Role of Personal and organizational values in Job Satisfaction

civil war and reconstuction essays

civil war and reconstuction essays Although some historians feel that the Civil War was a result of political blunders and that the issue of slavery did not cause the conflict, this interpretation fails to consider the two main causes of the war itself: the expansion of slavery, and its entrance into the political scene. By considering the personal opinions of people living in both the North and the South at the time of the war, as well as the political decisions made, one can understand the reasons behind the war, and then The revisionists believe that the issue of slavery was not a major cause of the war. Some argue that the war was caused by careless decisions made by politicians, who caused people to react with emotions that were out of proportion with the issues involved. Others feel that the slavery problem could have been solved without war. The problem with these theories is that the revisionists do not recognize slavery as the main difference between North and South. They also fail to realize that it was not simply political blunders that caused the war, but the discussion of slavery publicly among politicians. In his theory of the war, Michael Holt primarily considers the timing of the conflict. He feels that the breakdown in the two party system created a panic among citizens and that this panic erupted into war. The only problem with this theory is that it is not the citizens of a country who decide whether or not to go to war, it is the politicians. The reason that slavery could exist without war in the United States until 1861 was because up until that time there was always enough land to expand. It was when the amount of land available for expansion became scarce that the North and South began to feel friction as to who would control more states, free or slave. The South wanted more slave states, where the North wanted more free states, to give them more land and power in ...

Reading #1 Analaysis Assignment Example | Topics and Well Written Essays - 500 words

Reading #1 Analaysis - Assignment Example In the article, materiality was perceived to be effects power possesses along with its productive purpose. Therefore, under these assumptions, gender is impossible to understand neither as a body nor a particular sex. The article also indicated the â€Å"abject designates here precisely those ‘unbelievable qualities and ‘uninhabitable’ zones of social life which are nevertheless densely populated by those who do not enjoy the status of the subject but whose living under the sign of ‘unlivable† which is necessary and required to circumscribe a political leaders†. The final part of the paper ends with a series of questions which include â€Å"How an individual can separate him or herself from social blindness and perceive the body as a variation of materialization which is controlled by a series of regulating norms? After this separation, there is a need to assess the functioning of heterosexual hegemony during the formation of what the article perceives tp be a viable body†. The article also raised questions on the subject, such as how bodily formations are capable of attaining such a paradigm of abjected bodies and fields of deformation which are at ti mes not quantifiable as human. This article is an aim to try and compare the paradox that involve gender, the body and the parameters associated with the interrelation and combination of these two aspects. It can be established that the authors of the article are of the material aspect of the body and how is far much relevant than its regulating factors monitoring the materialization of bodies. One aspect that is also mentioned to some detail in the paper is permativity which is done to evaluate the processes such as a power of discourse that is reiterative in nature and creates phenomena which it is responsible for constraining and regulation. I agree with the views of the author in the sense that â€Å"sex† is not the constraint upon which gender is artificially

Social Enterprises Assignment Example | Topics and Well Written Essays - 250 words

Social Enterprises - Assignment Example The report notes some of the most distinguishing features of a social enterprise that differentiate them from types of business, nonprofits and government agencies. First, they directly address special needs through their products and services by alleviating human sufferings from the disadvantaged society. As reports notes, it is different from the socially responsible business that strives for a positive change through indirect means such as funding education, building roads, using environmental -friendly raw materials and providing volunteers to aid the society. Furthermore, they are solid vehicles for job creation, economic growth and development in a community. Second, social enterprise use earned revenue strategies such as charitable contributions and public sector subsidies to pursue their aims and visions. The report further points out that social enterprises comprises of both non-profits who use business models to pursue their missions and for-profit who primary purpose is social in nature. The report however, refutes that social enterprise addresses the needs of the society directly, unlike social entrepreneurs. Some of the basic business models that social enterprise employ in their pursuit of their vision include retail, service and manufacturing that aid people alleviate and overcome employment barriers. They provide human and social services; fee-based consulting services; community development and financing

PUBLIC HEALTH AND COMMUNITY NURSING Essay Example | Topics and Well Written Essays - 2250 words

