Commercials and Their Effect on Children’s Language

Language socialization is the process whereby children are socialized, or taught the norms and expectations of their culture, through the use of language. Language socialization includes both the use of language for socialization and the socialization to use language. Language socialization takes effect through exposure to language use, first from family members and other caretakers and then through further society, such as other children, childcare and media exposure. What effect does media exposure, particularly exposure to television commercials, have on language socialization in children? An investigation of literature suggests that television and commercials are likely to have a poor effect on language socialization, leading to inaccurate ideas of the importance of language and the culturally correct use of language.The general effects of television viewing on socialization are well known. According to Coats & Feldman (1995) American children spend significant amounts of time wa tching television – more time, they noted, than talking to adults, playing with siblings or attending school. They examined the effect of television on nonverbal socialization, and found that nonverbal displays of emotion are found at an unnaturally high rate as opposed to the natural environment. This can lead to frequent television viewers expressing a more expressive nonverbal emotional display style, due to incorrect socialization about the appropriateness of nonverbal display.Their study found that elementary school children who frequently watched television had more success at encoding emotions (particularly those frequently displayed on television such as happiness and sadness) than did children who infrequently watched television. They also found that these children used more emotive facial expressions. This is in opposition to cultural norms that require active regulation of facial expression, and may constitute a social disadvantage. DeLoache and Korac (2003) noted that there has been a substantial amount of research indicating that there is a correlation between violent programs and violent behavior.Neuman (1980) performed one of the first studies on the effect of television and listening behavior in children. She noted that the rapid pace of children’s television programming meant that children never had time to integrate the information transmitted by the programs. The changes were so frequent that children did not have the ability to learn to recognize the words presented in other contexts, meaning that language socialization through these television shows and commercials was ineffective and incomplete. Her study focused specifically on the correlation between listening skills and television viewing.She found that children did not routinely suffer a degradation of listening skills at increased levels of television viewing; listening skills, she determined, tend to be linked more to intelligence than to television viewing or artifici ally shortened attention spans. However, she did note that children who watched a lot of commercials, documentaries and news shows did have a decreased level of listening skills. She posited that this was due to the explicit lack of socialization cues aimed at children within these programs leading to decreased listening skills and attention spans. In short, these programs did not provide enough simulated human interaction to allow for language or cultural socialization, even as a substitute for human interaction.Durkin and Judge (2001) examined the effect of television language socialization on children in the specific context of foreign language speakers. The authors noted that language is a marker of ethnic identity and enculturation; reactions to language could also be a sign of ethnic prejudice. Ethnic minorities are often underrepresented in the media as well as portrayed in an inaccurate manner, perpetuating stereotypes and negative images of the ethnic minority. The authors wanted to investigate this portrayal on the socialization of young children around foreign languages at various ages.They found that three to five year olds routinely learned words from television programs, and that younger children used foreign language as a cue that a program’s content is not aimed at them. The authors performed a study that used videos of a family, speaking both English and an artificial foreign language, in prosocial and antisocial situations in order to gauge the effect of the foreign language on the children’s perception of the situation. The authors did not find that the foreign language routinely affected the children’s perception, although younger viewers did tend to view the foreign language speaking portrayals more negatively (in line with cognitive development theories which indicate that younger children see those who are different from them as a threat).The authors noted that the eight year old group showed a marked bias against th e foreign language groups in both the prosocial and antisocial situations; this, too, is accounted for by cognitive development theories, which indicate that a metalinguistic shift occurs around the age of seven or eight. This effect has apparently dissipated by the age of ten. Children of all age groups responded positively to the prosocial groups, and negatively to the antisocial groups, in line with expected socialization. The authors concluded that although foreign language could elicit prejudicial reactions in children, it is not clear that it is the foreign language that causes these reactions. However, this study clearly indicates that television’s negative portrayal of ethnic minorities could impact children’s later attitudes and socialization.Barling and Fullagar (1983) performed a factorial study examining children’s attitudes to commercials, including statements such as â€Å"I learned something new† and â€Å"The advertisement was entertainin g.† This study did not show any explicit awareness on the part of the children surveyed of learning or socialization through commercials. Bradbury (2004) stated,â€Å"A great deal of research has been done on this subject and, though varying greatly in its methodology and conclusion, would appear to suggest that it is not until the age of 12 that all children have developed a full understanding of the intention of advertising. In particular it is not until this age that all children fully understand the ‘advocatory’ nature of advertising, that is the way in which advertising communicates only positive messages about a product in order to encourage sales.†This inability to distinguish reality from commercial advertising may further increase the risk of inappropriate socialization through television commercials. Bradbury noted that exposure to commercials at an early age may increase the risk of developing a consumerist mentality that children do not have the capacity to recognize as inappropriate.Are there any potential benefits to children from television viewing? DeLoache and Korac (2003) examined the effectiveness of video learning in very young children.   The design of television programs for children, beginning with programs such as Sesame Street, aimed at preschool aged children, and progressing to programs designed for twelve to twenty four month old or younger children, are predicated on the idea that children can and do learn from video imitation. DeLoache and Korac noted that children do learn from these programs, although not as early as they can learn from direct interaction with other humans.Children as young as fourteen months have been observed to show learning behaviors (perceiving and interpreting the action, forming a memory representation of the action and then retrieving the representation at some later time) from behaviors observed on television. However, this is several months later than children have been obse rved to perform the same learning behavior in response to interaction with people. From this the conclusion can be drawn that children can display learning and socialization behaviors from television, though not as effectively as from person to person interaction.A review of literature regarding language socialization and television, including television commercials, learning programs and other forms of television aimed at children or viewed by children indicates that language socialization is provided by television, but at a lower quality than that provided by personal interaction with peers and adult caregivers. DeLoache and Korac indicated that television can provide learning opportunities for children, though not at as high a quality as personal interaction; children were seen to learn from television at a later age and a lower rate than from other people. Neuman demonstrated that television, particularly television that is not designed to provide socialization for children, cou ld negatively affect listening behavior.Additionally, some forms of children’s programming, which are rapidly paced and change content quickly, lead to inadequate language socialization as children are left unable to recognize new words outside of their original context. Coats and Feldman examined the effect of television on non-verbal socialization in children. They determined that children with high levels of television viewing had an inaccurate view of the frequency and appropriateness of non-verbal emotional expression, which could lead to a social disadvantage in a culture which values control of emotional expression. Barling and Fullagar found that children had no explicit understanding of the purpose or meaning of television advertising, where Bradbury stated that children continued to lack understanding of the purpose of television advertising as late as age twelve. Durkin and Judge determined that negative portrayal of ethnic minorities on television might affect lan guage socialization.Examination of literature indicates that while television viewing may have some limited positive effect on language socialization and learning behaviors, it is unlikely to be a substitute for personal interaction between peers and adult caregivers. Children were shown to have less understanding of appropriate social cues and behaviors, and did not retain as much language information due to inappropriate presentation and inadequate time to process and retain knowledge. Commercials pose a particular problem because they not only use a limited language set, but also portray and enforce an inappropriate consumerist attitude which children are unable to distinguish as not being the cultural norm.Works CitedBarling, Julian & Fullagar, Clive. â€Å"Children’s Attitudes to Television Advertisements: AFactorial Perspective.† The Journal of Psychology. 113 (1983):25-30.Bradbury, Paul. â€Å"Television Advertising to Children – To Regulate or Legislate ?†Children & Society. 14 (2004):73-75.Coats, Eric & Feldman, Robert. â€Å"The Role of Television in the Socialization of Non-Verbal Skills.† Basic and Applied Social Psychology 17.3 (1995): 327-341.DeLoache, Judy & Korac, Nada. â€Å"Video-based Learning by Very Young Children.†Developmental Science. 6.3(2003):245-246.Durkin, Kevin & Judge, Jasmine. â€Å"Effects of language and social behavior on children’sreactions to foreign people on television.† British Journal of Developmental Psychology. 19 (2001):597-612.Neuman, Susan. â€Å"Listening Behavior and Television Viewing.† Journal of EducationalResearch. 74.1 (1980):15-18.

