally and writing with the suppliers and with the Super Center to plan and control activities to ensure the schedules are revised and activities are reorganized and the work processes and the logistics in the Distribution Center is reengineered to improve efficiency in consultation with my chief Manager within my work responsibilities. Organization means the organizational structure such as Authority and responsibility, line of communication, internal control systems, decision-making mechanisms, and logistics Technological and information system infrastructure, management culture and style, types and number of divisions and departments, levels of management, procedures and policies regarding particular activities which are routine by nature as well as General code of conduct and policies relating to human resource management and other important functions. As a Supervisor I must know my Distribution center organizational structure and how it fits with Wal Mart so that I can work and know how my work is related with other divisions within the center and know the computer and other internal control systems to work in accordance with such procedures and to enable to use decision-making mechanism tolls computer and other tolls to plan and organize and control activities within my responsibility and to report in accordance with the chain of command and to go beyond my official authority without prior permission. As well I have to organize activities by allocating tasks to my staff and ensure they work in accordance with procedures and policies applicable to their work and apply my managerial style compatible with my staff profile and compatible with the managerial style of my Chief Manager and with the Wal marts managerial style acceptable to the management culture. Motivation is an important and complex function of management in all levels including the low level management. Motivation means providing appropriate incentives monetary and non-monetary reward systems to maximize the use of the potential of all staff. Have a performance evaluation system to enhance performance and provide carrier opportunity to staff, which has the initiative, ambition, skill and appropriate values personality, which is compatible with the organizational culture. As a Supervisor as discussed above I have to understand the complexity of motivation and must identify the motivational factors and provide incentives and give meaningful tasks to staff to motivate  them to perform and use their full potential and to retain skilled staff which is a scarce resource and vital for the competitive edge of the organization as a whole. Managers also must show leadership qualities such as knowledge providers, mentors and facilitators for the staff working for them and to harness their skill and upgrade their skill  and shape behavior so that the staff meets the goals of the organization not goals that are not compatible organizational goals as a whole. As mentioned above as a Supervisor I will act as a role model, a mentor a facilitator and a knowledge provider and always tries  to upgrade there energy level in a high level and maintain them so that their effort level  is high and their morale is high. Coordination is necessary to work with other divisions and with external clients to meet the goals set for the Distribution Center with the Overall Objectives of Wal mart. As a Supervisor I have to coordinate with suppliers, with other divisions with the Distribution center to plan and control activities to maximize the efficiency of the distribution center not by unit alone in the expense of the distribution center but also add value to the Wal mart as a whole as I acknowledge different divisions may have different objectives and  Ã‚  they are not always compatible and one has to strike a balance between technical objectives, human objectives, sales objectives and cost objectives to plan and control activities. Control processes are important as it gives feedback on the results of operations to the managers in the form of reports quantitative and qualitative or regular feedback to managers immediately above on a regular basis so that they can adjust the plan or improve the processes and control cost and rectify weaknesses in operational efficiency  and innovate new products on a continuous basis to survive and grow in the short and n the long term. As a Supervisor for Super enter delivery I will give feedback on how to improve efficiency by improving work processes and system and application of technology and better decision making and information system within the organization  as well prepare reports in accordance with procedures to measure the performance of the Divisions to control cost and to improve productivity and innovation within the distribution center. The Chief manager of the Distribution center has to plan for the operation as whole and revise plans based on the feedback from the divisional managers and have to plan for capital expenditure and investment decisions which will improve efficiency within the budget and also plan for man power and budget for expenditures and logistic plans within  the distribution center. In staffing the chief manager has to make decisions of the best method to recruit staff, best reward system, promotional policies and assessment systems  training of staff. In relation to decision making he has to make decisions how to plan effectively using technology and other methods, determine best logistic planning and scheduling the activities, cost control methods, make decisions as how to control quality and quality control processes and systems, how to motivate staff, effective methods of coordination of different systems, best feedback mechanism and frequency, appropriate management style. He has to communicate with finance department, Information technology department, suppliers and stores he is responsible and with other distribution center managers on a regular basis as well as with divisional managers and staff. In controlling activities he must establish feedback mechanism and regular reports to identify problem areas and to identify causes and improve efficiency of the processes and systems and to improve the performance to meet the objectives of the Distribution center. In motivating staff he must identify the intrinsic and extrinsic motivational factors and provide incentives and by enhancing the work of staff and supervisors and providing meaningful work. As the external environment is dynamic and in a global economic environment the Walmart must become more adaptable and there fore the work and duties of all management will become more complex and they must revise their systems and processes on a faster face than ever before and must become a team oriented organization than functional and become more flexible in their work practices in the future. Bibliography Carrol.Archie.B. (1993), Three Types of management Planning: Making Organization Work, Management Quarterly, 34, 1, Retrieved February, 15, 2007, from http://www.questia.com/PM.qst?a=od=5002194623 Divisions (n.d) Retrieved February, 15, 2007, from http://corporate.walmart.com/?id=10 Korman.Abraham. K Kroat.Allen.I. (1999) Evolving practices in Human Resource Management: Responses To a Changing World, London Manel (ed), Retrieved February, 15, 2007 from https://www.questia.com/read/107266673/evolving-practices-in-human-resource-management Schirmer.F. (2002), Lower-Level and Middle-Level Management as the Recipients and Actors of Human Resource Mnagement Organization, International Studies of Management, Retrieved 15, 2007 from https://www.questia.com/read/5000141068 How to cite Managerial Functions, Essay examples

