5 Easy Activities for Teaching Point of View

The perspective from which a story is told is called  its point of view.  Understanding point of view helps students effectively analyze literature,  improves their critical thinking skills, helps them  understand the author’s purpose, and increases their ability to recognize potential bias. Types of Point of View First person: The main character is telling the story. Uses words such as I, we, and me.Second person: The author is telling the story directly to the reader. Uses words such as you and your.Third person: The author is telling the story, but is not part of it. Uses words such as he, she, and they. Some third-persons narrators are all-knowing, but others have limited knowledge. Types of Point of View Children’s books can make an excellent option for teaching point of view for all grade levels because they often offer concise examples. The three main types of point of view are: First person. A  first person point of view story  is written as if it is being told by the main character and  uses words such as I, we, and me. Two examples are Green Eggs and Ham by Dr. Seuss, or I Love You, Stinky Face by Lisa McCourt. Second person. A story told from the second person point of view puts the reader in the action by using words such as you and your. It can be found in titles such as The Monster at the End of This Book by Jon Stone or If You Give a Mouse a Cookie by Laura Numeroff. Third person. Stories written in third person show an outsider’s point of view using  words such as he, she, and they. Books written  in third person  include Stephanie’s Ponytail by Robert Munsch or Officer Buckle and Gloria by Peggy Rathman. There are two different ways third person books may be written:  omniscient and limited. Sometimes, third person point of view  is broken  down further to objective point of view in which the author acts only as a narrator. This style is prevalent in many fairy tales.  Ã‚   In a book using omniscient point of view, the author writes from an outsider’s point of view but  offers  the perspective of multiple characters.  Blueberries for Sal by Robert McCloskey is one example. A third person limited point of view tale is written  from an outsider’s perspective, but the reader only follows the story based on what the main character knows. Harold and the Purple Crayon  by Crockett Johnson or  Bread and Jam for Frances by Russell Hoban are two  examples. Using a Point of View Anchor Chart Anchor charts are visual aids to helps students work more independently. As an instructor teaches a lesson, the core concepts and relevant facts are added to the chart. The completed anchor chart provides students with a resource to which they can refer if they have difficulty remembering the steps or concepts of a lesson. A point of view anchor chart reminds students of the different point of view types with keywords and phrases and examples of the pronouns used to indicate each type. For example, a student reading If You Give a Mouse a Cookie reads the line, â€Å"If you give a mouse a cookie, he’s going to ask for a glass of milk. When you give him the glass of milk, he’ll probably ask for a straw.† He sees the keyword â€Å"you† that indicates that the author is addressing the reader. Based on the anchor chart keywords, the student  identifies the book’s point of view as  second person. Point of View Scavenger Hunt Help students become adept at correctly identifying point of view with a scavenger hunt. Visit the library or bookstore or provide a wide assortment of children’s books in the classroom. Give students a sheet of paper and a pencil. Instruct them to work on their own or in small groups, searching for at least one example (and listing its  title and author) of a book for each point of view type. Pronoun Perspective This hands-on activity will  help students gain a more concrete understanding of the three main points of view. First, divide a whiteboard into three sections: 1st person, 2nd person, and 3rd person. Next, select one student to perform an everyday activity, such as making a sandwich. The student will narrate each step using first-person pronouns as he completes it. For example, â€Å"I am placing two slices of bread on a plate.† Write the student’s sentence in the 1st person column.  Then, choose other students to restate the same sentence in 2nd and 3rd person, writing their sentences in the appropriate column. Second person: â€Å"You are placing two slices of bread on a plate.† Third person:  Ã¢â‚¬Å"He is placing two slices of bread on a plate.† Repeat the process for all steps of making a sandwich. Point of View Flip Help students understand how point of view changes a story. First, read or tell the traditional story of  The Three Little Pigs.  Discuss with students how the story would  change if it were being told in first person by  one of the pigs or the wolf, rather than being told in third person.   The third pig wouldn’t know anything that  happened before his brothers arrived, breathless, at his door. Is he relieved that he can help his brothers? Angry that they led the wolf to his house? Proud that his home is the strongest? After your discussion, read The True Story of the Three Little Pigs by Jon Scieszka, which relates the tale from the wolf’s point of view. Comparing Points of View Another way to help students understand point of view is to choose a book that tells the same story from multiple points of view, such as Voices in the Park by Anthony Brown. (Older students may enjoy using  Wonder by R.J. Palacio for this activity.) Read the book. Then, use a Venn diagram to compare the differences and similarities of the events based on two or more characters’ points of view.