Tiger Mum

In recent year, a book â€Å"Battle Hymn of a Tiger Mom† written by Amy Chu have arouse public attention. It evoked general public’s vivid discussion about choose the Chinese or Western parenting way. Tiger Mom is denote to the aggressive moms, albeit originally it referred to Chinese mothers, since those parents succeed in raising extraordinary academic achievers' children. Tiger mum boost her offspring to be the best. She put all the effort to her son or daughter. Taking Amy Chu as an example, she is a typically â€Å"tiger mum†. She has two daughters who both are outstanding at academic and instruments.Chu (2011) claim that the main reason of her daughters having various achievements as she choosing Chinese parenting ways to raise her offspring. However, Chinese parenting way also exist several drawbacks. A Tiger mum does not equal a better future of child Firstly, the most obvious disadvantage is damaging the child’s self-esteem. In Chinese parenting, parent tends to employ punishment than admiring. For instance, when the children got B at examination, Western family will give the child a lot of encourage and tolerance .On the other hand, Chinese family will penalize her sons or daughters, as they think the child must not work hard enough. Those parents may shame their child or call them useless or garbage (Chua, 2011). It would directly affect children psychological growth. If children always take punishment without praise or appreciation, they would have low self-esteem. They will not have motivation to improve because their parent have ridiculously high standard. Whenever they do a great job, they also think that is their responsibility. The more conflict and less cohesion in a teen's family, the more likely they were to have poor mental health. † (Pappas, 2012, Para 5). Finally, the children not only do not have high achievement but also low self-identification. Secondly, another shortcoming of tiger mum’s parent ing way is restricting the teenager own critical thinking and creativity. Those adolescent only follow their parent order and desire from their young generation. Due to the parent ponder the younger are not mature enough to decide a right path (Peg Streep, 2009). Hence, their parents would arrange a very dense schedule for their children to observe.As time goes by, the juvenile will become as a machine or robot because they do not have critical thinking and creativity in their daily. They are not allow to choose their own choices. Everything must obey by their tiger parents. As a result, their children could not individually determine and propose new ideas. When they growth up, they cannot easily be promoted to higher position as they not well-equipped in this area. Moreover, it is no exaggeration to issue that the adolescent who raising by Chinese parenting is lacking social skills, those adolescent have required fulfilling the schedule designed by their parent’s.According t o Amy Chu (2011), she has very strict parenting to raise her daughter. She does not permit her daughters to have their liberal leisure time to watch television or play computer games, even does not allow them to participate in redundant extracurricular activities instead of playing violin or piano. Her daughter can hardly to meet their friends and play together. Also, she commands her offspring to maintain outstanding academic result. Every test and examination grade is greater than A. Those children do not have any spare time to chat and play with friends.They cannot practice their social skills such as conversation skills, social perception skills and emotional control skills. It is vital for them to work in the future as it could affect the relationship between you and your supervisor or colleague (Lee, 2000). It is truthfully to say that without social skills would not have a great prospect Tiger mum expect their children to have great academic result to enter famous college. Ne vertheless, in Tiger mum parenting way cause the children to become low self-esteem, stereotyped and lack of social skills. In the child grow up period, it is very important for them to cultivate these vital factors.In current years, Andy Leung, a Chinese University Of Hong Kong master had an outstanding academic result, but he was absolutely failed in his social skill. He also cannot find a job after interview more than 200 times. It proof that Tiger mum’s parenting way does not mean that the children can have brightened future. Parents have responsibilities that are unique to parenthood, providing guidance and discipline for their teenagers. But they also gave a responsibility to respect their teens and treat them as persons having equal human worth and dignity. As the old saying goes that â€Å"all children are ifted†, parents should give more support and encourage for their offspring instead of pushing highly expectation on their child. It only makes the case worse and worse. It is a golden opportunity for parents to think twice how to up bring their child is the best. Reference List: â€Å"Battle Hymn of a Tiger Mom† ,Amy Chu, Penguin Press, 2011 â€Å"Nurturing Success: Successful women of color and their daughters†, Essie E. Lee, 2000 â€Å"Mean Mothers†, Peg Streep, 2009 â€Å"Study: ‘Tiger Parenting' Tough on Kids†, Stephanie Pappas, 2012 http://www. livescience. com/18023-tiger-parenting-tough-kids. html Tiger Mum In recent year, a book â€Å"Battle Hymn of a Tiger Mom† written by Amy Chu have arouse public attention. It evoked general public’s vivid discussion about choose the Chinese or Western parenting way. Tiger Mom is denote to the aggressive moms, albeit originally it referred to Chinese mothers, since those parents succeed in raising extraordinary academic achievers' children. Tiger mum boost her offspring to be the best. She put all the effort to her son or daughter. Taking Amy Chu as an example, she is a typically â€Å"tiger mum†. She has two daughters who both are outstanding at academic and instruments.Chu (2011) claim that the main reason of her daughters having various achievements as she choosing Chinese parenting ways to raise her offspring. However, Chinese parenting way also exist several drawbacks. A Tiger mum does not equal a better future of child Firstly, the most obvious disadvantage is damaging the child’s self-esteem. In Chinese parenting, parent tends to employ punishment than admiring. For instance, when the children got B at examination, Western family will give the child a lot of encourage and tolerance .On the other hand, Chinese family will penalize her sons or daughters, as they think the child must not work hard enough. Those parents may shame their child or call them useless or garbage (Chua, 2011). It would directly affect children psychological growth. If children always take punishment without praise or appreciation, they would have low self-esteem. They will not have motivation to improve because their parent have ridiculously high standard. Whenever they do a great job, they also think that is their responsibility. The more conflict and less cohesion in a teen's family, the more likely they were to have poor mental health. † (Pappas, 2012, Para 5). Finally, the children not only do not have high achievement but also low self-identification. Secondly, another shortcoming of tiger mum’s parent ing way is restricting the teenager own critical thinking and creativity. Those adolescent only follow their parent order and desire from their young generation. Due to the parent ponder the younger are not mature enough to decide a right path (Peg Streep, 2009). Hence, their parents would arrange a very dense schedule for their children to observe.As time goes by, the juvenile will become as a machine or robot because they do not have critical thinking and creativity in their daily. They are not allow to choose their own choices. Everything must obey by their tiger parents. As a result, their children could not individually determine and propose new ideas. When they growth up, they cannot easily be promoted to higher position as they not well-equipped in this area. Moreover, it is no exaggeration to issue that the adolescent who raising by Chinese parenting is lacking social skills, those adolescent have required fulfilling the schedule designed by their parent’s.According t o Amy Chu (2011), she has very strict parenting to raise her daughter. She does not permit her daughters to have their liberal leisure time to watch television or play computer games, even does not allow them to participate in redundant extracurricular activities instead of playing violin or piano. Her daughter can hardly to meet their friends and play together. Also, she commands her offspring to maintain outstanding academic result. Every test and examination grade is greater than A. Those children do not have any spare time to chat and play with friends.They cannot practice their social skills such as conversation skills, social perception skills and emotional control skills. It is vital for them to work in the future as it could affect the relationship between you and your supervisor or colleague (Lee, 2000). It is truthfully to say that without social skills would not have a great prospect Tiger mum expect their children to have great academic result to enter famous college. Ne vertheless, in Tiger mum parenting way cause the children to become low self-esteem, stereotyped and lack of social skills. In the child grow up period, it is very important for them to cultivate these vital factors.In current years, Andy Leung, a Chinese University Of Hong Kong master had an outstanding academic result, but he was absolutely failed in his social skill. He also cannot find a job after interview more than 200 times. It proof that Tiger mum’s parenting way does not mean that the children can have brightened future. Parents have responsibilities that are unique to parenthood, providing guidance and discipline for their teenagers. But they also gave a responsibility to respect their teens and treat them as persons having equal human worth and dignity. As the old saying goes that â€Å"all children are ifted†, parents should give more support and encourage for their offspring instead of pushing highly expectation on their child. It only makes the case worse and worse. It is a golden opportunity for parents to think twice how to up bring their child is the best. Reference List: â€Å"Battle Hymn of a Tiger Mom† ,Amy Chu, Penguin Press, 2011 â€Å"Nurturing Success: Successful women of color and their daughters†, Essie E. Lee, 2000 â€Å"Mean Mothers†, Peg Streep, 2009 â€Å"Study: ‘Tiger Parenting' Tough on Kids†, Stephanie Pappas, 2012 http://www. livescience. com/18023-tiger-parenting-tough-kids. html