International Marketing

Question: What is the International Marketing ? Answer: Introducatio Marketing activities which are carried out between two nations can be termed as international marketing. It can also refereed as global marketing. The concept is the mechanism of marketing principles for the countries involved in the transactions. This concept constitutes the marketing activities co-ordinated and integrated across multiple country markets. It can also be considered as the multinational process of planning and executing the price and promotion of the produced goods, ideas and services for creating and developing an exchange which will satisfy the consumers needs and requirements (Czinkota and Ronkainen, 2013). The below presented research project has been focused on the principles of international marketing for Evolve Skateboards which is into the business of creating the highest quality carving machines that incorporate the best longboarding concepts with the latest technology. The further analysis has been carried out on the elements and the barriers in the global m arketing. International marketing mix strategies Product strategies: Evolve Skateboards can bring product standardisation, which means company needs to introduce unchanged product in the markets of Turkey. This approach improves the management and design of the product which will develop a distinct image of the company and product. This approach is also beneficial for the consumers as it will ensure the quality and safety level of the skateboards and also creates a differentiation between the products which will help the consumer in making choice (Dunning, 2012). Product adaptation can be done by the company in which some adjustments are to be made in the products according to the new markets For instance, changes in packaging, size and symbols, adding features to the skateboards and also making more attractive by changing graphics over it etc. A finely presented product will attract more consumers and which will make the goods better than that of the competitors. Product extension can also be considered as the strategy which will aid the organization in this concept. In this case the company will be extending the product which is already marketed in the home country that is Australia. For instance Evolve Skateboards can launch new range of skate boards with some modifications which are similar to the products that are already well established and have a good share of royalty. Pricing strategies: The company can adopt new pricing policies on the basis of the new markets, regions etc. The pricing of the products will change on the basis of the income level of the consumers, buying habits etc. Psychology Pricing is an approach which can be adopted by Evolve Skateboards as this strategy plays with the minds of the consumers and can easily influence the buyers. For instance the company can keep the price of a skateboard at $ 299 instead of keeping it at $ 300. There is a very slight difference in the amount; the reason for this trend is that the consumers tend to put more attention at the first number on the price tag instead of last. This approach will increase the demand by developing an illusion of enhanced value for the consumer. This is a unique kind of pricing strategy and will keep the company ahead in the competitive world. Also the company can make use of market penetration pricing policy, when the corporation is about to launch a new product in new m arket area or region. In this approach the company will enter the market with a low or medium price so as to establish the product in the market and increase the sale and market share of the product. This technique can also be adopted by the entities so as to draw attention from their competition. But this approach tends to result in loss at the initial stage for the business corporation. Promotional strategies: Evolve Skateboards should carry out a survey on the mediums to be used locally in the specific region. For instance the company can make use of social media and internet for carrying out the promotional activities. Use of Facebook, Google will offer the company to advertise and promote the products and services in a much better and relaxed environment and this form of strategy is also known as direct marketing at its best as social media is the option which connects with a world of potential consumers. Also Evolve skateboards can organize some kind of contests through which a number of consumers will be promoted. Promotional strategies can also be developed by carrying out a research over the competitors promotional strategies. This will enable the firm in developing better plans as compared to that of the rivals. Customer referral incentive program is a scheme in which the existing consumers will be rewarde for referring the new lve skateboards can offer free products, discount coupons and cash rewards. Distribution strategies: A proper mechanism should be used by the firm in order to carry out the distribution of the goods at correct place, in a correct for and that to on time. International logistics play a major role in the international sales and production activities (Zhu and Geng, 2013). Standardisation approach can be adopted by the organization as it makes a speedy management of the orders and which will enable the company to distribute the products quicker as compared to the rivals and will manage the sustainability. Indirect distribution strategy can be adopted by the company to make the product reach till the consumers. In this approach product will be distributed by the use of an intermediary. For instance Evolve Skate Boards will send the products to the wholesaler and then from wholesaler to retailer and at last it will reach till the end consumer. CONCLUSION From the above carried out analysis it can be inferred that Evolve Skateboards which is into the business of creating the highest quality carving machines that incorporate the best longboarding concepts with the latest technology and wants to launch a new range of electrical skateboards in Turkey. The above presented report has been focused on the international marketing mixes an the strategies adopted for the same process. References Czinkota, M.R. and Ronkainen, I.A., 2013. International marketing. Cengage Learning. Terpstra, V., Foley, J. and Sarathy, R., 2012. International marketing. Naper Press. Dunning, J.H., 2012. International Production and the Multinational Enterprise (RLE International Business). Routledge. Zhu, Q. and Geng, Y., 2013. Drivers and barriers of extended supply chain practices for energy saving and emission reduction among Chinese manufacturers. Journal of Cleaner Production, 40, pp.6-12. Verbeke, A., 2013. International business strategy. Cambridge University Press. Dunning, J.H., 2014. The Globalization of Business (Routledge Revivals): The Challenge of the 1990s. Routledge. Patidar, M, 2015 Steps of international marketing, Assessed on 22nd March 2017, https://www.enotesmba.com/2015/03/steps-in-process-of-international-marketing.html. Marsh, E, 2017, Seven elements of international marketing, Assessed on 22nd March, https://www.internationalman.com/articles/seven-elements-of-international-marketing.