PUBLIC HEALTH AND COMMUNITY NURSING - Essay Example Of concern specially is smoking among adolescents which can contribute to several health problems and birth defects in babies born to pregnant women who smoke. Thus, the community selected for critical analysis of health needs in this essay is adolescent smokers. The extent of problem and the impact and effectiveness of public health in the primary care setting with reference to this community will be discussed through review of suitable literature. The Community According to the 2009 statistics, 29 percent of pupils have tried smoking atleast once and the prevalence of smoking in young people was 6 percent. Though this proportion is the lowest since the time the survey began in 1982, it continues to be a significant problem for both health authorities and public. The prevalence of smoking between 11-15 years old has been estimated to be 6 percent. The prevalence is more among girls (7 percent) when compared to boys (5 percent). Another important finding of the survey is that the pre valence of smoking increases with age. At 11 years of age, the prevalence is 0.5 percent and at 15 years of age it is 15 percent. Ethnicity has an influence on the prevalence. It is more common in White pupils when compared to Black of Mixed ethnicity pupils. It is also more prevalent in pupils coming from lower socioeconomic strata (Smith et al, 2009). According to the Smoking, Drinking and Drug Use survey of 2006 (NHS, 2007), nine percent of pupils in England are regular smokers and a further 5 percent are occasional smokers. The survey defined regular smokers as those smoking atleast one cigarette per week and occasional smokers as those smoking less than one cigarette a week. Pupils who smoked regularly smoked an average of 6 cigarettes a day, approximately 43.5 cigarettes a week. 74 percent of the regular smokers smoked cigarettes from a packet and 6 percent smoked from rolled tobaccos. Girls were more likely to smoke from a packet (NHS, 2007). Regular smoking in this age group has been associated with drug abuse, alcohol intake and truancy and school exclusion. The dependence of smoking by children is mainly related to the time they spend as regular smoker. Those who have smoked for more than a year as regular smokers have reported that they find it difficult to not smoke each day. However, more than 50 percent opined that they knew the ill effects of smoking and thus would like to give up. Most pupils knew that smoking caused lung cancer. But two-thirds of them reported that they felt relaxed because of smoking. Thus, the immediate benefits of smoking outweighed the future potential hazards of smoking. According to the survey, majority of pupils were aware of the fact that their families had negative attitude towards smoking. One third of the pupils who smoked did so secretly and occasional smokers were more likely to be secret smokers. Also, households of pupils who smoked were more lenient that those who did not smoke (NHS, 2007). Since most adult smo kers begin smoking at young age, it is every important to ascertain and understand the causes of smoking in young children so that predictors of smoking can be evaluated and targeted for prevention. Several risk factors have been studied in this regard. According to the Liverpool Longitudinal Smoking Study (Smith et al, 2009), deprivation at both school and home was strongly associated with smoking among adolescents. The trial of smoking is influenced by several school-related environmental factors