Family Presence Article Critique

Family Presence Article Critique Inez Robbins Liberty University November 26, 2012 Abstract Family presence at the bedside during resuscitation is starting to become standard protocol in many emergency departments but research is limited in this area. The objective of the article reviewed is to explore the nurse’s perception of the benefit and/or harm to the family in a facility that has well established family presence protocols. The nurses’ perceptions of the effects on the family provide a positive influence on both the family members and the interdisciplinary team that is caring for the patient.The study confirmed long-term participation yields positive effects on the perception of family presence at the bedside during resuscitation in the emergency department. The nursing perception offers insight on the care and compassion towards the family in their critical time of need. Future nursing implications, future nursing research, and ethical implications are discussed , as there is a further need for education and research in these areas of professional nursing development. Key words: Family presence, resuscitation, nurse, perception.Family Presence Article Critique Review of Article A review of the Elinar Lowry, PhD, RN’s article â€Å"It’s Just What We Do†: A Qualitative Study of Emergency Nurses Working with Well-Established Family Presence Protocol published in the Journal of Emergency Nursing volume 38, number four in July of 2012 aims to describe the benefits and harm to patients family members who were present during patient resuscitation based on the perceptions of nurses whom work within a facility with an established family presence protocol.The article describes a study performed in which fourteen emergency room nurses’ perception of their experiences with family presence during resuscitation is documented. The facility in which all fourteen nurses were employed had a family presence protocol since 1992 (Low ry, 2012). There were pointed open-ended questions asked. These questions were meant to allow the nurses to elaborate on experiences that were both positive and negative. The results of the study found that nurses perceived there were benefits experienced by the family in several ways (Lowry, 2012).Some of these were: family was able to see the evolution of events or the patient’s progress during the resuscitation. The family was also able to confirm the effort used to save their loved one. Lastly, nurses confirmed that they felt the families appreciated that everything possible was done to save their family member. There was no perception of harm done to the family through observation of resuscitative measures (Lowry, 2012). Future Nursing Practice Implications of this study for future nursing practice suggest that long-term participation is directly related to acceptance of family presence by nursing.This information is encouraging for nurses whom wish to write and establis h family presence protocols within their facilities (Lowry, 2012). Care should be taken to identify and educate on tolerance of family member behaviors. Family presence protocols should also include limitations for the number of family members allowed at the bedside during resuscitative measures so that the staff members feel secure and comfortable with family presence practices (Lowry, 2012).Future Nursing Research Implications for future nursing research related to family presence should include family members who take part in family presence. All staff members should be surveyed to conclude the overall cultural belief on family presence (Lowry, 2012). Other potential topics for studies include: the right time to request the family’s presence, how to integrate new hire nurses into a potentially unfamiliar family presence protocol or practice (Lowry, 2012). Ethical IssuesAll of the nurses interviewed during this study held that family presence during resuscitation was the et hically right thing. Some of the nurses reported feelings of personal anguish at the family members grieving their loved ones. They also describe compassionate care to those family members (Lowry, 2012). References Lowry, E. (2012). â€Å"It’s just what we do†: A qualitative study of emergency nurses working with well-established family presence protocol. Journal of Emergency Nursing, 38(4). 329-334. doi:10. 106/j. jen. 2010. 12. 016

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National Womens Law Center Website Review - Essay Example ile reviewing the site and particularly the athletics section I found information on what a healthy school would look like for girls, the rally for Girls’ sports day and information on how to set up sports club funds. These three topics and how I found the information will be shared below in order to help anyone who may require information about Title IX or athletics information. To find the athletics information I have reviewed anyone can visit the National Women’s Law Center website by using Google or their web address: www.nwlc.org. The site is easy to navigate to any section whether it is about child care, education, employment, or any other information the National Women’s Law Center provides. Under Education and Title IX topics such as affirmative action, athletics, career and technical education, pregnant and parenting students, school reform, sexual harassment and single sex education can be located. Arriving at the site all you have to do is click on our issues, education and Title IX, and then athletics. Concentrating on the athletics section I found information detailing how the law protects women and girls in addition to such things as fact sheets. The fact sheet about healthy schools addresses the needs of a school and how to provide a â€Å"successful, safe, and healthy† environment for all students including girls (National Womens Law Center, 2011). The article creates a list of factors that should be considered like girls at risk, foster girls’ athletics, protecting girls from harassment and bullying, and ensuring transparency with parents and community members (National Womens Law Center, 2011). This information is helpful to anyone who wants to enroll their child in an athletics program or experiences trouble in school. In school sometimes girls can feel that athletics departments concentrate more on boys by providing sports boys enjoy more than girls. A recent blog was started to rally for Girls’ sports day, where more emphasis can be

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Children Rights - Essay Example The participation of children in the Convention on the Rights of the Child can effectively reinforce the implementation of CRC as such participation ensures that the voice of the children is heard all over the world. This international treaty recognizes the human rights of children and the CRC is best maintained when the children are able to express their views in matters that affect them. The CRC is essentially based on right of humans to survive and develop in the world and the governments are supposed to ensure the maximum possibility for the survival and development of the children. Child participation is perhaps the most effective means to ensure the rights of the children, although it is greatly challenging endeavor to make certain that children are able to take part in the conservation of the CRC. There are several factors that affect child participation in the CRC such as the traditional perceptions of childhood etc. However, the convention has given significant provision for the participation of children realizing that child participation in the CRC is essential for its effective implementation. â€Å"The convention sets forth basic standards for the treatment, protection, and participation of children in society and makes a claim for children’s equality with other children and with adults, even as it acknowledges that childhood is uniquely valuable in its own right. The Convention thus embodies claims for a mixture of protective, welfare, moral, and political rights, encapsulated by what has been termed the three p's of children's rights: provision, protection, and participation." (Hobbs, McKechnie, and Lavalette, 1999, p 37). Therefore, the participation of children in the Convention on the Rights of the Child has an essential role in the effective reinforcement of the CRC