How to Deal with Rejection and Turn that Into a Freelance Writing Job

Yes! You landed your first freelance writing job and turned in the best writing you can muster to your first client. You can finally breathe. Finally relax. And congratulate yourself on this big achievement. But, oh snap! Three days later you get an email from your freelance writing client saying that they rejected your writing and will not publish that content. A punch in the stomach. How do you deal with rejection as a freelancer? How to Deal With Rejection Step 1: Remain Positive Its so easy to throw in the towel and forget freelance writing altogether. Rejection stings and when you have your own business, it can cripple you. I get you! I was rejected early on and almost gave up on becoming a freelance writer. But, I had the support I needed to help me remain positive. I realized that this one person couldnt tell me that I wasnt worth it as a writer. I needed to develop my own mantra and my own confidence that my writing was valuable enough to profit from. Step 2: Assess The Situation Okay. So your writing was rejected. You have a couple of things running through your head to help you learn how to deal with rejection: Did my writing suck that much? Did the client not like me? Yeayour inner voice is harsh right? In reality, there could be several reasons why your writing was rejected: It did not reflect the brand and message of the business The quality of writing wasnt representative of their brand and message The content (facts, stats, tips, ideas) did not reflect the type of audience the business had (i.e. information was juvenile or too above their heads) Of course, there are other reasons like you turned in the project late, you asked the client too many questions (making them question your credibility as an expert writer), you oversold yourself and didnt deliver on the project or the client was a poor client and wanted a free sample from you. Go back and assess your writing and the business. If the project was a blog post, look at the clients blog and see if they hired other writers. If so, look at their writing and see how that differed from yours. Did these writers use subheadings? Did they have a conclusion paragraph that summed up the entire post? Did they interlink? Did they include case studies or interviews? If you notice some discrepancies with your writing from theirs, maybe its time to improve your writing. Step 3: Fail Fast and Move On Learning how to deal with rejection means putting this behind you and learning to fail fast. Dont dwell on this and look to the bright side that client saved you from a gig that probably wasnt high-paying or respectful of your writing. Its time to move on. Now, lets look at how we can profit from a rejection. How to Turn A Rejection Into a Freelance Writing Job You can definitely profit from a rejection. Lets look at how. 1. Pitch Your Article Elsewhere If the client did not accept your pitch or your article, just pitch it to another freelance writing job, submission or magazine. Similarly, if you have other clients, and they are in the same niche, then pitch that rejected article to them. This is something Ive done in the past and whats not great for one client is perfect for another! 2. Turn that Rejected Article Into a Sample Thats right. You poured your heart into this article for a client and now they dont want it. Thats fine use it as a sample for your portfolio. This is the perfect type of piece to have for your portfolio as it showcases your BEST writing. 3. Break Up Your Article Okay. One thing you can do is pick and choose pieces out of your rejected article and use that for other clients projects. For example, if the rejected piece was about keto snacks for new moms and one of your clients wants a post on healthy eating habits, you can use some of that information from your keto post for this new post! 4. Use It for a Guest Post Guest posting is a great way to land a freelance writing job. Your writing is on another site with a bigger audience and one of those readers could be a potential client. So, use that rejected freelance writing article for a guest post idea. Kudos to you if you pitch to guest blogs that pay! 5. Create a Product From It Look Im all for diversifying my income streams! I have courses, freelance writing clients and dabble in affiliate marketing. Why not turn that rejected piece into an eBook or small course? This can help you make a side income from your freelance writing! Sweet! Learning How to Deal With Rejection Doesnt Have to Be Hard As a freelance writer, you feel that your writing is a representation of you. If the client doesnt like your writing, then that means they dont like you. But, thats not true. Your writing just wasnt a great fit for the potential clientAT THAT TIME. You dont know if six months from now if your writing would be a great fit for them! Now its your turn have you ever been rejected from a freelance writing pitch or job? How did you deal with rejection? I want to hear from you!

How to Allow Flexibility for Homeschooled Students

How to Allow Flexibility for Homeschooled Students Homeschooling parents often name flexibility as one of our favorite homeschool benefits. We should be willing to pass that flexibility on to our children. There are non-negotiable tasks in every home and homeschool, but there is usually room for giving children the  freedom to make some of their own decisions. Allowing our children the freedom to make some of these decisions lets them take ownership of their education. It also helps them begin to develop  effective time-management skills. Consider these areas in which you may be able to allow your homeschooled students take charge of their school day. When to Complete Their Schoolwork Depending on their age and maturity level (and the flexibility of your schedule), consider giving your kids some freedom on when they complete their schoolwork. Some kids prefer to get up and get started right away each day. Others feel more alert later in the day. When my oldest, now graduated, was a homeschooled  teen, she preferred doing the bulk of her schoolwork late at night and sleeping in the following day. As long as she was completing and comprehending her work, I didn’t care what hours of the day she worked on it. It can be a valuable skill for kids to learn to recognize when they’re most productive and alert. We did have relatives who worried that she wouldn’t be able to adjust to a regular work schedule when the time came, but that has not proven to be a problem. Even if she had continued to prefer a later schedule, there are plenty of third shift jobs and someone has to work them. Where to Do School Allow your children to choose the physical location to do their independent work.  My son  prefers to do his written work at the kitchen table. He does his reading lying in the bed or on the couch. My daughter prefers to do all her her work in her room, spread out on her bed. When the weather is nice, my kids have also been known to take their schoolwork to our front porch or screened-in deck. Again, as  long as completion and comprehension arent an issue, I don’t care where my kids do their schoolwork. How to Complete Their Schoolwork Sometimes the assignments in their textbooks don’t mesh well with my kids’ personalities and interests. When this happens, I’m  open to alternatives. For example, if the topic of the writing assignment isn’t a good fit, they are free to choose an alternate topic that achieves the same goal. Just last week, my son had an assignment to write a letter of application to a particular type of business – a place to which he would not apply in real life. Instead, he wrote a letter to an actual company where he would like to work some day. On many occasions, we have swapped the boring book activity for a related hands-on learning activity  or chosen a different book for assigned reading.