Overview Of Chomskys Theory English Language Essay

Overview Of Chomskys Theory English Language Essay Introduction: The question to consider is how children acquire language and at which stage they could improve their speaking and listening skills. In particular, syntax and vocabulary are the main concern of the language acquisition domain. The task of psycholinguistics is to discover the relationship between language and the human mind (Field: 2003). Many theories, therefore, have emerged in exploring this relationship, which seek to explain the way in which children understand and acquire language. Over the last five decades these theories have offered various ideas and interpretations of the relationship. For example, in Behaviourist theory, which is associated to skinners research into language, language acquisition is considered a collection of habits. It is thought that children learn how to form correct utterances through positive reinforcement from the people around them (Patten and Benati: 2010). Cognitive theory, which is associated with Piaget, is considered a way of discovering how ind ividuals create and use language in their social context (ibid, p71). Interaction theory, related to Bruner, holds that language comes from the interaction between children and their environment (ibid, p99). There are, however, two theories in the relevant acquisition literature which oppose one another and provoke countless debates: Chomskys theory and Tomasellos theory. In Chomskys theory, children biologically possess an innate ability to acquire their language. This ability is mainly specific to language. Whereas, in Tomasellos theory language is acquired through language use by means of social skills, such as, joint attention and general learning mechanisms (Behrene: 2009). This paper seeks to explore these two theories in order to contrast them. The first and second parts of the paper present an overview of the main ideas in the two theories. The third part focuses on their different aspects, including the: poverty of stimulus argument, linguistic creativity, modularity and language specific domain versus domain- general learning mechanisms. The fourth and final part, discusses some weak points in the two theories. Overview of Chomskys (Innatist) theory: In language acquisition domain, Chomskys theory is called an innatist theory, because he proposed that children biologically possess suitable abstract knowledge for the task of first language learning .This abstract knowledge shapes the linguistic system which they learn. In fact, through this innate knowledge children can discover the rules of their language system and reduce hypothesis formation and guessing. (Patten and Benati: 2010). Chomskys main argument is that all human beings are born with an innate knowledge which is particularly designed for language acquisition (ibid). This argument is indeed, opposed to the one that language is a result of the interaction between human beings and the environment or item-usage learning (e.g. Skinner, 1957; Tomasello, 2003). Furthermore, The term Language Acquisition Device (LAD) was coined by Chomsky in this context to refer to such innate knowledge or the little black box (Patten and Benati: 2010).The (LAD) comprises the universal princi ples of all languages, by which children can be kept on track and not confused by all the complex rules of particular languages. When this (LAD) is activated, the child can discover the structure of the language s/he is to learn by matching the innate knowledge of basic grammatical relationships to the structures of the special language in the environment (Lightbown and Spada: 1999). However, since the 1960s, instead of (LAD) universal grammar hypothesis (UG) was introduced by Chomsky. It was given much concern by him instead of, the (LAD), because, in Chomskys view this hypothesis means that there is an innate knowledge source which governs the shape of natural language (Patten and Benati: 2010). It should be noted that the first appearance of Chomskys theory was in 1959 in his critical review of Skinners book Verbal Behavior in 1957. Chomsky in his review pointed out many shortcomings in applying Skinners theories to language acquisition. For example, Skinners experiment using rat boxes is not relevant to language because the behaviour of rats is unlike human behaviour. As a result, Skinner has a mistaken understanding of the nature of language. Furthermore, the environment considered solely as learning mechanism can not be the basis of language acquisition and therefore, mans ability to acquire language must be innate (Aitchison, 2007). Overview of Tomasellos theory (usage-based theory): The account of language acquisition provided by Tomasello comes under the umbrella of usage-based theories. Recently, a new view of language and human linguistic competence has emerged (Tomasello: 2003). This view comes from a set of theories usually called cognitive-functional linguistics, and also called usage -based linguistics in order to emphasize their main ideas that language structure is produced or appears from language use (e.g. Langacker, 1987a ; Croft, 1991; Tomasello, 1995, 2003). It is note worthy that this view stands in direct opposition to Chomskys innatist theory. Because, Tomasello in his theory is mainly concerned with the question of how children get from here to there from the constructions of infant level speech to the abstract constructions of adult thought through one set of processes of acquisition (Tomasello: 2003:3). In Tomasellos theory it is impossible that humans can have been born with a specific collection of communicative behaviours only for language . This collection more probably learned by children during their years from the linguistic conventions used around them. They must possess flexibility in order to learn both the different words and the suitable expressions of each language and the different types of abstract constructional pattern which historically these languages have grammaticized (ibid). Tomasello emphasizes, however, four points in his theory: First, the innate skills which people have are not specific to language but can be used as means for language learning. Second, theory of mind is central to symbol use, because humans can understand symbols while nonhuman do not possess this ability, because they use signal system. Thirdly, word-learning skills include: joint attention, which means the ability that children possess in their first year old whereby they can understand other people as intentional agents and interact socially through an object to which both pay attention; children note this attention to both it and themselves; Intention reading, means the ability to understand the social world around them through imitating adult acts; the construction-learning skills encompassing: analogy and pattern-finding. The latter means the distributional analysis based on statistical information in the primary linguistic data and the ability to form perceptual and conceptual figures of similar objects or situations (Tomasello: 2003). The differences between the two theories: It is noteworthy that the accounts provided by Chomsky and Tomasello comprise many opposed aspects, of which the main ones are as follows: 3.1. Poverty of stimulus argument: The basic argument of the nativist theory is based on Chomskys assumption of the poverty of stimulus (1965).This assumption means that the data provided by the input to which people exposed are not rich enough to account for language acquisition (Patten and Benati:2010). In other words, it means that the language to which children are exposed as their input or the primary linguistic data is solely a set of individual utterances yielding some abstract principles of grammar which seem ambiguous for language acquisition .The best solution he can provide is the universal grammar hypothesis (UG), which means that all humans are born with an innate universal language containing a number of abstract principles which can lead the acquisition process (Tomasello: 2003). Despite the fame of the poverty of stimulus argument in the language acquisition domain and childrens language research, it has certain, if we contrast it with the account provided by Tomasellos usage-based theory. We find that the research into the developmental psychology of language acquisition has provided many arguments which support the richness of stimulus in usage-based theories (e.g Clark2003, Tomasello 2003). In fact, the significance of social pragmatic interaction