Foundations of Learning and Collaborative Working Essay Example for Free

Foundations of Learning and Collaborative Working Essay â€Å"Discuss the concept of collaborative working within your professional area† To be able to understand the rationale, the different factors influencing the outcome of collaborative working and how this can be applied to Perioperative practice, it is important to have a sound understanding of the concept â€Å"Collaborative Working.† This concept has many terminological variations, one of the more frequently used is â€Å"Inter-professional working.† Hornby and Atkins (2000) state that collaborative working is â€Å"a relationship between two or more people, groups or organisations, working together to define and achieve a common purpose. † Barrett et al (2005) declares that inter-professional working is â€Å"the process whereby members of different professions and/or agencies work together to provide integrated health and/or social care for the benefit of service users.† Disregarding what is seen as the correct/incorrect terminology, the common denominator here is that all health care staff/ agencies’ are working together to provide the best healthcare possible for patients and service users. There have been many debates about the variation in terminology, Leathard (1994:5) refers to it as â€Å"terminological quagmire† that has been created due to rapid developments in practice, and in her analysis of terms, Leathard (1994:6) prefers to use the term multi-professional as it â€Å"infers a wider group of professionals.† In this instance the term â€Å"Collaborative working† will be used. Over the years there have been many drivers behind the rationale for collaborative working dating as far back as the 1960’s in the USA, where Henderson (1966) reports that â€Å"one hospital has weekly inter-professional ward conferences.† The idea of collaborative working is therefore not a relatively new concept. In recent years increased emphasis has been placed on collaborative working and the need to work together due to changes in technology, accountability and government reports. Technological advances such as telecommunication is now used by surg ical staff to live feed surgical procedures to other parts of the world. This has aided remote-area surgeons in their own practices (Shields Werder 2002) Similarly, the introduction of the National Health Service (NHS) direct advice line has created a way in which doctors can consult patients over the telephone. However a study by the Economic and Social Research Council (2005) concluded that â€Å"telemedicine is disappearing† compared to NHS direct advice line. The introduction to new machinery which takes blood pressures automatically rather than manually, this and other technological advances have all required healthcare staff to change the ways in which they work collaboratively. On the other hand, Government reports also change the way in which healthcare professionals work as they are often mandatory measures. The NHS Knowledge and Skills Framework (KSF) was introduced in 1999 under the Agenda for Change. Day (2006) claims that the use of KSF will â€Å"enable team leaders to identify gaps in the knowledge and skills of their inter-professional teams.† KSF is an essential requirement carried out every year to ensure pay progressions. Collaborative working is also brought about by accountability. All healthcare professionals are governed by a professional body such as the Health Professions Council (HPC) in which it is their duty to ensure compliance with the legislation on the use of protected titles (HPC, 2008) Not only are registrants accountable to the HPC they are also accountable to statutory and criminal law which means healthcare professionals must interact with patients and staff on an acceptable level at the risk of being prosecuted for their actions. Another driver for collaborative working is seen through the ever scrutinizing media. A recent news report by Hughes (2011) titled â€Å"Emergency surgery patients’ lives at risk, say surgeons† is one of the many examples of negative media that is putting more pressure on healthcare professionals to work more collaboratively. On the other hand, many of the publi c viewers do not see the bias in the majority of these news reports and many examples of good collaboration is missed. Resulting from the rationale behind why people work together it is important to understand the ways in which people do work together. Safe Surgery Saves Lives was an initiative that arose in 2006 by the World Health Organization and in 2008 a Surgical Safety Checklist was released globally. Research proved that â€Å"postoperative complication rates fell by 36% on average† and the checklist has also â€Å"improved communication among the surgical teams.† (Haynes, B.A et al, 2009, Pg: 496) Many trusts also have a theatre list policy and this ensures that staff are working collaboratively to ensure the lists are correct, accurate and the most important procedures have been prioritised. The idea differentiates among the trusts, but is most commonly referred to as a â€Å"Group hug.† This is carried out each morning before any surgical procedures commence and it is a chance for staff to collaborate and share any ideas or concerns over that day’s list. A big part of collaborative work, especially in peri-operative care, is about recognising each other’s skills and importance thus the idea of â€Å"inter-professional learning.† Kenward Kenward (2011, pg; 35-39) outlines the importance of mentors, stating that â€Å"mentors should act as role models for students of all professions.† Further promoting this the General Medical Council (2006) document on Good Medical Practice propounds that doctors also act as role models to try and â€Å"inspire and motivate others.† It is evident that there are many ways in which healthcare staff work together, however major issues are still identified around the factors that influence the outcomes of collaborative working. Miscommunication has been identified as a reoccurring problem. Certain behavioral patterns among peri-operative staff which included ignoring requests they did not understand, failing to seek clarification, failing to speak loudly enough to be heard and communicating information to the wrong person. (Gardezi et al 2009, pg: 1390-1399) This can be fatal especially in the case of Elaine Bromiley who had undergone a routine sinus surgical procedure. Due to a breakdown in communication between surgeons, Elaine unfortunately died. A video titled â€Å"Just a routine operation,† (LaerdalMedical, 2011) released after the death of Elaine Bromiley, identifies the breakdown in communication between the surgeons and the theatre nurses who had actually witnessed the surgeon’s distress and suggested an alternative method to intubating the patient which was ignored. This concept has been previously recognised as â€Å"professional separatism.† D’Amour et al (2005) argued that because professional groups are educated separately they are then socialised into â€Å"discipline-specific thinking.† Research concluded that 69% of respondents to a questionnaire they set out reported disagreement between surgeons and nurses. And that 53.4% reported experiencing aggressive behavior from consultant surgeons (Coe and Gould, 2008, Pg: 609-618) Thus meaning the outcomes of collaboration will suffer if all professionals do not interact and recognize the importance of other professionals’ skills. It is evident that collaboration and inter-professional working largely exists but with the constant changes in peri-operative practice as mentioned previously and the way healthcare is constantly observed, especially by the media, it is evident that collaborative working is a continuous development or a lifelong learning process. As technology changes and government policies are continually released it is inevitable that the ways in which healthcare professionals work together will also change and develop. References Barret, G, Sellman, D and Thomas. J (2005) Inter-professional working in Health and Social Care: Professional Perspectives. Basingstoke: Palgrave Macmillan. Coe, R and Gould, D (2008) ‘Disagreement and aggression in the operating theatre.’ Journal of Advanced Nursing. Volume: 61, Issue: 6, Pg: 609-618. Day, J (2006) Inter-professional working: An essential guide for health-and social-care professionals. Cheltenham: Nelson Thornes. D’Amour, D, Ferrada-Videla, M, San Martin Rodrigues, L and Beaulieu, M (2005) ‘The conceptual basis for inter-professional Collaboration: Core concepts and theoretical frameworks.’ Journal of Inter-professional Care. Supplement: 1, Pg: 116-131. Economic and Social Research Council (2005) Telemedicine revolution is ‘disappearing’ from the NHS. [Online] Available at: www.esrc.societytoday.ac.uk. (Accessed: 8 October 2011) Gardezi, F, Lingard, L, Espin, S, Whyte, S, Orser, B and Baker, G.R (2009) ‘Silence, po wer and communication in the operating room.’ Journal of Advanced Nursing. Volume: 65, Issue: 7, Pg: 1390-1399. General Medical Council (2006) ‘Good Medical Practice guidelines: working in teams.’ [Online] Available at: http://www.gmc-uk.org/guidance/good_medical_practice/working_with_colleagues_working_in_teams.asp (Accessed: 9 October 2011) Haynes, B.A, Weiser, G.T, Berry, R.W, Lipsitz, Sc.D et al (2009) ‘A Surgical Safety Checklist to Reduce Morbidity and Mortality in a Global Population.’ The New England Journal of Medicine. Volume: 360, Issue: 5, Pg: 496. Health Professions Council (2008-09) Continuing professional development annual report. [Online] Available at: http://www.hpc-uk.org/publications/reports/ (Accessed: 8 October 2011) Henderson, V (1966) The nature of Nursing: A definition and its implications for practice, research and education. New York. Macmillan. Hornby, S and Atkins, J (2000) Collaborative Care: Inter-professional, interagency and interpersonal. Oxford: Blackwell. Hughes, D (2011) ‘Emergency Surgery patients’ lives at risk, say surgeons.’ BBC news. [Online] Available at: http://www.bbc.co.uk/news/health-15098114 (Accessed: 8 October 2011) Kenward, L and Kenward, L (2011) ‘Promoting Inter-professional Care in the Perioperative environment.’ Nursing Standard. Volume: 25, Issue: 41, Pg: 35-39. Proquest [Online] Available at: http://proquest.umi.com/ (Accessed: 9 October 2011) Laerdal Medical (2011) ‘Just a Routine Operation’ [Online] Available at: http://www.youtube.com/watch?v=JzlvgtPlof4 (Accessed: 9 October 2011) Leathard, A (1994) Going Inter-professional: Working Together for Health and Welfare. London: Routledge. Shields, L and Werder, H (2002 ) Perioperative Nursing. Cambridge University Press.