​ If your kids prefer a different activity that accomplishes the same learning objective that the curriculum  is trying to teach, allow them some  room for creativity.   How to Structure Their School Day If your students don’t do  subjects together as a family, letting them decide the order of their school day is one of the easiest freedoms to allow. After all, what difference does it make if they complete math before science? Some kids like to get their most challenging subject out of the way early, while others feel more accomplished if they can quickly mark a few subjects off their to-do list. Allowing kids to choose the order of completion within the framework of their daily schedule gives them a sense of freedom and personal responsibility for their schoolwork. What Topics to Study If you write  your own  unit studies, let your kids chose the topics. This is an effective technique because you’re giving your kids input on the topic, but you can determine the scope of the study and the resources you’ll use. Because this idea is very child-led, I highly recommend it for people who like the concepts of unschooling  but aren’t quite ready to commit fully to the philosophy. What Curriculum They Use Don’t go to the homeschool conventions alone  Ã¢â‚¬â€œ take your children! Let them have some input on the homeschool curriculum you choose. This helps you discover what appeals to them and gives them a sense of ownership over their schoolwork. You probably don’t want to take them with you the whole time, particularly if you have younger children. First, go do a little reconnaissance shopping. Then, once you’ve narrowed down the possibilities, let your kids have a say in the final decision. I have often been surprised at what my kids chose and why. My older daughter preferred books with large text and colorful illustrations all the way through high school. My younger two chose workbooks, much to my surprise, and strongly preferred those that broke each topic into weekly units and daily lessons. What Books to Read At my house, it’s pretty much a given that if I assign a book, it’s going to be boring. We have persevered through supposedly boring books only to discover that my kids’ interest was captured pretty quickly. There have been times when a particular book needed to be completed even if it really was boring. However, I’ve discovered that my kids enjoy reading much more when I give them choices  even if the choices are limited. I’ve started offering two or three choices on the topic we’re studying and allowing them to choose which of the books to read. A friend takes her kids to the library on a regular basis and allows them to choose any books they want under the headings: biography, poetry, fiction, and non-fiction. This allows them some leeway in their topics while providing some general guidelines. How to Spend Their Free Time Let your kids choose what they do with their free time. Surprisingly enough, studies have shown that playing video games can be beneficial. And sometimes a little mindless TV or fluff reading can be just what kids (and adults) need to unwind and process all the information they’ve taken in during the day.   I’ve found that my kids tend to self-regulate on TV and video games after a bit and instead choose to use their time to play guitar, paint, write, or other similar activities. On the days when they over-indulge in screen time, I try to consider the possibility that the mental break is beneficial. Where to Go on Field Trips Sometimes we parents put a lot of pressure on ourselves to choose and plan the perfect field trip. Get your kids in on the action. Ask them what they’d like to learn about and where they’d like to go. Often their insight and ideas will surprise you. Dream big together! Homeschooling families tend to be big supporters of personal freedoms. Lets make sure were extending those freedoms to our kids and teaching them valuable life skills (such as time management and how to learn) in the process.

Book and You Essay Example | Topics and Well Written Essays - 500 words

Book and You - Essay Example With the vast information one can get through the internet, the sources are often questionable that readers cannot always be sure if they have the right information from authorities or if they only have a biased information from a supporter or a critic of a certain subject matter. Concerning health, reading the printed material has no side-effects as compared to reading a software with the use of a computer that is known to cause certain cancers through the radiation emitted by the machine. These are just among the many importance of reading books in a computer age. The books that have caught my interest are mostly novels. I used to read them for entertainment purposes but as I discovered the rich information contained in literary works, I became more observant about the places and people described in the stories I read. I often feel transported to another world where I seem to become a spectator of the events in the story that makes me see through a different angle of vision which is the author’s viewpoint. I came to understand other people and cultures as I read through the pages of the more informed authors. As a child, I have read story books with colorful illustrations. This started my interest in reading and as I grew older, I turned to more serious books like novels that help me become more critical of my environment. Sometimes, I borrowed books from my friends who often recommend good books to me and at other times, I trade some of my collections with their own. I bought some books that I really loved because whenever I have the time, I read them again. Some were also given to me as gifts. One of my favorite authors is Dan Brown and I like his novel â€Å"Angels and Demons† a lot. It is a story of a symbologist who solves a divisive plan of the murders of Catholic Church leaders using the Illuminati, a famous secret society, as a faà §ade in the execution of the plan. The novel seems to have been

Social Construction of Race Essay Example | Topics and Well Written Essays - 250 words

Social Construction of Race - Essay Example Or he might consider himself as European because, though he lived in Asia, he lives as a European still. In this case, the basis for race classification is not physical feature but the cultural values of the person. This indicates that we can never know for sure the race of the person by looking at them. 2. Media is one powerful tool in shaping a society’s culture, values and preference. At the present time, the media is used by everyone. And we mean every form media, not just television or radio. Nowadays, the power of social media with the dawn of the World Wide Web is clearly visible. It shapes how people think and believe. Media can actually be used to open the perspective of different nations, not just in critical events such as war, economy and politics but also other issues concerning education, women and crime. Because media can now encompass all ages and all races, it can be used to create a venue for open dialogue between different societies in order to create resolu tions for different problems, whether it’s big or small. It can open a nation’s eyes on how their own people believe in but it also can bridge the gap between different nations.