in language acquisition is evidenced by extensive findings in this domain (Tomasello: 2003). To put it more simple, Tomasello in his theory emphasizes that: There is no poverty of the stimulus when a structured inventory of construction is the adult endpoint (Tomasello: 2003:7). He notes that the hypothesis of an innate universal grammar has two major problems, namely, first, the linking problem and the problem of continuity. The first problem is how children can connect their abstract universal grammar with the particular language which they learn. The second problem deals with the developmental changes in childrens language, for example, how people can understand childrens language during their developmental change if we accept that universal grammar is always the same. It, therefore, seems useful to provide a description or explanation of child language acquisition which ignores any hypothesis of universal grammar which creates these problems (Tomasello: 2003). Accordingly, it is important to note that Chomsky and Tomasello are opposed on the argument of the poverty of stimulus. Tomasellos view, however, seems stronger, because nativists provide no support for their claims. As Pullum and Scholz (2002:47) point out, the poverty of stimulus argument still a waits even a single good supporting example. Moreover, Akhtar (2004) seems to agree with this criticism, in that she indicates that this argument was the basis for a number of nativist claims, yet indeed lack supporting empirical evidences. 3.2. Language is creative: Another difference between Chomsky and Tomasello is the formers belief that language is creative. From Chomsky perspective, creativity in language has three- fold support. First, people possess the ability to understand and produce strange sentences which they have never before heard or spoken (Aitchison: 2007). Second, the creative use of language is free from the external and internal affects of the stimulus control (Chomsky: 1968). Third, the way in which people use the language considered to be coherent and appropriate to the situation (Hegde: 1980). By the way of contrast, we can see that Tomasello does not ignore creativity in language, but he has little concern for it. According to him, it results from the attempt of humans to create categories in their own language (Tomasello: 1995). Chomsky asserts that the creativity in language is something which can not be acquired solely through environmental learning methods (Aitchison: 2007). Tomasello contrastingly asserts that, during a period of time, children obtain the communicative conventions are obtained step by step from the people around them. For example, their social cognitive skills and developing cognition are utilised to internalise these conventions. Childrens basic abilities are used to learn their first words. They create concepts so as to understand adult speech and then to produce suitable new words in their communicative contexts (Tomasello: 1995). It is thought, however, from the contrast between the two views that Chomskys view about the creativity of language has some limitations. For one thing, nativists assert that every utterance we hear and say is completely novel and accepted. This assertion seems to be wrong. The reason is that to accept it we would need to assume that each word or sentence has a separate existence. Moreover, we have to assume that our past language experience is sufficient to provide a clear understanding of the present utterances. But, if these assumptions are accepted, the result will be that human communicative behaviour has no continuity (Hegde: 1980). The second point, on the creativity of language free from the control of stimulus, seems to be weak, because, as discussed above in section (3.1) no evidence has been offered in its support. Furthermore, with regard to the third point, in Chomskys view the way that people use language is coherent and appropriate to the situation. It could be argued that this point is somewhat vague, since Chomsky admits that he can give no clear meaning to the terms appropriateness and coherent in this context (ibid). However, he stresses that the creative aspect of language is common. Humans constantly create novel utterances and many who lack this ability might be brain damaged (Aitchison: 2007). This view would be more popular if it took into account the effect of environmental learning methods in producing our utterances, since the one question that needs to be asked here is, how humans can produce them without communication with their input. 3.3. Modularity: In the areas of linguistics and philosophy of mind, the idea of modularity has raised a great deal of concern (Garfield: 1987). There seems to be another difference between Chomsky and Tomasello, about the modularity of mind in language acquisition. To illustrate, the definition of modularity according to Crystal (1998: 246) is: A term used in recent discussion of language in two slightly different ways. On the one hand, it is proposed, especially in J. A. Fodors The Modularity of Mind, that the mind is modular in the sense that it consists of a number of different systems ( modules) each has its own distinctive properties , such as the language system and the vision system. On the other hand, it is suggested, especially in government-binding theory that language system itself is modular in the sense that it consists of a number of different subsystems which interact in specific ways. The concept of modularity is that the brain is divided into separate parts, an idea to which Chomsky gives much attention (1965).He identifies the language area as a separate faculty of mind, in that language is autonomous in the mind and a separate module in the brain (Aitchison: 2007). Furthermore, he goes on to argue that the human mind is, like other complex biological systems, modular in its internal formation (Chomsky: 1984). The main idea of modularity, according to him, is that the modularity of syntax means that the structures of syntax are not the same as the structures exist in other cognitive (Chomsky: 1968 cited in Tomasello: 1995). By the way of contrast, we can see that Tomasello does not agree that language is a separated module in the brain, because, by his reasoning, in order to have a perfect grammatical theory the syntactic abilities should be combined into cognition and not like an autonomous sub-system (Parisse: 2005). To sum up, Chomskys view is a modular view in which there are different sub-parts in the mind each one possessing special characteristics. Tomasello, however, take the non-modular view that there are general principles employed in all cognitive domains which control the mind (Archibald: 1993). However, to return to the account of modularity provided by Chomsky, one of the difficulties with this account is the claim that syntactic structures are not like the structures which exist in other cognitive domains. This seems to be wrong, because it gives the idea that the syntax module is innate, yet if we give the example of the game of chess, we find that it possesses a number of unique structures, such as, the images of a knight fork or queen-a side attack- in human cognition. But there is no need to presume that this uniqueness chess- playing form needs an innate mental form (Bates et al. 1991). Moreover, the structures of cognitive thought which adults utilise in order to play the game of chess come through a process in which people employ general cognitive processes to face their problems in their social interaction which they may have had in learning to play a constructed game (Tomasello:1995). Hence, it is thought that Chomskys view seems to be weak because it is difficult to specify which part of the brain is responsible for language. As Bates asserts, it still far from knowing perfectly which parts of the brain are responsible for language (Bates in press, cited in, Tomasello 1995). 