Apple Case Study Essay Example for Free

Apple Case Study Essay Apple Inc. (previously Apple Computer, Inc. ) is an American multinational corporation that designs and markets consumer electronics, computer software and personal computers. Apple currently has 246 retail stores located in 44 states that employs over 27,000 retail employees. Apple also employs over 304,000 U. S. individuals from development to transportations. As of September 11, 2012, Apple is the largest publicly traded company ever. Apple has established a unique reputation in the consumer electronics industry. This includes a customer base that is devoted to the company and its brand, particularly in the United States. Fortune magazine named Apple the most admired company in the United States in 2008 and in the world in 2008, 2009, 2010 and2011. This case study will not only highlight Apple’s strengths, it will also discuss its weaknesses and past failures that have laid the foundation to become one the most powerful companies in the world. As the story famously goes, â€Å"two Steves† started one of the biggest computer companies ever in a garage after quitting their day jobs. Steve Jobs worked at Atari, a computer and gaming company and Steve â€Å"Woz† Wozniak worked at Hewlett-Packard. A friend introduced the two seeing their mutual interest in electronics. Woz had built a computer in his spare time as a hobby. According to Charles Hill and Gareth Jones (2012), authors of Essentials of Strategic Management, â€Å"That is what people did in 1976,† (p. C13). Jobs realized that people might want to buy such a machine and persuaded Woz to set up a company to make and market it. Headquarters: Jobs’ garage in California. Thus Apple Computers was born. A total of 200 units were sold at a price of $666 each; the product rolled out on April Fool’s Day in 1976 at a local electronics store. The company went on to see great successes and some failures, and the two Steves are heralded as revolutionizing the personal computer industry. After improving on the garage computer, named Apple I, with better graphics, more data storage and a simpler looking machine, Apple introduced the Apple II in 1977. This personal computer that was user friendly to non-computer using consumers soon made the two twenty somethings into millionaires. Throughout the years, subsequent models that improved on the speed and design of the Apple II were released. With these improvements came additional products: software, external drives and printers, to name a few. By 1983, the Apple IIe was introduced, which would become Apple’s most popular and best-selling of all models. In the ‘80s and ‘90s, Apple computers became computing standard for elementary schools. By the time the Apple II line became defunct, more than 2 million Apple IIs had been sold and home computers were gaining popularity. Apple Computers also changed its name simply to Apple to reflect its diversity of products. During this general timeframe, Woz was piloting a plane that stalled and crashed; he suffered some memory loss. He returned to Apple sporadically throughout the ensuing years but formally ended his full-time association with the company in 1987. Two new engineers were brought on board for two new project ideas: Jeff Raskin for the Macintosh computer model and Bill Atkinson for the more business-oriented Lisa computer. The Macintosh became a success; the Lisa did not. In 1991 Apple continued to build on its founders’ guiding principle—that the individual, not the mainframe, should be at the center of the computing universe (â€Å"Silicon Valley,† 2012). The company introduced a portable Mac, which was the predecessor of the modern laptop. In 1993 it launched the Newton, a personal digital assistant which let consumers compute without sitting at a desk. The end of the 1990s brought yet another breakthrough Apple computer—the iMac, which touted power, ease of use and esthetics. The iPod, a digital music player and the iPhone, a phone with Internet capabilities, are two of Apple’s newest immensely popular products. Steve Jobs died of cancer in October of 2011 after working and leading on and off at Apple throughout the years; Woz is 62 and currently spends his time as a writer, speaker, researcher and philanthropist. Tim Cook is the current CEO of Apple. On August 20, Apple officially became the most valuable company in history in terms of market capitalization (â€Å"Forbes,† 2012). Heading into the final hour of trading on the NASDAQ, the stock had risen more than two percent, giving the company a market cap of over $620 billion with shared trading over $662 apiece. The reason—speculation over its newest product release—the iPhone 5. Identification of the company’s internal strengths and weaknesses Strengths: †¢Product development. Doesnt invent the market, but its products set high standards for the market †¢Design and utility. Sleek, not clunky. For instance, the desktop computer is part of the screen, not a separate box with wires; the iPhone has very few buttons and feels nice in the hand. Products are easy to use, almost intuitive †¢Marketing. Clever and takes advantages of peoples frustrations with other hardware †¢Brand name †¢ Globally recognized †¢Rapid growth and high profits †¢ Pioneer of innovative and high-tech quality products such as iPod, iPhone and iPad †¢Strong Research Development department (9% of sales devoted to RD) †¢ Having the control of both its own hardware and software †¢ Having had a visionary, charismatic and innovative CEO like Steve Jobs †¢ Apple retail store experience allowing customers to use and experience Apple’s products †¢ Having a large segment of loyal customers †¢Sales of add-on products Highlighting of its products as the world’s greenest line-up of notebooks Weaknesses: †¢Very proprietary and controlling. Wont open the operating system to outsiders to develop hardware to work with the products, keeping hardware sales to itself. While this keeps design control inside and up to standards, it has hurt wide adaptation of its hardware, especially computers, where it has a relatively small market share. Apple has veto power over Apps sold †¢ The death of Steve Jobs and the absence of his leadership will be a weakness for Apple as they find ways to match his innovation †¢Not shareholder-friendly. Has abused option granting in the past and refuses to pay a dividend despite a huge (and growing) cash level, no debt, and plentiful free cash flow †¢The battery life of the products are seen as weak †¢ Failure of two products; First Apple TV launch and Mac Mini †¢ Decision to restrict the iPhone to a single network †¢ The lack of QWERTY keyboard in products like iPad and iPhone †¢ Low market share in comparison with HP, Dell, Acer, Lenova and Toshiba †¢ Apple products are highly priced, so it is hard to suit their target market Opportunities: †¢Loyal customer base which has expanded beyond the Mac-heads of the 1990s with the iPod and the iPhone. The iPad has had a very successful launch. This seems to be leading to more sales of computers. †¢Has a well-deserved reputation for high-quality products that work smoothly. New products are generally well-received and have a built in purchasing base. †¢Move into other computer or media product spaces that are not served well. Can continue to design the standard-setter for those spaces. †¢A new version of Apple TV could take advantage of todays more highly developed Web. Threats: †¢Big ideas are easy to copy. Microsoft copied the graphical user interface, and even Linux has a version. The touchscreen interface is being used in other phones (e. g. Android). Apps are being developed for other smart phones and devices. †¢High-priced products. Apple priced itself out of the personal computer market, and that remains a problem. Other smartphones that look and behave similarly to the iPhone are less expensive. †¢Google is moving into Apples smartphone space by giving away the operating system, and it has announced that it will also be moving into the TV space. Both companies are well-funded, so any battle between the two could be long and ugly. Nature of external environment surrounding the company The industry grows and changes at an alarming pace. Every day there are new products that flood the market. New technology changes cell phones, laptops and new products are advertised every week. The major companies in the industry are Apple, Acer, Dell, and ‘Hewlett Packard’. In order for new companies to break into this market, they need to have a high entry barrier as well as a differentiated strategy from the existing companies. There is also a high learning curve with the customers getting accustomed to the new products. The existing brand names make the entry barrier very difficult to break into. Apple seems to be financially stable and healthy with weaknesses and threats that Apple has overcome and conquered in its past. The strengths show Apple’s foundation built upon a long line of unique products and branding, powerful research and development along with commanding marketing gurus that make Apple the powerhouse it has become today. Financially, the financial papers seem to be responsible and accountable with much thought put into Apple’s strategy. According to YCharts (June 30, 2012), Apple’s current ratio is 1. 71, which is slightly above book value. When you have a current ratio of 1, it means that your current assets are exactly the same as your current liabilities. â€Å"The current ratio measures a companys ability to pay short-term debts and other current liabilities by comparing current assets to current liabilities† (YCharts, 2007-2012, para. 1). Apple’s gross profit margin (sales-cost of goods sold/revenue) is 42. 