Learning Irregular Verbs In English

Learning Irregular Verbs In English INTRODUCTION The present report contains the results of the investigation carried out at Higà ¼erito Basic School. It is evident that the goal of grammar instruction is to enable students to carry out their communication, Purposes, thereby getting involved with all those difficulties students have had for years to learn and use irregular verbs is highly important for teachers of English as a foreign Language. This Research has three Different Chapters: Chapter I, Presents the historical context of the Educational Center, it shows the External or geographic aspects of Higà ¼erito Basic School, There ´s an analysis of the Socio Economic and cultural characteristics of the Educational Center, In addition the philosophy of Higà ¼erito Basic School. The second chapter of this investigation states the difficulties in Learning Irregular verbs which is the basis of this research, It is analyzed here different aspects and methods of teaching irregular verbs such as; Infinitives matching and grouping, presentation, infinitives, unfamiliarity with infinitives, infinitives matching, The present continuous tense as matter of priority, categorization of irregular verbs and some strategies to teach irregular verbs. Chapter III, Is where the result of the investigation is presented. Firstly this chapter shows the results of the interview directed to the English teachers of Higà ¼erito Basic School and the results of the survey applied to the students of this Educational Center. JUSTIFICATION Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar, especially for the challenge that teaching irregular verbs represents. It hasnt been easy to deal with irregular verbs or make students understand how to use them. We felt motivated to investigate about it, because as English students we have also had difficulties with the acquisition and usage of irregular verbs. It is highly important to have all kind of information about the process of teaching irregular verbs, because we are thoroughly sure that as future English professionals will need to use them in a current conversation or in the classroom. This research will not only be important for us, it will also be important for those readers who share the benefits of the results of this investigation. The advantages of overcoming the difficulties that most teachers and students have with irregular verbs will contribute to improve the teaching and learning process that so far has been obstructed. METHODOLOGY This investigation was documentary and it was carried out in the field too, considering these, and the best and ideal ways to obtain excellent results and to count with the correct tools to understand the target problem of this research. In this investigation were used the descriptive and analytical methods, this report starts with a problem that is affecting most of the schools of our country in order to analyze a particular situation that is happening in Higà ¼erito Basic in San Juan de la Maguana Dom. Rep. All the possible elements that concern to this research were summarized and the results of the analysis were summarized. For more credibility and trying to give a realistic out look to Different sources were analyzed: Research, Books, on line technology and surveys at Higà ¼erito Basic School; teachers and students were interviewed CHAPTER I: CHAPTER I GENERAL CHARACTERICTISC OF THE HIGUERITO BASIC SCHOOL 1.1- Historical context of the Educative center. 1.2 External or Geographic Aspects 1.2.1- Socio Economic and Cultural Characteristics of the Center. 1.3 Internal Characteristics of the School 1.3.1 Description of the infrastructure. 1.3.2 Philosophy of the Educative Center. 1.3.3- Strengths and weaknesses of Higà ¼erito Basic School. 1.3.4- Problems of the Educative Center. 1.3.5- Statistics of Higà ¼erito Basic School CHAPTER I General Characteristics of Higà ¼erito Basic school This chapter I presents important information concerning to the historical context of the Educational Center, the Geographical location of Higà ¼erito Basic School, The Socio Economic and Cultural Characteristics of the Sector; This chapter also presents the internal characteristics of the school, it focuses the infrastructure; In addition it presents the philosophy of the Educational Center, the Strengths and weaknesses of Higà ¼erito basic school whereas the problems of the Educational Center and the Statistics of Higà ¼erito basic School. I. I. Historical context of the Educational Center. The first pavilion of the school was made of wood in 1953, by this time the principal was Mrs. Batida Ruiz, later they built three more classrooms, and three more teachers were hired. In 1970 teacher Ana Isolina de la Cruz was in charge of the school, in 1970 there was a staff of 2o teachers. Under Mrs. De la Cruz administration a second pavilion was built in 1982. Finally in 2001 Higà ¼erito Basic School was managed by Lida. Francisca Mirella Rodriquez. 1.2 Geographical Location of the Higà ¼erito Basic School This Urban School Belongs to Region 02 District 02-06. It is located in the Northern part of the city at 151 Anacaona Avenue in San Juan de la Maguana Dominican Republic. In the northern part of Higà ¼erito Basic School theres a neighborhood called, project 20 of the Ensanche Anacaona. South of the school theres a belt way Better Known as Circumvallation San Juan Bautista. East of the school, its located the Fire Fighter building and to the west La Altagracia Neighborhood. 1.2.1- Socio Economic and Cultural Characteristics of the sector. To talk about the Educational preparation of the, or background of the people, who live in this area it is necessary to present this topic focusing on the different sectors that are surrounding the educational center. The people, who live in the Eastern part of the school, are teachers, some of them are working and others are retired. Those people who live north of the school have an average level of education, most of the students that attend this school belong to this area, and they come from humble homes lots of economic adversities. San Juan de la Maguana is well known as El Granero del Sur, for its grain production, there by most of these people income depends on agriculture this activity is the economic support of the citizens, all around this educational center there are, some liquor stores. Concerning to cultural aspects, it is well known that every educational center that provides any kind of service to the community has its own beliefs and culture, which is well identified in students behavior. San Juan owns a rich culture with multiple traditions such as saint patrons party, in honor of John the Baptist. These parties are celebrated from June 15th to June 24th each year. This belief is part of every child and it is part of the school and the community. The school participates in all the activities promoted by different institutions of the community. 1.3- Description of the Infrastructure of the Higà ¼erito Basic School. The infrastructure of Higà ¼erito basic school looks in good conditions, Nowadays the School is made of blocks. It has 17 classrooms, Higà ¼erito School has an area of 466, 43 Mts. And each classroom measures 5.29mts. And 6.44 mts. There are only two bathrooms for the students which are not enough for the amount of pupils. The furnitures are not in good conditions, they need to be fixed. In the inside part of the school it could be observed certain amount of garbage in the yard and in the halls. There is a bad smell that comes out of the bathrooms this situation is affecting the students health. 