3.4. Language- specific versus domain- general learning mechanisms: Another point of difference between Chomsky and Tomasello concerns the way in which children acquire language. is another different point between Chomsky and Tomasello. The difference lies in the contention over whether language should be a specific domain or a domain general learning mechanism. A specific domain in this context means a domain specific to language, whilst, domain general refers to learning mechanisms which are not specific to language, yet applied generally. From Chomskys perspective, since, human beings are able to learn language and animals are not, this ability is considered genetically inherited (Aitchison: 2007). Nativist theory, in fact, hypothesises that children are born with universal grammar (UG), a set of innate principles and parameters. This possession helps children to learn language without making errors as they learn (Conroy and Thornton: 2005). Therefore, this assumes that children possess a pre- existing domain- specific innate form which specifies the form of their language knowledge. Moreover, in language learning in particular, syntax children obtain ability without exposure to adequate stimulus (Chomsky; 1986, Pinker; 1994). However, Tomasello believes that it is false to suppose that children have genetically endowed grammar (Tomasello: 2003). To his mind, children in order to learn their language employ item-based learning integrated with some general learning mechanisms that are used in other cognitive domains , such as, analogy (Conroy and Thornton: 2005). Moreover, in Tomasellos view the properties of language structure come from joint attention figures and not from innate language specific mechanisms (Segalowitz: 2001). As a result, Tomasello significantly did not ignore language universals; however, to him they not universals of form or a special type of syntax or linguistic symbols but are instead, the universals of human communication and cognition. For example, human beings use language in similar social contexts in order to provide solutions in language for communicative tasks, such as, describing specific entities (Tomasello: 2003). Consequently, Chomskys view that language has a specific-do main is weak , because languages differ in their grammatical relations, of subject and object, for example, Acehnese, an Indonesian language, and Tagalog, a Philippine language, do not possess these grammatical relations ( Tomasello:1995). 4. Some weakness in both theories: Tomasello, then, introduced a new model of usage-based theories in language acquisition in which he paid attention to a main set of skills, namely, intention reading, joint attention and pattern-finding skills. These skills are general skills utilised also in other types of cognition and not in language alone. Furthermore, although they are innate, they are not like the universal grammar (UG) invented by Chomsky, because they are not specific to language (Tomasello, 2003). But Tomasellos account seems to entail some limitations. It is thought that he does not provide a clear explanation for the fact that these skills are sufficient for language acquisition. As Wilson (2006:138) points out: Tomasellos central claim is that joint attention and intention reading are foundational and prerequisite for language acquisition. It does seems reasonable to assume that they are necessary for language development, but the big question is, are they sufficient? Can they entirely account for all of the complexities of language à ¢Ã¢â€š ¬Ã‚ ¦ from parsing speech stream to the emergence of complex grammatical structures? Hollich et al. (2000), on the other hand, seems to agree with this criticism, because they assert that Tomasellos theory, which is one of the social constructivist theories, does not possess a complete or sufficient explanation for the fact that children can produce increasingly inserted sentences in their utterances. Moreover, the problem with these theories is that they still offer no clarification of childrens ability to discover the relationships between language units. In contrast to this, Chomskys theory is considered one of the famous theories in the language acquisition domain. It has indeed, affected the entire literature language acquisition, because of the controversy surrounding it. Yet this theory too attracts a number of criticisms. In this section, we focus on four critical points made against this theory. A major criticism concerns the universal grammar hypothesis (UG) which has been discussed above. Although (UG) aroused widespread interest in language acquisition debates, it is thought, that it is based solely on abstract thinking and lacks empirical support. As Kadarisman (2007a) points out, the concept of universal grammar must be without meaning unless it has empirical evidence. But, without adequate explanations, it seems to be more a slogan than a scientific effort. Moreover, due to its abstraction, (UG) neglects the local importance of language used in the cultural context (Becker: 1995). Second, Chomskys theory is criticised for relying on logical arguments only. As Palmer (2000) indicates, Chomskys nativist claims remain are still the same as they have been fir the past two decades. Because his claims are based on logical arguments instead of, direct evidences or reasonable interpretations, his argum ents have no external support. Tomasello seems, agree with Palmer in this criticism because he states that Chomsky in his account relies strongly on logical arguments, not using the scientific study of human behaviour and cognition (Tomasello: 1995). Third, it is criticised because it can not be tested. This creates some contention around Chomskys account. The reason is that his theory has no clear cut procedures which could be examined. To put it more simple, Chomsky considered theory-construction in linguistics as similar to theory- construction in the physical sciences, particular, physics. Yet, there is a deference between these two domains, because, the mathematical model in physics depends on physical phenomena and is testable, whereas, Chomskys model relies on subjective judgments made by individual native speakers who may disagree with each other. Consequently, it can not be tested (Moor and Carling: 1987). Fourth, Chomskys theory is criticised in terms of its ideas, if considered as philosophical ideas, for instance the adoption of such innatist ideas as, the universal grammar (UG) hypothesis which is based on the hypothesis of an innate language faculty. Subsequently, many linguists (e.g. Hegde, 1980; Moore and Claring, 1987) have strongly criticised these ideas. For example, Hegde asserts that the concept of a nativist theory is merely part of an ancient philosophical idea. Furthermore, Moore and carling believe that Chomskian linguistics are linked by these ideas to philosophy, in particular, epistemology, the part of philosophy concerned with knowledge theories. Conclusion: The domain of language acquisition possesses a varied collection of theories. Their main concern is to discover the way in which people, in particular children, can acquire language. The accounts given by Chomsky and Tomasello can be critically contrasted, as seen above. They obviously stand on two opposite sides. In Chomskys theory, children are born with an innate ability by which they acquire their language, whereas, in Tomasellos theory, language is acquired through language use and not by biologically innate ability. Furthermore, the innate abilities which children have are not specific to language. However, the main aspects which have been contrasted in this paper comprised: first, the poverty of stimulus argument, in which, according to Chomsky, the input is not sufficient to acquire language, while, from Tomasellos perspective there is no poverty of stimulus; second, Language to Chomsky is creative, because it is free from the control of stimulus while in Tomasellos view lang uage results from the attempt of humans to create categories in language; third, modularity, Chomskys assertion that the mind is separated into sub-parts, whereas Tomasello believes, that general principles control the mind; and fourth, Language- specific versus domain- general learning mechanisms; either there are universals specific to language, as in (UG) hypothesis of Chomsky or, as Tomasello states universals is not specific to language but apply to all human communication and cognition. Hence, we can conclude that Chomskys account strongly relies on the hypothesis of universal grammar (UG) to support his view on the poverty of stimulus argument, creativity of language, modularity and the language- specific domain. It should be noted that the universal grammar hypothesis (UG) brought a great deal of debate among scholars of language acquisition, even though one of its limitations is that it has no empirical evidence to support it. Tomasellos account, conversely, depends on general skills in language acquisition, such as, joint attention, intention reading and pattern finding skills. Yet he did not provide adequate explanation to convince us that these are sufficient for language acquisition.