81%, gross profit margin represents the percentage of each dollar of a companys revenue that is available to cover fixed costs after paying for the goods or services that were sold. With Apple seizing new opportunities every day, Apple will continue to dominate its markets for a long time to come and will remain fiscally responsible while continuing to make large profits, making it a wise decision to invest in the Apple organization. SWOT analysis It cannot be debated that Apple has many strengths. They should not, however, become complacent with their success and in order to maintain its competitive advantage, the company must constantly evaluate their internal and external operations and address its weaknesses and threats, as well as assess its strengths and use them appropriately. One of Apple’s current strengths is its brand recognition and strong brand image. Apple has effectively used this strength through product development. As Apple took the market by storm and was gaining momentum, it expanded its product offering. With each new product such as the iPhone and the iPad, consumers expected the same quality and ease of use as Apple’s preceding products as they had already established that position in the consumer mind. Apple also has an enviable position in the market place and in the minds of the financial world. Apple’s robust financial performance is strength as the growth in capital allows for continued growth. While reviewing the strengths, one must also consider the weaknesses. For example, Apple’s weaknesses can be demonstrated with the release of the iPhone 4 and the concerns over the antenna on the product and how it could affect the performance of the device. Product recalls can result in a damaged image and reputation which will affect sales. Recalls also result in warranty and other expenses. It is clear that Apple views the iPhone as a major opportunity. The iPhone leads the company in percentage of sales, and with he new release of the 4s, combined with additional service providers supporting the device, will continue to do so. The expanding tablet market and demand for mobile technology also makes the iPad market a big opportunity for Apple. Expanding in international markets is also a big opportunity for Apple. Despite its strengths and opportunities, Apple faces many threats. One major threat to the company’s iPhone growth is the rising popularity of Google’s Android. Critics and users alike have stated that the Android is comparable, if not superior, to the iPhone technology. This fierce competitor is sure to affect Apple’s market share. In conclusion, an overview of Apple’s SWOT allows us to break down current strengths, as well as weaknesses, opportunities and threats. This allows us to further analyze the company as a whole and is imperative when devising a corporate strategy. The kind of corporate level strategy the company is pursuing Apple’s corporate strategy is to focus on making the industries’ best products. They are a company that focuses on innovation, and also improvements on their existing products. They use the focused differentiation strategy, by making products that are exclusive, and fairly expensive. Not everyone can afford an Apple product. They focus on aligning their business strategy and their marketing strategy with product development. This is something that they do much better than their competitors, and this is a huge advantage for them. Apples target market is people who are willing to pay more for products with better user experience, people who like to have fun with technology, music enthusiasts and people who work with media and design professionals. They have done a good job by finding out which customer needs to satisfy. They have found out that these customers want a nice, beautiful and simple design and user input, and they have focused on programs that help photograph and edit both pictures and videos, as well as good music programs to both listen to and make music. To make these programs, they have to have to focus on innovation, and have programmers and designers that can make programs like thisthat are easy to use, beautiful to look at, and do what you expect them to do. The nature of the company’s business-level strategy Apple’s fundamental business model has not changed since it first began business in the late 1980s. Apple’s organizational strategy â€Å"think different† is to control the development and design of the hardware and software for all of its products. The company is focused on providing innovative products and solutions to consumers. Apple has a simple strategy of providing customers with the best products and experiences possible. Another strategy is offering exclusiveness of their products to certain providers and companies. This not only builds a strong working relationship, but also builds a strong want by consumers for Apple products. I think the most important strategy is their branding strategy. This includes making new products that supports a â€Å"digital hub† strategy. This is a concept where the products that Apple produces will function as a hub for digital devices such digital cameras, cell phones, etc. Apple focuses on the lifestyle of the customer which includes imagination, hopes, dreams, and many more attributes. They are committed to the customer (Apples branding strategy, 2011). Mission Statement Apple mission statement is as follows, â€Å"Apple designs Macs, the best personal computers in the world, along with OS X, iLife, iWork, and professional software. Apple leads the digital music revolution with its iPods and iTunes online store. Apple reinvented the mobile phone with its revolutionary iPhone and App Store, and has recently introduced its magical iPad which is defining the future of mobile media and computing devices (Investor relations, 2011). † Steve Jobs stated that Apple’s â€Å"core value that the company believes, is people with passion can change the world for the better. † He stressed that value at its core is something that should never change despite the world changing around it. The company’s structure and control systems and how they match its strategy Apple’s first product, the Apple I, was vastly different from the Apple products of today. This first handmade computer kit was constructed by Apple co-founder Steve Wozniak. It lacked a graphic user interface (GUI), and buyers had to add their own keyboard and display. Co-founder Steve Jobs convinced Wozniak that it could be sold as a commercial product. In 1976 the Apple I was unveiled at the Home Brew Computer Club and put on sale for $666. 66. Jobs and Wozniak continued to create innovative products. Soon their new company, Apple Computer Inc. , had surpassed $1 million in sales. However, the mid-1980s saw some difficult times for Apple. In 1983 the company introduced the Apple Lisa for $10,000. The product flopped. In 1985 Steve Jobs was ousted after internal conflicts with the Apple CEO. Its computer products the Mac I and the Newton were not successful, and the company underwent several CEO changes. With declining stock prices, the future of Apple was in jeopardy. Steve Jobs returned to Apple in 1997 to try and save the struggling company. The return of Jobs introduced a new era for Apple. Jobs immediately began to change the company’s corporate culture. Before Jobs’ return, employees were more open about Apple projects. After he returned, Jobs instituted a â€Å"closed door† policy. Today Apple continues to remain vigilant in protecting its technology and ensuring that information remains proprietary. Jobs also created a more flattened organizational structure; rather than go through layers of management to address employees, he addressed them directly. Perhaps one of the most noticeable changes, however, was Apple’s expansion into new product lines within the electronics industry. In 2001 Apple launched the iPod—a portable music player that forever changed the music industry. The company also introduced iTunes, a type of â€Å"jukebox† software that allowed users to upload songs from CDs onto their Macs and then organize and manage their personalized song libraries. Two years later Apple introduced the iTunes Store, in which users could download millions of their favorite songs for $0. 99 each online. In 2007 Jobs announced that Apple Computer, Inc. would be re-named Apple Inc. This signified that Apple was no longer just a computer manufacturer but also a driver in consumer electronics. Some saw this as a shift away from computers toward consumer electronics such as Apple TV, iPods, iTunes, iPhones, and iPads. However, it may be more accurate to say that Apple is reinventing computers. With the introduction of tablet computers such as the iPad, Apple has begun to take market share away from its top competitors in the computer industry. Sales of desktops, laptops, and netbooks began to decline after tablet computers were introduced. Analysts believe that tablet computers will continue to grow at a rapid rate. Apple’s transition from a computer to a consumer electronics company is unprecedented—and hard to replicate. Although many can only speculate about why Apple succeeded so well, they tend to credit Steve Jobs’ remarkable leadership abilities, Apple’s highly skilled employees, and its strong corporate culture. Conclusion Today, Apple continues to lead the industry with their outstanding and ‘ award winning’ products and services. Apple is also credited with leading the digital media revolution with their iPod portable music and video players and iTunes online media store, creating the first sustainable music-downloading business model in history (Gershon, 2009, p. 367). The company has also entered the mobile phone industry with an altogether different business strategy known as† value innovation† with the iPhone. Value innovation focuses on making the competition irrelevant by opening up new and untapped markets, creating a leap in value for consumers. The iPhone is yet another product that has changed the way the industry defines new product standards and possibilities. With growing demand for high-quality, powerful, user-friendly, and cost effective products, Apple is undoubtedly the leader in terms of bringing these ideas to life. The company realizes that rather than publicly announcing product development plans years in advance, products are better received with an â€Å"awe† response if they are simply released when they’re finished as opposed to providing â€Å"beta† or â€Å"demo† versions to the public. This is an excellent strategy when the goal is to keep consumers eager for the latest products and asking, â€Å"What could they possibly improve next? †