Essay on Overcoming Barriers To Effective Communication

Overcoming Barriers to Effective Communications Everyone has experienced, at one time or another the frustration of feeling misunderstood and being unable to make ourselves understood by another person. Anything which, blocks the meaning of a communication, is a barrier to communication. Effective communication is like a house built one block at a time. First to build a house trust must be built; trust is not a group process it is created in one to one connections with each individual. Second, be bold and open, better communications are clear, direct, respect, reflective and frequent. And finally, strive to continually overcome the barriers to effective communication, challenge others to grow and educate your self. There are many†¦show more content†¦That individual would discard all communication from the other individual, thus creating a communication barrier. In the past few weeks there had been a great many examples of religious stereotypes hindering effective communication. One only needs to look to the Middle East for an example of this. Due to religious stereotypes it took a trip from the president to get the Israelis and Palestinians to start communication after a week filled with bloodshed. The effect of the meeting has still been minimal and this is due largely in part to stereotypes creating communication barriers. The final major stereotype is based on gender. Many times both men and women discount what the other has to say due to gender stereotypes. Gender bias or sexism is a deep-rooted stereotype that every individual at one time or another has been guilty of. This stereotype severely hinders the ability for many individuals of opposite sexes to communicate effectively. When an individual interprets another persons message as threatening, they often react in a defensive way. A common reaction to criticism is for a person to become defensive. Becoming defensive is a natural reaction whether the criticism a person receives is insulting or constructive. Instantly becoming defensive creates a barrier to effective communication. When reacting defensively clear communication may be impaired, instead of listening toShow MoreRelatedOvercoming Barriers Essay1218 Words   |  5 PagesTask 4: Overcoming barriers to communication The four key barriers to communication are process barriers, personal barriers, physical barriers, and semantic barriers. As an effective manager, I will have to overcome these barriers. The first barrier that I would have to overcome is the process barrier. 1). Process barriers: The process of communication involves a sender of information and a receiver of information. Communication can be defined as the process of transmitting informationRead MoreEffect of Communication Barriers and Overcoming These Barriers1636 Words   |  7 PagesTable of Contents 1.0 Introduction 3 2.0 Types of communication barrier 3 2.1 Physical barrier 4 2.2 Perceptual barrier 4 2.3 Language barrier 4 2.4 Emotional barrier 5 2.5 Information overload 5 3.0 Ways of overcoming these communication barriers 5 3.1 Eliminating physical barrier 6 3.2 Eliminating differences in perception 6 3.3 Simplifying languages 6 3.4 Emotional state 6 3.5 Regulating information flow 6 4.0 Conclusion 7 References 8 â€Æ' 1.0 Introduction Good morning ladies and gentlemen, thankRead MoreHow to Overcome Barriers in Communication722 Words   |  3 Pagesfollowing report will discuss and resolve the possible barriers in effective communication. It will include different ways in which to overcome the threats that pursue an important discussion, debate or conversation. This report can be useful for people writing reports on effective communication in and around their business or company. Potential Barrier in communication (Cultural Differences) Cultural differences can cause many problems in an effective discussion, for example: If two people are tryingRead MoreM2, Review Strategies Used in Health and Social Care Environments to Overcome Barriers to Effective Communication and Interpersonal Interactions.1676 Words   |  7 PagesM2, review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. D1, evaluate strategies used in health and social care to overcome barriers to effective communication and interpersonal interactions. Introduction There are many differing ideas on the best way to communicate in health and social care and there are many strategies used by the many differing professionals working in health and social care. This assignmentRead MoreEffective Listening Skills1097 Words   |  5 PagesAndrea Beachum Effective Listening Strategies Paper BSHS 385 October 12, 2015 Audra Stinson Effective Listening Strategies Paper The understanding of what effective listening is and what it means is a vital part of the role of human service provider. Effective listening means more than just hearing what your client is saying to you when they are in a session. Effective listening means that you as the provider are able to understand their body language and other nonverbal cuesRead MoreBarriers to Effective Communication690 Words   |  3 PagesbbBarriers to Effective Communication â€Å"Barriers are influencing factors which impede or breakdown the continuous communications loop. They block, distort, or alter the information. By identifying the barriers and applying countermeasures, team members can effectively communicate.