Human Resources :: Business Management Studies

Human Resources Introduction Businesses recruit staff for a variety of reasons. To know why and how decisions to recruit staff are made, there are mainly four reasons to why and how staff is recruited. Â · If the organisation is big and need more staff to work for them, or if the organisation is expanding and need to recruit more staff. Â · Recruitment could be done within the work place changing job in the organisation. Â · Vacancies can be filled in by new comers who have a better attitude then the employee who retires or who gives a resignation etc. Â · The last of all internal promotions can be given to employees who have achieved the goals and should be moved up within the organisation. For a better experience of its work place and to know new people within its category Recruitment And Selection For a staff to be recruited it is sometimes easy for a person who has already done the job already and it could be hard for a new comer. But to be recruited into the organisation is sometimes tricky because many details are seen before the person can either be told to come for an interview if needed. First of all the new employee has to figure out what type of department he/she wants to work in. Secondly an Application Form is to be filled in showing all its qualification and what he is capable of. Then the employer has to decide whether he/she is capable of working and is sent of acceptance or declined. During the interview many questions are asked for which the person has to practise for or not. The new comer is asked simple questions but has to answer to them precisely. The employer uses a sheet where he writes down the grades of how the employee did on his interview. This is done over many new comers and on the end only one is selected for the job by seeing if he/she is capable at its job. Mainly with there application form many people send the CV (Curriculum Vitae) this shows all the capabilities of the person and all its past experience. Anti-Discrimination Legislation The new comers should be able to understand how recruitment interviews are planned, carried out and evaluated. They should be able to understand the legal and ethical responsibilities relating to equal opportunities, and know the key implications for recruitment of the following legislation: Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Job Description For different types of work Job Descriptions are given to show what