1.3.1 Internal Characteristics of Higà ¼erito Basic School At present this School is been managed by a principal, for a better management it also has a procedures Staff, a cooperative team and a pedagogic team pretending to guarantee the application of the contents proposed by the curriculum. 1.3.2 Philosophy of the educative Center The project of Center of Higà ¼erito Basic School States the vision and mission of this school, it pretends to guarantee the preparation of all of the students increasing the reinvestment of values, attitudes and talents, making of those teenagers competent people. With the effort of dedicated teachers and following the guidance of the curriculum the image and the prestige of the school is going up. Some important values that make part of this school priority are: dignity, love, solidarity, discipline, responsibility, respect, collaboration, empathy, partnership, faith, honesty, creativity, humbleness, hygiene and sincerity. 1.3.3 Strengths and weaknesses of Higà ¼erito Basic School. According to the information compiled from the project of center this school, it may be quoted the following strengths: The teachers who come to this school are qualified teachers, willing to work with a high spirit of compromise, responsibility and desire to improve. The school is located away from disturbing places in benefit of those who take classes in this Educative Center. This Educative center contemplates as weaknesses: Lack of Library equipment, counseling Department, equipment and adequate school supplies. 1.3.4 Problems of the educative center The problems that are quoted in the project of center of this school are : indiscipline in the classroom, the student have reading problems, The process of teaching technical areas has become one of the biggest problems of the school because those technical areas as English and French require experienced teachers and this school doesnt have these teachers yet. CHAPTER II Difficulties in Learning Irregular Verbs 2.1 Difficulties Learning Irregular verbs. 2.1.1 Infinitives Matching and grouping. 2.1.2 Presentation, practice, production. 2.1.3 Unfamiliarity with infinitives 2.1.4 Infinitives matching. 2.1.5 The present continuous tense as matter of priority. 2.1.6 Categorization of irregular verbs. 2.1.7 Database making and strategies to teach irregular verbs. THE Difficulties in Learning Irregular verbs The chapter II of This research is based on the analysis of the difficulties in learning irregular verbs, here it is presented the infinitive matching and grouping activities and some methods such as presentation, practice and production, it is also treated here the unfamiliarity with infinitives, infinitive matching, the present continuous tense as a matter of priority as well as the categorization of irregular verbs and some strategies to teach irregular verbs. 2.1 Difficulties Learning Irregular Verbs. For learner of English, irregular verbs represent one of the most difficult aspects of the language. Normally because they are presented in the form of alphabetical lists. Never take into account the actual occurrence of these verbs. Irregular verbs haunt learners of English from the beginning to the end of their studies. Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar. The past tens and the perfective aspect on the verb are two rather difficult areas for ESL Learners all over the world. ESL Learners usually try several hypotheses before they can handle the past tense confidently. Especially, the irregular past poses problems for learners. If they could be organized in a morphonemic classification, to make it easier for the learners to create file/ folders that they can easily accommodate them in their learning process, and if the learning load can be reduced thereby, learners can grasp and remember them better and faster. In English, majority of the verbs go through 4 forms, with an exception of modal auxiliary verbs. These forms are: 2 tense forms and 2 aspects for The verbs in English behave in four different ways in the past tense: I. There is a regular past tense form: 2. There is an irregular past tense form wherein it takes any shape, which is not easily predicted. 3. There is a vowel change past tense form in which on vowel in the verb changes to form the past tense, while the rest of the verb shape remains the same. 4. There is a no change past tense form wherein the verb remains as it is. The irregular verbs have hardly any resemblance with the original form of the verbs and therefore their past form is unpredictable. 2.1.1 Infinitives matching and grouping The students are encouraged to match and group infinitives in a logical way. Hence, when they star dealing with the past simple tense, they have become familiar with the infinitives, so the primary barrier is eliminated. The list of irregular verbs with all three forms is then cat into pieces and the students are asked to categorize the irregular verbs on the basis of resemblance. This proceeds from a classification of irregular verbs as stated in a comprehensive grammar of the English language. The students are encouraged to create their own positive negative compound sentences, which they can as the fourth step- develop in stories. The fifth step is fixing phase, during which the students organize and reorganize the irregular verbs depending on how familiar the students are with them having learnt the infinitive, past and past- participle forms by heart, however, the students are found unable to recognize any of the forms if written in English, there is a method elaborated by: Jeremy Harmer, consists of the following elements: Engage, Study, Activate. In the engage phase, the teacher s effort is to awake the students interest, arouse their curiosity, and engage their emotions, employing numerous means, such as games, pictures, audio or video recordings, or dramatic stories. Most of us can remember lessons at school which were uninvolving and where we, switched off from what was being taught. We may also remember lessons where we were more or less paying attention, but where we were not really hooked. We were not engaged emotionally with what was going on; we were not curious, passionate or involved. Yet things are learnt much better if both our minds and our hearts are brought into service. Engagement of this type is one of the vital ingredients for successful learning. ¨ Harmer, (200:52). Hence, instead of being passively taught the infinitives of irregular verbs, students are encourage to play with them, in the activate phase, those exercises and activities are comprised, which gave been designed to make students use the language communicatively. The students are discouraged to focus on the language construction or practice of its particular patterns. On the contrary, the activities are to help the students to use their full language knowledge in the selected situation or task. The objective in the activate phase is, to use all and any language which may be appropriate for a given situation or topic. In this way students get a chance to try out real language use with little or no restriction, a kind of rehearsal for the real life. Story making is an activity typically employed within the activate phase. The students are assigned to create a story, being allowed to use limited or unlimited group of vocabulary. 