† (Wallace and Roberson, 2009) Chapter four speaks of four obstacles that can prevent effective communication. Emotional barriers, physical barriers, semantic barriers, and ineffective listening all prevent effective communicationRead MoreEssay on Barriers to Effective Communication1670 Words   |  7 PagesBarriers to Effective Communication CJA 304 Barriers to Effective Communication Effective communication is a major element to success in any relationship, business, or organization. Communication barriers attempt to impede, and in some instances stop, the successful completion of the communication process. Law Enforcement agencies are susceptible to the consequences of ineffective communication and should work toward reducing and eliminating barriers blocking the flow of communication.Read MoreMid-Module Communications Assignment. In This Assignment,1636 Words   |  7 PagesMid-module Communications assignment In this assignment, I am looking at communications in several different ways. These are to, Understand the importance of the role of communication in the workplace; Understand how barriers to communication can impact upon an organisation meeting goals and objectives; Understand how barriers to communication impact upon an individual and a team meeting their goals and objective; Understand how strategies for overcoming barriers to communication can assist in meetingRead MoreGraduate School: Overcoming Barriers to Success1274 Words   |  6 PagesGraduate School: Overcoming Barriers to Success Graduate School: Overcoming Barriers to Success The decision to attend graduate school can be one of immense commitment and responsibility. Success requires rigorous planning and well-defined goals, both short-term and long-term. Exceptional communication skills are also necessary to interact effectively with fellow classmates and faculty. Although completion of a Master’s program opens doors to many professional career opportunities, it does notRead MoreGraduate School: Overcoming Barriers to Success1284 Words   |  6 PagesGraduate School: Overcoming Barriers to Success Kasey Kiesler HCS/504 September 24, 2012 Professor Brenda Harton Graduate School: Overcoming Barriers to Success The decision to attend graduate school can be one of immense commitment and responsibility. Success requires rigorous planning and well-defined goals, both short-term and long-term. Exceptional communication skills are also necessary to interact effectively with fellow classmates

There Is Nothing That Younger Generation Can Teach the Older One Free Essays

There is nothing that younger generation can teach the older one Even though it seems that the older generation knows everything, the youth can still teach something new, because they can instruct elder in the subject of new technology, culture life and provide with incentive new ideas. First of all, the youth helps the elder with the technology of 21 century, such as different technical gadgets as laptops, IPhones, IPods, banks machine or techniques for housework and other. For example, my mom was always bothering my brother about how to work with a computer (sometimes it was really funny to watch how she was afraid of clicking the mouse). We will write a custom essay sample on There Is Nothing That Younger Generation Can Teach the Older One or any similar topic only for you Order Now After some mild lessons, not only she knew how to work with Microsoft Office, but also did she know about how to register on such social network as  «Odnoklasnyky ». Secondly, a lot of people met such problem as generation gap, which is caused by lack of communication between young and older members of a family that is why the younger generation can instruct the older in aspect of youth culture, in order to solve the problem. As an example, there was a program on TV, where a grandfather and his grandson were banjo jumping together, whereas the grandfather was about 60 years old. And now he is going to climb a mountain in China because of the grandson’s influence. Eventually, the youth learn really fast and they are full of exciting ideas and enthusiasm as well, thus they aspire to be successful other people. For instance, there was a boy who at the age of 10 built a music player called the Synapse Media Player that used artificial intelligence to learn the user’s listening habits. Microsoft tried to purchase Synapse, but he denied. Now everyone knows Mark Zuckerberg, who at the age of 20, created the social networking site Facebook. And now he reads lectures for those people who are much older than he is. On the whole, the thought that older generation has nothing to learn from younger generation is false. There will be always something to learn from the younger generation. How to cite There Is Nothing That Younger Generation Can Teach the Older One, Papers

Evaluation of Usaid Training Programs in Jordan free essay sample