Overview of Translation and Translation Training

Overview of Translation and Translation Training LITERATURE REVIEW Background of translation (300w) According to Newmark (1988), translation is a process of rendering the meaning of information from a language (usually called source language) into another language (usually called target language) following the intention of the author, the purpose of the information themselves and the demand of the target languages readers. Translation, sometimes, is a definition used for both written and oral transferring; however, it is considered as written information transferring more often. Oral transferring refers to interpretation. In this research, we define translation as the transferring process of written information from a source language into another target language, which can [à ¢Ã¢â€š ¬Ã‚ ¦] convey its original tone and message and blind the barrier of cultural and regional diversity between the two languages. There are now available two popular methods of translation: semantic translation and communicative translation. It is classified so based on the comparison in meaning and contents with the source languages texts. Semantic translation is considered as faithful translation, this translation method looks on the author, his/her words choice, structure and expression are saved carefully. Whereas, communicative translation looks on the readers, the purpose of this method is to give information, so the translator should render the meaning and the aim of the article. There are also other methods of translation, such as: word for word translation, literal translation, faithful translation, adaption, free translation, idiomatic translation, etc. The function or the nature of translation, similar to language is to communicate. As a result, a good translator should not only choose one suitable method for the text or only focus on transferring the messages from one language into another. A good translator can, however, deliver those to the readers of the target language and balance the both cultures and regions in his/her translation. To meet this demand, a translator should understand the writing of the target language thoroughly and know the socio-cultural situation of the text deeply. According to Harris Brian (1976), translation should continue to be practiced in our secondary schools and might even be extended in some places to primary school. Being a good translation, a learner has no choice but practicing to improve his/herself. Background of translation training (700w) Wu Lei (1999) defined translation training as a process where the application of translation theories is widely spread or delivered to linguistic learners. To clarify the importance of translation, Wu Lei has taken an example in China, where translation is an indispensable element in industrialization and modernization process of the country. Moreover, translation shows its influence in analyze the professional of linguistic learners. Their profession in translation reflects the abilities of them in both their mother tongue and the foreign languages because, a learner have to master at least both of the languages to ensure becoming a translator. In conclusion, people realize the roles of translation in both linguistic training and in the distribution of a country. Although translation has appeared and marked its importance for thousand years with the mission of contributing the world, motivating knowledge discovery, enhancing human life as a mean for communicating and interacting among cultures and regions; translation studies has just been recognized since the 20th century. It is no doubt that translation training is still included in the new area to study, in compare with its appearance and its undeniable roles in the development of human being. In China, translation is taught, generally, in the third year, after linguistic students of a university finish their advanced writing courses or after they finish the course about 4-basic English skills in China. In compare with Vietnam, the linguistic students can also have a chance to study translation and theories of translation in the first year like Schools of Foreign languages or Hanoi University. It is taught so because the students may cope with many difficulties in translation learning if their four basic English skills is not professional. In addition, translation training in the early year just focuses on translating materials from other languages into the translators mother tongue. Not until the development of industrialization and modernization process in some countries, particularly in asia, happens, does translating from the translators mother tongue into other languages catch more attention. Despite the awareness of people about translation roles in modern time, translation methodology and training faces many difficulties. The experts understand that translation must concentrate on the cultural difference or, in other words, it is that translation into target language should be accurate, accurate means that ensuring the whole meanings of sentences or a document, and the cultural suitability of the translated texts. A translator must make sure that they have a wide range of background knowledge about every field and area and master all the linguistic skills required. Nowadays, translation teaching is clearly illustrated in two main ways. The first way is that the lecturer first gives the piece of writing for the students to translating. After that, the students will translate it into the target language and explain the methodology they use and skill related to the exercises. The second way, theories and methodologies are delivered to the learners first, then, they will use them to translate a given text. These two methods still have their disadvantages, especially, they base on the profession of the lecturers. A lecturer should have knowledge on all aspects of the world and master all translating skill and theories to deliver them to their learners correctly and effectively; it says that, a lecturer has to be extremely hard-working and excellent. Moreover, it expresses the limitation in learning materials, self-practicing and human resources. The problem is that learners who want to improve themselves cannot just rely on their lecturers but on pr acticing itself. In terms of reference resources, students could get the information in parallel texts. Printed dictionaries, company sites and specialized press in addition to online dictionaries. These tools can be a convenient guide during translation processing, along with in-class activities, for terminology and documentation purposes. In general, due to the shortage of materials and research about translation training until now, the resources about how to learn and to teach translation at university are still limited, except for practicing and improving oneself. The roles of human in translation process is undeniable, however, writing in his research about Machine Translation over fifty years, John Hutchins (1976) said that, although internet and technology in 20th century is not developed enough to meet the need of people in translating fields, machine translation will be used more widely in the future. It leads to the fact that a translator should try harder to win the limitation of machine translation and to meet the requirements of the market. For more optimistic, John strongly highlighted on the development of technology that can play a role as a supporter for human, especially translator in the future. An Overview of ICT and e-learning (500-600w) Definition of ICT (100w Thanh) Generally, ICT or Information and Communicative Technologies are understood as technologies that support activities involving information. More specifically, according to Random House Dictionary, ICT is defined as a branch of knowledge (as cited in Khaled S. Lynne B.) that includes the combination of informatics technology with other, related technologies, specifically communication technology (Gokhe, p. 1), and as referred by Stephen Heppell, is the foundation of creativity and productivity (as cited in Megha Gokhe, p. 1). It is a diverse set of technological tools and resources used to communicate, ad to create, disseminate, store and manage information (Meenaksi, 2013) which implies to be used, applied and integrated into all activities related to life, society and particularly in education. E-learning: An application of ICT in daily life (150w Cà ´ng) ICT has been applied in many ways in daily life. Celebic and Rendulic (2011) indicate several applications of ICT, namely providing internet services such as e-commerce, e-banking and e-government; facilitating e-learning and teleworking environments; and setting up virtual communities. The concept of e-learning varies in different research studies. In the broadest sense, e-learning means any form of learning that is enabled electronically (Abbad, Morris, Nahlik, 2009; Celebic, Rendulic, 2011). Its concept, however, is narrowed down to mean any learning that is internet-enabled or web-based (LaRose, Gregg Eastin, 2003 as cited in Abbad et al., 2009). E-Learning brings about many benefits for students, teachers and educational institutions. Firstly, e-learning benefit students by improving access to education and training (Alexander, 2001; as cited in Gilbert, Morton, Rowley, 2007); giving them adaptive time, place and pace of learning; providing them with unrestricted repetition of lectures; and creating multimedia environment with video, audio and text (Celebic Rendulic, 2011). Besides, for teachers and educational institutions, it reduces costs of conducting teaching, enables educational staff to implement the respective education in a short time and allows simple upgrade of materials. (Celebic and Rendulic, 2011). Web-based Learning and Web-based Application in Translation Training (1400w) Definition and current situation of Web-based learning and Web-based Application in Translation Training (200w Thanh) Web-based learning is defined as a subset of e-learning and refers to learning using an internet browser such as the Moodle, Blackboard or Internet Explorer (Mikre, 2011, Operational definition of terms). SarÄ ±ca (2008) defines web-based learning theory as education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact (Theory of Web-Based Learning, Web-Based English Language Learning). Cook (2007) states web-based learning encompasses all educational interventions that make use of the internet (or a local intranet) (p. 37). Currently, web-based education is a promising field with the rising number of students enrolled in online classes (Su, Bonk, Magjuka, Liu, Lee, 2005). Several studies (Lewis, Alexander Farris, 1997; Waits Lewis, 2003) estimates that the number of students taking distant programs has gone up from around 750,000 to more than three million within six academic years from 1994-1995 to 2000-2001 (as cited in Su et al., 2005). This learning form requires a network like the World Wide Web which enables language learners to overcome the physical barriers in terms of time and space and quickly access materials in many foreign languages and cultures. Peter J. Yangs article mentions several advantages of learning via networks including access to authentic materials, flexible scheduling, location independence and enhanced communication (n.d., pp. 81-82). Roles of web-based learning (400w Thanh) SarÄ ±ca identifies several roles including knowledge generation, collaboration and process management. In a web-based learning setting, the learner is expected to work out solutions to problems. Also, they are responsible for viewing issues and questions of the teacher and other students. Besides, students in the web-based learning environment are recommended to work collaboratively and cooperatively so as to come up with deeper levels of understanding of the course material. They are expected to share the resources and materials that they are finding with alternative learners. As for the role of process management, students are supposed to participate with minimal guidelines, interact with one another and speak up when the discussions are moving into an uncomfortable zone (SarÄ ±ca, 2008, p. 6). Strengths and Weaknesses (300w Cà ´ng) In general, online learning environment offers many advantages in comparison with traditional classrooms. Evans and Fan (2002) suggest three main benefits of learning online, namely place independence, flexible time and adaptive pace for study (as cited in ODonoghue, Singh Green, 2004). In addition, e-learning enables learners to select proper courses and learning material that can be reviewed as many times as necessary to enhance their understanding and specific skills (Jingyu, 2014). However, the