2.1.2 Presentation, practice, production. This is a widely spread approach, in terms of which the teacher present the language and then encourages the student to practice it at first by means of highly controlled activities the p.p.p model is employed efficiently when most isolated grammatical items are being dealt with. From the teachers point of view, it is highly favorable since it allows the teacher to time each stage of the lesson fairly accurately and anticipate and solve the possible problems the students may encounter. 2.1.3 Unfamiliarity with Infinitives According to the structure of a elementary English course, students are expected to acquire the principles of the past simple tense and past forms of numerous irregular verbs, one difficulty the have is that the encounter approximately one hundred verbs fewer than half of which are irregular for example. Buy, come, cost, do, draw, drink, drive, eat, fall, find, fly, get, give, go, have, hear, know, leave, make, mean, meet, put, read, ring, run, say, see, sing, sit, sleep, speak, spend, stand, swim, take, tell, think, understand, wear, write. Then the biggest problem the students have is that they are not given enough opportunities to get familiar with them. When they have managed to learn the infinitives of hardly twenty irregular verbs, the students are confronted with both a new grammatical phenomenon the principles of making the past simp0le tense, and a flood of irregular verbs. They become showered with the infinitives and past forms of so many new irregular verbs that they star t drawing, losing their motivation 2.1.4 Infinitives Matching. Its a teaching aid that consists in encouraging students to match and group infinitives in a way which they find logical. This method is of double benefit to the students. First it makes the infinitives easy to remember, and secondly, it forces the student to enrich their vocabulary by looking up synonyms to the given verbs. Vocabulary cannot be taught. It can be presented, explained, included in all kind of activities, and experienced in all manner of associations, but ultimately it is learned by the individual. Language teachers must arouse interest in words and a certain excitement in personal development in this area. Teachers must help the students by giving them ideas on how to learn, but each will finally learn a very personal selection of items, organized into relationships in a individual way (1983). Wilga Rivers. 2.1.5 The present continuous tense as a matter of priority Dealing with the present continuous tense before starting to do the past simple one is another way how to imprint on students memory as many infinitives of irregular verbs as possible, before confronting the principles of making and using of the present continuous tense is considerably easier than the past simple. Describing various pictures, a method typically applied when teaching present continuous, encourages students to look up a considerable number of verbs in a dictionary. This method. By choosing appropriate pictures, the teacher can give the students the right direction towards irregular verbs without the students realizing that they are being controlled. Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition and a kind of study activities. Harmer. The inquired system is according to krashen, A product of a subconscious process very similar to the process children under goes when they acquire their first language The learned system, on the contrary, is defined by krashen as a product of formal instruction, comprising a conscious process with results in conscious knowledge about the language. In other words learning is less important than acquisition with the method of describing pictures being applied, students are able to learn the infinitives of all the eighty or ninety most commonly used irregular verbs on cards, which they are encourage to employ when describing routines or making bubble diagrams. In this way, the students are able to get familiar with a substantial number of verbs in an easy, natural manner. Other problem when teaching irregular verbs is that having instilled the infinitive forms of the most commonly used irregular verbs into the students, teacher are sometimes confronted with another problem. They have to decide whether to involve past participles and teach all three forms at once, or to postpone teaching of the past participles until the present perfecto tense is being done. 2.1.6 Categorization of irregular verbs. The students are expected to memorize all three forms of the following eighty- six irregular verbs. Be, beat, begin, break, bring, build, burn, buy, catch, choose, come, cost, cut, deal, do, draw, drink, drive, eat, fall, feel, find, fly, forget, forgive, get, give, go, have, hear, hit, hold, hurt, keep, know, leave, lend, lie, lose, make, mean, pay, put, read, ride, ring, run, say, see, sell, send, sing, sleep, speak, spell, spend, stand, swim, teach, tell, think, throw, understand, wake, wear, win, wrote etcà ¢Ã¢â€š ¬Ã‚ ¦ Irregular ones in that either the past inflection or the ed participle inflection, or both of these, are irregular. The irregular verbs either do not have the regular -ed inflection According to a comprehensive grammar of the English language irregular verbs differ from else. Irregular verbs typically, but not invariably, have variation in their base vowel; irregular verbs have a varying number of distinct formsà ¢Ã¢â€š ¬Ã‚ ¦ The base form past and the ed participle. These are traditionally known as the principal parts of the verb- most irregular verbs have, like regular ones, only one common form for the past. The 250 or so irregular verbs can be, classified on the basis of criteria derived from similarities and differences. In other to make the irregular verbs easier to memorize, the students Endeavour to discover as many similarities and differences as possible. There is a method that consists in students creating positive negative questions triplets of sentences. This method is called reversing the students choose a card with the infinitive are asked to provide a triplet in the past simple tens. For example: see I saw Jane yesterday but I didnt see Bob Did you see Antonio? This method of reversing is possible to extend and apply later on when dealing with the present perfect tense. Not only do the students practice recalling the past form and past participle of the particular verb, they also learn to recognize the difference between the past simple tense and the present perfect one in terms of usage. Come: Pedro came to our house last Saturday but Jessica didnt come. Did Robert come? Pedro has come but Jessica hasnt come yet. Has Robert come? When learning irregular verbs other strategy very effective for learning them is creating story, employing the cards with the past forms of the irregular verbs on them. At the beginning, the students are preferably supposed to use verbs within a group or subgroup, in order to fix the patterns in their minds. Gradually, however, they are encouraged to introduce verbs from the other groups or subgroups. 