Abstract: Training is vitally important for developing the youth skills and abilities. Most countries and organizations, the world over, are keenly involved in providing training programs for the youth. However, the increasing demand on training programs and the rising cost of these programs made it obligatory for many countries to seek partnership agreements between governments and training agencies. USAID is one of the leading funding, non-profit organizations that provide financial support for training programs in many countries of the world. Jordan is one of the countries that has been receiving financial aid through USAID for several years. The current study aims at evaluating the effectiveness of the training programs in Jordan that have been funded through USAID. For more accurate results and to limit the scope of this study, focus will be on one vital project that is funded by USAID and that is targeted towards developing and upgrading the skills of Jordanian youth. This program is MAHARAT. MAHARAT is a partnership project between USAID and The Business Development Center(BDC). This study will attempt to find out the effectiveness of this program by analyzing the program outcomes in comparison with the program stated objectives. The researcher will study all the variables that might be related to the program effectiveness: analyzing the program design through finding out the balance between the training needs and the program content, studying the appropriateness of the program organization in relation to its internal design and the effective execution of the program, and analyzing the effect of the external, social factors on the overall effectiveness of the training program; these factors include the trainees age, education and the type of training program they have undergone. In order to obtain data, the researcher will develop a special questionnaire that will be refereed by two specialists in the field. Data collected will then be analyzed using SPSS. Introduction: Training is receiving utmost attention by these days by most countries. It is commonly believed that the skills and expertise acquired through training are very essential for development and productivity. This has led several countries to consider training as a major component of their Human Resource buildup. Recent changes and developments in science, technology and communication have made it even more demanding for all countries to place more attention on employee training and on increasing work effectiveness and productivity. Hence, investment in humans development is now considered an investment for the development of the country in general. It is now believed that skillful workers and employees mean more productivity, better outcome quality and less expenditure. For these reasons and more, Jordan is actively involved in creating successful, purposeful and effective training programs. One of such programs that came as a direct partnership between USAID and The Business Development Center(BDC) is called MAHARAT (Skills). This program aims at equipping fresh university graduates with the appropriate skills that enable them to fuse peacefully within the workforce or the market place. Focus through the training sessions is concentrated at communication skills, leadership abilities and other managerial techniques. It also provides trainees with actual in-field training that aims at acquainting the participants with real life experience. This research shall attempt to evaluate the effectiveness of this training program in Jordan. The Study Problem: MAHARAT is one training program that is currently receiving a great deal of attention in Jordan. It is specially designed to help university graduates acquire the proper skills needed so that the can effectively join the market place. Money, time and effort are invested in this program in abundance. However, the researcher feels that it is time some special effort is exerted in order to evaluate the effectiveness of this program. Therefore, this study is undertaken as an evaluative procedure to particularly answer the following question: What degree of effectiveness does MAHARAT enjoy in the eyes of the Trainees ? The Study Objectives: The study aims at evaluating the effectiveness of MAHARAT. This major objective might be achieved through the following minor objectives: 1- Evaluating the degree of harmony between the trainees needs and the program design (content). Evaluating the degree of appropriateness between the program design and the executing procedures such as, the program consecutive cycles, the program duration, the program time allocation, the program pace and the number of trainees. 3- Evaluating the efficiency of the program deployment: the trainers skills, the instructional aids, handouts and the learning environment. 4- Finding out whether there are any statisti cal differences at the level of 0. 5 that can be related to social and demographic factors such as the trainees gender, university, and major. The Importance of the study: Training plays an essential role in developing human resources; Simultaneously, training is costly and time consuming. USAID is currently involved in funding and supporting several training and development programs in Jordan. Therefore, it seems important at this stage to undertake a research effort to evaluate the effectiveness of these training investments. The researcher shall make use of the most updated theoretical research available and shall try to use this theoretical background in building and designing a special questionnaire for this study and in analyzing the collected data. The researcher hopes that this study will shed more light on the effectiveness of the training programs in Jordan through a thorough analysis of MAHARAT as a case study. The rarity of studies in this domain gives more value and importance to the current study. It is anticipated that the study results will be of a special value to decision makers and training organizations in planning future training endeavors.