learners may face several challenges and risks during online courses. Jingyus study (2014) shows unreasonable time management may pose them to the possibility of procrastination. As a result, learners must have much self-motivation, wise organization and plan to keep up with online courses (Jingyu, 2014). Besides, another concern is the loss of face-to-face interaction. The 2011 study carried by the University of Plymouth implied that online environment reduced both student-instructor int eraction and the interaction with learners peers, which can cause feelings of isolation (as cited in ODonoghue, Singh Green, 2004). According to Micu and Sinu (2012), web-based tools has both advantages and disadvantages in terms of teaching and learning language translation. As to teaching written translation, they rely on the Internet accessibility. Regarding learning translation, Abraham indicates (2003) that students may benefit from web-based machine translation sites, online dictionaries, and language-related websites are sources that may frequently be consulted and used by foreign language learners (as cited in Micu Sinu, 2012, p. 124). However, they may misguidedly use these web-based tools due to lack of discussion and employment of such resources as part of their class activities. Another negative aspect is that resources from the Internet are not always reliable and of good quality since anyone can post information on the Web, including non-experts, and Web documents are not always subject to an editing process in the same way that printed documents usually are (Bowker, 2003 as cited in Micu Sinu, 20 12, p. 124). Constructing and Utilizing Web Applications (500w Cà ´ng) Background and construction of web applications Over the years, the World Wide Web has rapidly evolved from a delivery system for static documents to a popular platform today for programming distributed web applications. According to Stuttard and Pinto (2011), the World Wide Web formerly consisted only of information repositories that contained static documents, and the information flowed in one way, from server to browser. Nowadays, most websites are highly functional applications counting on two-way flow of information between the server and browser (Stuttard Pinto, 2011). Joshi, Aref, Ghafoor and Spafford (2001) illustrate a web application as a three-tier architecture that consists of a Web client, network servers, and a back-end information system supported by a suite of databases. (p. 38). Chlipala (2015) claims that a web application of rich functionality today must generate HTML, for document structure; CSS, for document formatting; JavaScript, a scripting language for client-side interactivity; and HTTP, a protocol for sending all of the above and more, to and from browsers. Common functions of a web app include shopping, social networking, banking and interaction information, etc. (Stuttard Pinto, 2011). Vosloo (n.d.) refers to using a Content Management System (CMS) and using a web framework as two main ways of building web applications today. CMSs, normally coming with such pre-built modules as discussion forums, FAQs and online polls, allows non-technical users with little knowledge about web development to add pages and content. A web framework, on the other hand, is intended for a more technical user. Web frameworks originate from the reusable code that is put in libraries for doing tasks repeatedly (Vosloo, n.d.). Utilizing the Web App and Interaction in online learning In her article, Sarica (2008) points out communication technologies are classified as asynchronous or synchronous. In the former one, technologies such as blogs, forum and e-mail are utilized so that people can participate and engage in the community without depending on others involvement at the same time. The later form synchronous, on the other hand, involves real-time activities of exchanging ideas and information among participants. The participants can take advantages of web-based learning because they can access resources in multiple formats anytime and anywhere as well as learn more independently and actively. Interaction is often regarded as a significant component of a successful online learning. Palloff and Pratt (1999) claim that the keys to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions (as cited in Su et al., 2005, p.1). In addition, the evidence from some other research (Irani, 1998; Zhang Fulford, 1994; Zirkin Sumler, 1995) suggests more interaction means more students satisfaction and better learning outcomes (as cited in Su et al., 2005). Moore (1989) classified interaction into three categories, namely learner-instructor, learner-learner and learner-content. Learner-instructor interactions create an environment in which students are encouraged to have better understandings about the content. Moore also indicate that learner-learner interactions take place among learners with or without the real-time presence of an instructor (as cited in Su et al., 2005). According to Garrison (1990), this type of interaction is found to motivate students and enable them to have better learning experiences (as cited in Sabry Baldwin, 2003). Sabry and Baldwin (2003) pointed out two forms of learner-learner interactions including asynchronously (non-real time) through using, for example, email or discussion boards, or synchronously (real-time) using, for example, conferencing and chat facilities (p. 445). Learner-content interaction is defined as the process of learners interacting intellectually with content, leading to changes in th eir understanding and perspective (Moore, 1989 as cited in Su et al., 2005). However, there is not much to discuss about it because interaction patterns vary on different contents (Su et al., 2005). Other types of interactions (as cited in Su et al., 2005, p.3) that are not widely discussed include vicarious interaction (Devries, 1996; Sutton, 2001) and learner-self interactions (Soo Bonk, 1998; Robertson, 2002). Su et al. (2005) suggest several technologies and instructional activities that will enhance learners understanding the subject matter and deepen their critical reflection and analysis skills. Some frequently used technologies that may be applied in online education to promote interactions include textbooks; multimedia combining texts, audio and images via the Internet or CD-ROM; streaming audio and video; as well as synchronous and asynchronous communication tools, for instance discussion boards, instant messaging and file-sharing (McGreal, 2004 as cited in Su et al., 2005). The study by Gilbert, Morton and Rowley (2007) showed that students appreciated discussion forums or threads, and that many used them as their main mode of interaction. In addition to technologies, instructional activities can also promote course interactions, thus enable students to understand the content better and improve their engagement in learning. Su et al. (2005) also cited several examples of educators employing instructional activities to enhance interactions and improve learning. Learner-instructor, for example, can be enhanced through virtual office hours (Branon Essex, 2001). Teamwork is emphasized in learner-learner interactions by Peter (2000). Likewise, Sutton (2001) stimulated students to read others discussions to learn through vicarious interactions. In respect of learner-content interactions, Kerka (1996) recommends students reply to questionnaires so that they can self-examine their views related to the content (as cited in Su et al., 2005). References Meenakshi. (2013). Importance of ICT in Education. IOSR, 1(4), 3-8. Retrieved from www.iosrjournals.org Mikre, F. (2011). The Roles of Information Communication Technologies in Education. Ethiop. J. Educ. Sc, 6(2). Retrieved from http://www.ajol.info/index.php/ejesc/article/viewFile/73521/62437 Abbad, M. M., Morris, D., Nahlik, C. d. (2009). Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 2. Abbasi, G., zadeh, S. S., Janfaza, E., Assemi, A., Dehghan, S. S. (2012). Language, Translation, and Culture. 2012 International Conference on Language, Medias and Culture (p. 83). Singapore: IACSIT. Celebic, G., Rendulic, D. I. (2011). ITdesk.info project of computer e-education with open access. Zagreb: Open Society for Idea Exchange. Retrieved from http://www.ITdesk.info/ Chlipala, A. (2015). Ur/Web: A Simple Model for Programming the Web. Mumbai: ACM. Clavijo, B., Marà ­n, P. (2013). Identifying Translation Teaching Strategies: An Exploratory Study. International Journal of Humanities and Social Science, 3(21), 71-76. Cook, D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7(1), 37-42. Retrieved from http://www.ncolr.org/ Gilbert, J., Morton, S., Rowley, J. (2007). e-Learning: The student experience. British Journal of Educational Technology, 38(4), 560-573. doi:10.1111/j.1467-8535.2007.00723.x Jingyu, L. (2014). Pros and Cons: Web Based Education. International Conference on Education, Management and Computing Technology (pp. 459-461). Xinyu: Atlantis. Joshi, J. B., Aref, W. G., Ghafoor, A., Spafford, E. H. (2001). Security models for web-based applications. Communications of the ACM, 44(2), 38-44. Lei, M. (1999). Translation Teaching in China. Meta: Translators Journal, 44(1), 198-208. doi:10.7202/003677ar Micu, C. S., Sinu, R. (2012). Web-Based Methods and Tools in Teaching Translation and Interpreting. The 7 International Conference on Virtual Learning ICVL 2012, (pp. 121-124). Transilvania University of Brasov. Retrieved from http://www.icvl.eu/ Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice HaH International vUIO. Retrieved from http://ilts.ir/Content/ilts.ir/Page/142/ContentImage/A%20Textbook%20of%20Translation%20by%20Peter%20Newmark%20(1).pdf ODonoghue, J., Singh, G., Green, C. (2004). A comparison of the advantages and disadvantages of IT based education and the implications upon students. Interactive Educational Multimedia, 63-76. Sabry, K., Baldwin, L. (2003). Web-based learning interaction and learning styles. British Journal of Educational Technology, 34(4), 443-454. Retrieved from https://pdfs.semanticscholar.org/ SarÄ ±ca, G. N. (2008, May 6). WEB-BASED ENGLISH LANGUAGE LEARNING. EskiÃ…Å ¸ehir, Turkey. Stuttard, D., Pinto, M. (2011). The Web Application Hackers Handbook: Finding and Exploiting Security Flaws. Indiana: John Wiley Sons. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., Lee, S.-h. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses. Journal of Interactive Online Learning, 4(1), 1-5. Retrieved from http://www.ncolr.org/ Vosloo, I. (n.d.). Web-based development: Putting practice into theory. Retrieved from http://www.cs.up.ac.za/cs/sgruner/Festschrift/paper20.pdf à Ã… ¡Ãƒâ€˜Ã†â€™Ãƒ Ã‚ ·Ãƒ Ã‚ µÃƒ Ã‚ ½Ãƒ Ã‚ ºÃƒ Ã‚ ¾, à Ã¢â‚¬Å". (2008). THE WORLD OF INTERPRETING AND TRANSLATING. à Ã…“à Ã‚ ¸Ãƒ Ã‚ ºÃƒ Ã‚ ¾Ãƒ Ã‚ »Ãƒ Ã‚ °Ãƒâ€˜-à Ã‚ ². SarÄ ±ca, G. N. (2008, May 6). Web-based English Language Learning. Paper presented at the 8th International Educational Technology Conference, Anadolu University, EskiÃ…Å ¸ehir, Turkey. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., Lee, S.-h. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses. Journal of Interactive Online Learning, 4(1), 1-5. Retrieved from http://www.ncolr.org/ Yang, P. J. (n.d.). Networked Multimedia and Foreign Language Education. CALICO, 15(1-3), 80-82. Retrieved from https://calico.org/html/article_444.pdf

The 5th Amendment Essay -- essays research papers

The 5th Amendment Basically, the 5th Amendment states that no one shall be charged with capital crimes without a Grand Jury's permission, except in cases regarding the military while under service in wartime or public danger. No one can be put on trial again for the same crime. You can't be forced to testify yourself. That no one should be executed, jailed, or have property seized without a legal precedent. Also you can't be put through cruel or unusually punishment. If private property is seized for public use, that the owner must be compensated for their losses fairly. It also forbids deprivation of life, liberty, or property without Due Process of the law. The 5th Amendment is also often cited as the Double Jeopardy Amendment. The Constitution does not say that individuals can't be put on trail again for the same offense. The Constitution says that should he defendant be tried again on the same charge or charges, that they can't be executed or imprisoned for life without the possibility of parole. The 5th Amendment is also sometimes called the "Take the Fifth" Amendment. It states that no defendant can be forced to testify against themselves in a criminal case. When under oath, you are expected to tell the truth, even if that truth was to put you in trouble. Taking the fifth a...