2.1.7 Database Making and strategies to teach irregular verbs In order to conclude the process of intensive irregular verbs learning, the students are asked to create a database of the cards witch they made and used during the process itself. Such a card index is to be at the students disposal ever after while revising or when they are confronted with a new tense or grammar. There lots of useful programs teachers could use as a support for teaching irregular verbs. These programs focus on high frequency irregular verbs and train them in their base, present. Present progressive, past, and past perfect forms, some of the resource that these programs use are: Flash, multiple choice with sentences not read, spelling activity. In all activities, there are teacher choices to set interface, level of difficulty, speech and /or text options, response time, and background reinforcement animation. Games (to memorize form), there are several games that can easily be adapted to practice past tense verbs. Bingo: Students are asked to make a 33 grid on a piece of paper, look at their list of irregular verbs and to complete their grid with infinitive verbs. When they have finished, start reading student hears the past form of a verb they have on their grid, they cross it out. The first to cross out all the verbs on the grid calls Bingo and wins. Follow this up by asking students to work in pairs and to prepare a story using the verbs on their grid, in the past tense. Tennis or volleyball, this activity involves students calling out verbs to each other, as if they were passing a ball over and invisible net. Ex. Student I. Says the infinitive of the verb (Run) Student 2. Says the past form. (Ran) Student 3. Says the past participle (Run) If a student gets a word wrong (or pauses for more than 10 seconds), they lose. Students can do this in pairs, although with smaller classes you may set up two facing chairs in front of the class and have students come up and play each other in front of the others. The students who win stays (as the reigning champion) and another student come up to challenge. Permanism (or Memory), prepare a set of cars with the infinitive on them (set A), and a set of cards with the past tense on them (Set B). Put both sets face down on a table. Invite a student to pick up two cards. He / She must read the verbs aloud on the cards and decide if they match. If they match, he/she keeps them- If they dont match him /she shows them to the others and puts them back down. Another student comes up and tries to get a matching, pair in the same way. It could be done with large or small classes. With a large class put the students into groups of four and ask each group to prepare their own cards. Working with pronunciations: give students a list of irregular past tense verbs and ask them to group them according to the main vowel sound in each. If this seems too hard, you could give them verbs and find others that sound the same. For example, find the matching pairs of verbs in this list: wrote could taught read eat drank gave had waked went took bought. You could group the irregular verbs according to similar sounds and put them and a poster on the wall. Meaningful practice, Listen and recap: In this activity you give the students a list of irregular verbs in the students a list of irregular verbs in their infinitive form (on a worksheet, or written on the board). You then tell a personal story, incorporating the past tense of the verbs. Its best to prepared this ahead of time, bearing in mind what your students understands. As the students listen, they must number the verbs they hear in order. When you finish, tell the students to compare their order in pairs. They should then write the past form of all the verbs they heard. Check the answers with the whole class. Then ask the students to try and are tell the story together using the past tense verbs as cues. Finally ask students to tell a similar story based on their own experience. Monday morning conversation, one way of getting a lot of past simple verbs out of the students is to simply start an informal chat with them at the beginning of the class, The simple what did you do last weekend? On Monday morning should throw up some past simple verbs. You can also go around ask the students some questions and allow them to answer. Teaching English irregular verbs is indeed challenging. However the goal of grammar instruction is to enable students to carry out their communication purposes irregular verbs are verbs themselves. The fourth grade is when those verbs start getting hammered into kids brains so that they might not mess them up quite so much when they re older. Irregular verbs are verbs that dont follow normal conjugation rules as thy traverse temporal space. They are the source of a great deal of frustration if you let them, unfortunately the only way to learn irregular verbs is to memorize their freaky conjugation as you encounter them. The irregular verbs might be the hardest part of fourth grade grammar. Chapter III Presentation and Analysis of the datas of the investigation In this chapter are presented the results of the investigation carried out in the Educative Center Higà ¼errito basic School. The results of the interview to the principal of the School and the surveys applied to teachers and students of this Educative Center. 3.1. Interview Applied to the Principal of the Educative Center Higà ¼erito basic School. In this section are analyzed the answers obtained from the interview to the director of the school. The principal of Higà ¼erito basic School was asked if she supervises the English teachers while they are on duty and her answer was affirmative, but she specified, that is the teacher in charge of the grade who teaches English because they dont have a teacher for the area so far. She was also questioned if she has received any kind of complaints from the students for the lustration they receive, and she answer,54 not yet she was asked if the school trains the teachers in order to have better results during and after the process of teaching and learning She replied, no. She was also questioned about the resources that the teachers of English need as a complement to their teaching process and she said that is a teacher ´s responsibility because public Schools do not provide these resources, when she was asked how she evaluates the English teachers ´ work, her reply was, that she evaluates it very good, because they are not English teachers actually, and believe it or no t they have been teaching well taking in to considerations the limitations. Here ´s the key of the problems, as this Educative Center is Subsidized by the State and the fact that there arent languages teachers: The teachers in charge of the grade are obliged to mange to teach. In the project of center the principal States as an advantage the preparation of the teachers who work for this school but they dont have qualified English teachers, and this is a serious problem because either the teachers or the students might feel frustrated, the teachers feeling unable to do their job and the students getting drowned in their attempt for learning the language. 3.2 Survey elaborated for the English teachers of Higà ¼erito basic School. In this section are analyzed the answers obtained from the survey applied to teachers of English of Higà ¼erito basic School. I. Years of experience of Higà ¼erito basic school English teachers. Category Frequency % 1-5 3 60 5-10 2 40 10-15 0 0 Total 5 100 In this square it could be observed that 3 teachers have from 1-5 years of experience teaching and 2 teachers have from 5- 10 years of experience. These years of experience are a good indicator to guarantee the quality of teaching of the Educative Center Higà ¼erito. 2. Techniques used by teachers of the Educative Center Higà ¼erito to teach irregular verbs. Category Frequency % Participation in class Oral Practice 1 20 Home works Written Exams 4 80 All the previous Alternatives None of the Alternatives Total 5 100 According to what it seen in this chart, 20. % of the English teachers use as a teaching technique, the oral practice and 80 % use written ex