Krispy Kreme Essay Example Essay Example

Krispy Kreme Essay Example Paper Krispy Kreme Essay Introduction Krispy Kreme Doughnuts, Inc. FIN Professor XXX XXXX Month xx, xxxx History Krispy Kreme was founded by Vernon Rudolph after he purchased the famous secret recipe of yeast-raised doughnuts in 1937 from a French chef in New Orleans. Rudolph began to sell these doughnuts wholesale to supermarkets. The demand for his doughnuts grew quickly, and by cutting a hole in the wall of the factory to sell directly to customers the concept of Krispy Kreme retail stores was born. The retail concept for Krispy Kreme doughnuts allowed Rudolph to grow his factory stores to 29 shops in 12 states by the late 1950’s. When Rudolph died in 973 Beatrice Foods bought his company and expanded it to more than 100 locations and expanded the menu to include soups and sandwiches. Beatrice tried to reduce costs by changing the appearance of the stores and using cheaper ingredients. This negatively affected the company and Beatrice sold the company to a group of franchise owners. This group of owners was led by Joseph McAleer, who was the first Krispy Kreme franchisee. The leveraged buyout was completed for $24 million in 1982. The new group brought back the original recipe and logo. By 1989 the group was almost debt free and they were beginning to expand. The company CEO, Scott Livengood, took the company public in April of 2000. The share price after the first day was $40. 63. Holes in Doughnut Accounting Practices In May of 2004 Krispy Kreme announced to its investors that they should expect earnings to be 10% lower than predicted. It was at this time that the low-carb diet had taken the U. S by storm, and Krispy Kreme blamed this low-carb diet for their low wholesale and retail sales. Krispy Kreme Essay Body Paragraphs They also announced the sales of a the Montana Mills bakery chain of 28 bakery cafe’s that had been acquired in January of 2003 for $40 million in stock. Krispy Kreme also announced that the Hot Doughnut and Coffee Shops were falling short of expectations and three of them were closing at a cost of $7 to $8 million. Krispy Kreme (KKD) stock price closed down 30% that day. Shortly after on May 25th, 2004 when the Wall Street Journal published a story about how Krispy Kreme handled is accounting for franchise acquisitions. According to the article Krispy Kreme recorded the interest paid by the franchisee as interest income for immediate profit, except that Krispy Kreme booked the purchase cost of the franchise as an intangible asset and did not amortize it. In the repurchase agreement of the 7 stores in Michigan, they allowed one of the franchises top executives to stay on with the company after the repurchase. This executive left the company shortly after closing the deal, and had to pay him $5 million in severance which Krispy Kreme also rolled into the unamortized-asset category. Krispy Kreme claimed it followed GAAP standards and had done nothing wrong. The final shoe to drop as on July 29th, 2004 when Krispy Kreme announced that the Securities and Exchange Commission (SEC) had launched an informal investigation related to â€Å"franchise reacquisitions and the company’s previously announced reduction in earning guidance†. Krispy Kreme (KK) shares fell another 15%. The revelations about the companies accounting practices and showing interest as immediate income and not amortizing the repurchased franchises but rather showing them as intangible assets alone could justify the devaluation of their stock price by approx. 45%. Couple their earnings decline and the announcement of store closings and it easily can be justified. Couple that with the fear of the unknown. If Krispy Kreme was treating their interest and reacquired franchises as they were which seems to be blatantly wrong, what else might the SEC find during their investigation? This fear would certainly drive investors away and their share price down. The facts along with its ratings being dropped by 50% of analysts to â€Å"Hold† from â€Å"buy† a few months earlier. Krispy Kreme Deep Fried and Possible Deeper Issues Krispy Kreme grew incredibly quickly in the years leading up to the nvestigation (as shown in the chart below) and then may have tried to meet Wall Street expectations through some questionable practices such as shipping more product or pulling ahead product orders, then allowing the orders to be returned shortly after for credit. â€Å"Testimony by a former sales manager at a Krispy Kreme outlet in Ohio, said a regional manager ordered that retail store customers be sent double orders on the last Friday and Saturday of the 2004 fiscal year, explaining â€Å"that Krispy Kreme wanted to boost the sales for the fiscal year in order to meet Wall Street projections. The witness said the manager explained that the doughnuts would be returned for credit the following week – once fiscal 2005 was under way† (Chin, 2005). It seems pretty clear that Krispy Kreme was using questionable methods to inflate profits. Investors also later found out that Scott Livengood (CEO), the former COO John W. Tate, and the former CFO Randy Casstevens, â€Å"unloaded more than 475,000 shares of Krispy Kreme stock for proceeds of $19. 