Culture of Cherokee American Indians Essay

Scholars differ on where the Cherokee subculture came from and when they arrived on their traditional lands in the Southeast. The archaeological record of human occupancy of the Southeast goes back to at least 10,000 B. C. (Muller, 1978, p. 283; Canouts and Goodyear, 1985, p. 181), but this does not mean the Cherokees, or even their very distant ancestors, were there that early. Cherokees, as Cherokees, did not exist nearly so far back in time, nor did they necessarily emerge from the first or even from early occupants of the Southeast. The Cherokees as a more or less distinct American Indian people seem to be at the very most only one or two thousand years old. They may have developed from other American Indian peoples already in the Southeast, or they may have migrated there from another region. The Cherokees say they and other human beings were created after plants and animals were made. Plants and animals were told by the creator–the Cherokees do not know who he or she was–to stay awake for seven nights and watch the world. Most could not do so. Of the plants, only the spruce, cedar, pine, holly, and laurel trees were able to watch so long: that is why they are now green all year. Of the animals, only the owl, the panther, and a few others were able to stay awake: that is why they see at night and prey on those who must sleep. Human beings were then created: â€Å"At first there were only a brother and sister until he struck her with a fish and told her to multiply, and so it was. † Seven days afterward the girl had a child; another came seven days later, then another, and so forth, and the human beings â€Å"increased very fast until there was danger that the world could not keep them. Then it was made that a woman should have only one child in a year, and it has been so ever since† (Mooney, 1982, p. 240). The Cherokees do not now know when or how some humans first became Cherokees. Almost certainly they had their origins in an ancient time, distinct from the present, when things were not as they are now. The Cherokees think they may even have emerged from the ground after other human beings were created, for it is said there is another world under the surface, identical except that the seasons are different. According to the Cherokees, â€Å"The streams that come down from the mountains are the trails by which we reach this underworld, and the springs at the heads are the doorways by which we enter it, but to do this one must fast and go to water and have one of the underground people for a guide† ( Mooney, 1982, p. 240). Some scholars have asserted that this is where the name Cherokee came from–given them by their neighbours. The scholars have argued that Cherokee means â€Å"cave people,† for the Cherokees are said to have come from under the ground (Reid, 1970, p. 3) and also lived in a mountainous land full of caves. The eighteenth-century trader James Adair asserted that the name came from the (apparently Cherokee) word chee-ra, meaning (sacred) fire, forming cheera-tahge, or â€Å"men possessed of the divine fire† (Adair, 1930, p. 237). Probably the name is from the Creek chilokee, â€Å"people of a different speech,† as John W. Swanton has stated; perhaps it is the name from which the form Chalaque was derived (Swanton, 1985, p. 49-50). The anthropologist John Witthoft supported this interpretation, based on his work with Eastern Cherokee â€Å"informants†: â€Å"The name came from the Creek, Celokokalke, ‘people of another language’. † He asserted, â€Å"The Creek name by which the Cherokee were first known to Europeans became the general name for them in the Southeast, and was soon accepted even by the Cherokee themselves; names for other tribal groups have come into existence after a similar fashion† (Witthoft, 1947, p. 305). The Cherokees commonly called themselves Tsalagi or, in the plural, Ani-Tsalagi, perhaps â€Å"corrupted† to form the name Cherokee or perhaps derived from the same word as Cherokee. According to James Mooney, their proper name for themselves was Yunwiya or, in the plural, Ani-Yunwiya. It means, more or less, â€Å"the people,† â€Å"the real people,† or â€Å"the principal people† (Mooney, 1982, p. 15). Tradition played an important role in Cherokee clans. It made sure certain elements of a culture from generation to generation were passed down. Such as, the traditional matrilineal Cherokee family structure, which means descent, is traced through the female line (Conley, 2002). The children belonged to the mother and her family clan. There was not any relatedness with the father and he’s family clan. This family structure provided a safe and secure environment for women and children. Also, it meant the man lived in the wife’s house, surrounded by her clan’s people, so he would not dare to abuse her unless he wanted a tribal beating. Women were largely incorporated into the tribes. Not only was she the head of her domain with mutually respected power and authority, she had equal say in the affairs of war and peace. She was also in charge of the household and nourishment of her family. The women were involved in many functions of daily life. It seems as if the women were the tribe, but not for long. Years after the first American contact, European traders living amongst would marry Cherokee women. European traders could not accept that fact of tracing descent through the female line, but slowly the clan system gave into the European style bilateral family, which traced descent through both male and female (Conley, 2002). The Cherokee were not too happy with this movement. It jeopardized the Cherokee’s clan traditional ways of a matrilineal family structure carried on for many centuries. Nevertheless, the Cherokees could do nothing about it. Before the first known contacts, life of the Cherokee nation had grown and thrived for many years in the south-eastern United States in the lower Appalachian Mountains in states such as: Georgia, Tennessee, North and South Carolina, and parts of Kentucky and Alabama. However, in less than thirty years, after the first recorded contact with outsiders, in particular with Hernado De Soto in his expedition of 1540, the Cherokee Indians reformed their culture. Many adaptations took place which resembled similar American cultures. The Cherokee soon built schools and court systems. This infuriated Andrew Jackson, a supporter of the Indian removal policy. After awhile, George Gist, also known as Sequoyah, established a Cherokee written language, utilizing an ingenious alphabet of 86 characters in 1821 (Ehle, 1925). Soon, this was adopted into Cherokee culture and a newspaper was formed. Again, Andrew Jackson grew more furious. He wanted the Cherokees removed off their lands. In 1830, United States Congress passed an Indian Removal Act pushed by President Andrew Jackson following the recommendation of former President James Monroe in his final address to Congress in 1825 (King, 1979). This act enforced the previous Georgia Compact of 1802, since many were ignoring that removal act. But, many opposed this Indian Removal Act ratified by congress. After debates over this issue, the oppositionist won. However, Andrew Jackson was able to reinforce the act, due to the Treaty of New Echota on Dec. 29, 1875 (Conley, 2002). The signing of the Treaty of New Echota set the stage for the beginning of Cherokee extermination. The treaty signed away the entire remaining tribal territory east of the Mississippi in exchange for five million dollars and the right to occupy lands west of the Mississippi (King, 1979). Major Ridge, John Ridge, Elies Boudinot, and the rest of the Treaty Party doomed the whole Cherokee Nation when they agreed to sign a fraudulent treaty with the federal government, which did not represent the Cherokee Nation as a whole (Martin, 2001). The Ross Party, people who oppose the removal treaty, tried to resist, but nothing else could be done. This removal process started what was to be known as the â€Å"Trail of Tears† or â€Å"Trail where they cried. † This forced migration journey consisted of thirteen groups of consecutive waves led by Cherokee captions that lasted from August 28, 1838 to March 18, 1839 (Conley, 2002). Over the journey many Cherokees died, approximately, four thousand out of sixteen thousand, due to diseases, exposure, or fatigue (Martin, 2001). The history of the Cherokee people is one of defeat and despair. After the first encounters with Americans, the Cherokee Nation was deteriorating. For instance, Cherokee family structures were changing, vast amounts of lands were being ceded to Americans, and Cherokee Indians were forced from their lands. Overtime, this constant chipping away at the Cherokee Nation, lead to the final Indian removal from homelands and the demise of the Cherokee Nation in southeastern United States. References Adair, James. (1930). Adair’s history of the American Indians. Johnson City, Tenn. : Watauga Press. Canouts, Veletta, and Goodyear, Albert C. (1985). Lithic scatters in the South Carolina Piedmont. In Structure and process in southeastern archaeology, ed. Roy S. Dickens Jr. , and H. Trawick Ward, (pp. 180-94). University: University of Alabama Press. Conley, Robert, J. (2002). Cherokee. Portland: Graphic Arts Center Publishing Co. pp. 24-5, 44. Ehle, John. (1925). Trail of tears. New York: Doubleday Dell Publishing Group, Inc. King, Duane, H. (1979). The Cherokee Indian Nation. Knoxville: The University of Tennessee Press. pp. 16, 129. Martin, Ken. (2001). History of the Cherokee. Retrieved February 13, 2006 from cherokeehistory. com Mooney James. (1982). Myths of the Cherokee and sacred formulas of the Cherokees. Nashville: Charles and Randy Elder. Muller Jon D. (1978). The Southeast. In Ancient Native Americans, ed. Jesse D. Jennings, (pp. 281-325). San Francisco: W. H. Freeman. Reid, John P. (1970). A law of blood: The primitive law of the Cherokee Nation. New York: New York University Press. Swanton, John R. (1985). Final report of the United States De Soto Expedition Commission. Washington, D. C. : Smithsonian Institution Press. Witthoft, John. (1947). Notes on a Cherokee migration story. Communicated by W. N. Fenton. Journal of the Washington Academy of Sciences, 37, 304-5.

Term Paper Writing

Term Paper Writing Term Paper Writing Term Paper Writing While writing a term paper, you should develop writing strategy. If you do not know how to write a term paper, how to start writing or collecting information, it is a good idea to create a timetable of your work.   For example, create a set of notes outlining the points you are going to make, it will significantly simply writing a term paper process.   The basic structure (outline) will help you to write a good college term paper. Good writing is a matter of proper training, a lot of practice, and hard work. The goal of your term paper writing is establish a good thesis statement and inform the reader about your point of view.   Depending on the term paper writing requirements, you have to produce either persuasive/argumentative essay or descriptive/research paper. Term Paper Topics As a rule, college term paper can be thought of as answer to a specific question that has been posed by your professor. The purpose of term paper writing is to make you think about the problem/issue and find the answer/solution to it. Prior to writing a term paper you should spend reasonable amount of time reading and thinking about the topic which was proposed. Make sure you understand what the question is asking for. The first step of writing a term paper is to make sure that you understand exactly what your teacher expects. Sometimes a teacher will assign a topic or thesis for term paper, and sometimes he or she will leave it up to students to pick their own topics. Analyze all of English term paper key terms and all instructions. If you are in any doubt, ask your tutor to explain what is required. Before you start writing a term paper, you should be able to state exactly what it is that you are trying to show. You should be able to state in a single short sentence. The next task is to determine how to persuade the reader that your thesis is correct. At this point, students frequently make one or more of several mistakes. Sometimes, they feel that since the thesis is clear to them, it must be true and everybody has to agree with it.   It is common to overestimate the strength of your own position. That happens because you have already accepted that point of view. In order to write a good term paper, it is necessary to think very carefully and clearly about your topic. CUSTOM TERM PAPER WRITING Alternatively, you are welcome to place an order at and your essay will be written by professional writer.   We deliver only custom written term papers free of plagiarism and in accordance to tutor's instruction.

3 Reasons to Always Keep One Foot in the Job MarketÂÂ

3 Reasons to Always Keep One Foot in the Job Market   You have a job and you’re mostly happy with it. But even if you’re mostly thrilled with it, it’s always a good idea to stay sharp and keep your options open–if only to negotiate better pay, bonuses, etc. Here are three things you can and should do to ensure you’re always a hot commodity and get recognized for your talents. Keep your contacts closeNearly 75% of all job-seekers get hired through networking. All the more reason to expand your network, make new connections, and keep your existing contacts sweet–even when you have a job. If you ever do need to shop around, you’ll have your network already in gear. It’ll seem much more genuine to ask for help if you’ve kept in touch all along.Keep your resume road-readyThere’s nothing worse than needing a new job in a hurry and having and out-of-date resume. Keep your resume current, as well, by doing a bit of monthly scheduled maintenance to include new training, skills , and expertise,0 or even new responsibilities. When or if you ever meet a head hunter, you’ll be ready to present your best self on paper without having to scramble.Stay in the loopStay current and regular. Generate an online presence on social media and networking sites like LinkedIn and then maintain that presence. Make a schedule for articles and blog posts and website updates, even tweets. The more you keep up your brand, the easier it will be to sell it (translation: yourself) if you ever have to.If you follow this roadmap, you’ll never find yourself in a desperate situation. You can do your job with the confidence that you can easily find another one, given all the great groundwork that you’ve been laying.

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Art Article Example | Topics and Well Written Essays - 750 words

Art - Article Example In developing these skills, one may reach a point at which one can recognize the cubist mess of a Picasso among the random abstract paintings of an amateur at a garage sale. However, it is better to start with more classical pieces in learning to appreciate the characteristics of true art. One such example is an oil on canvas painting executed by Emile-Jean-Horace Vernet in 1830 commonly referred to by its subject matter – Portrait of the Marchesa Cunegonda Misciattelli with Her Infant Son and His Nurse. By examining this painting, one can begin to pick out the elements of quality that make this work stand out as valuable whether it was shown in the sacred halls of a museum or in the darkened spaces of a corner coffee shop. The painting, part of the Samuel H. Kress Collection at the University of Arizona’s Museum of Art in Tucson, depicts the image of a woman sitting at the keyboard of a piano or similar instrument. Although her hands are on the keys, presumably in action, her attention is focused over her right shoulder on the small baby held in the arms of another young woman standing behind the first woman’s chair. The baby, seemingly wearing nothing more than the blankets swaddled around him, is reaching out toward the woman in the chair while the woman holding him has captured one of his hands in hers. The nurse also has her attention fully focused on the baby, seemingly making him the primary focus of the image. However, other elements of the painting manage to pull the attention away from this tiny person to redistribute attention throughout the available space. The distribution of attention begins with the fundamental form of the pyramid. Recognized as the most stable geometric shape, artists frequently use the pyramid form in their paintings to demonstrate stability and serenity – the concept that all things are in proper