8 Million†, (Chin, 2005) while they were fully aware sales were declining since January of 2003. During this investigation, Scott Livengood, Krispy Kreme’s CEO announced his retirement. It would seem to me that there may be some deeper issues with Krispy Kreme and if I were a shareholder I would want out, or to be certain that Krispy Kreme’s accounting mess was cleaned up. The chart below shows Krispy Kreme’s performance during the years leading up to the investigat ion. Krispy Kreme Re-made Fresh Today Krispy Kreme’s stock has not fully recovered, (see chart below), but as of the end of 2012 Krispy Kreme seems to have made a comeback. â€Å"Krispy Kreme Doughnuts, Inc. Krispy Kreme) is a retailer and wholesaler of doughnuts complementary beverages and treats and packaged sweets. The Company’s principal business is owning and franchising Krispy Kreme stores, at which a variety of doughnuts, including the Company’s Original Glazed doughnut, are sold and distributed together with complementary products, and where a broad array of coffees and other beverages are offered. As of January 29, 2012, there were 234 Krispy Kreme stores operated domestically in 38 states and in the District of Columbia, and there were 460 shops in 20 other countries around the world. Of the 694 total stores, 292 were factory stores and 402 were satellites. The Company operates in four segments: Company Stores, domestic franchise stores, international franchise stores, and the KK Supply Chain† (â€Å"Krispy Kreme Doughnuts†). As of close of business on Friday last week KKD traded at $14. 80, way below its heyday when the stock traded in the $40’s but it is double its all-time low. Krispy Kreme doughnuts (KKD as of March 22, 2013 When compared to its competitors Krispy Kreme’s P/E is 49. 33. This is much higher than the others but its P/S is in the middle. Krispy Kreme’s competitors are listed as Dunkin’ Brands Group, Einstein Noah restaurant Group, and Starbuck Corporation. Below is the direct competitor comparison. Direct Competitor Comparison| | | KKD| DNKN| BAGL| SBUX| Industry| Market Cap:| 989. 57M| 3. 94B| 253. 09M| 42. 99B| 384. 28M| Employees:| N/A| 1,104| 6,912| 160,000| 10. 87K| Qtrly Rev Growth (yoy):| 0. 16| -0. 04| -0. 04| 0. 11| 0. 30| Revenue (ttm): | 435. 84M| 658. 18M| 427. 01M| 13. 66B| 453. 84M| Gross Margin (ttm):| 0. 17| 0. 79| 0. 21| 0. 57| 0. 31| EBITDA (ttm):| 47. 93M| 304. 86M| 48. 46M| 2. 46B| 47. 5M| Operating Margin (ttm): | 0. 09| 0. 38| 0. 07| 0. 14| 0. 07| Net Income (ttm):| 20. 78M| 108. 18M| 12. 74M| 1. 43B| N/A| EPS (ttm):| 0. 30| 0. 93| 0. 74| 1. 86| 0. 78| P/E (ttm):| 49. 33| 39. 95| 20. 01| 30. 87| 29. 99| PEG (5 yr expected):| 1. 02| 1. 58| 0. 98| 1. 43| 1. 50| P/S (ttm):| 2. 24| 5. 96| 0. 59| 3. 13| 1. 04| | | | | Suggestions for a Krisp/Klean Future Making Doughnuts I three things I might suggest if I were the CFO for Krispy Kreme doughnuts would be to insure open communication with investors and insure them that internal auditing systems are in place. I’m sure that investors lost all trust in the previous management because of the questionable practices that were followed. Krispy Kreme needs to rebuild that trust by having open lines of communication with its investors. I would take a serious look at closing unprofitable stores, and research other markets to open more stores. Some areas may still be underperforming whi le others are booming. Concentrate on the areas that show better potential and take advantage of that market while it is supporting growth. Because their competitors seem to offer expanded menus I would concentrate on healthy choices for the lunchtime crowd. Everyone is aware of Krispy Kreme’s doughnuts, but I’m not so sure their other menu items are well known as an option for lunch/brunch. Other than the morning rush for doughnuts, they could make their stores more profitable with being the †go toâ€Å" spot for lunch also. References Chin, N. (2005). Krispy Kreme Dougnuts: Empty calories or empty profits? Retrieved from http://www. corporateconflicts. com/index-sb-cases-kk. html Krispy kreme doughnuts. (n. d. ). Retrieved from http://www. google. com/finance? client=obq=NYSE:KKD We will write a custom essay sample on Krispy Kreme Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Krispy Kreme Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Krispy Kreme Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Rise of Ancient Greece essays

The Rise of Ancient Greece essays The Rosetta stone was an important in our understanding of the ancient Egyptians because the Egyptians used hieroglyphics that we no longer use nor do we understand. Located on this stone were three forms of written language, Greek and two styles of Egyptian. Since we already knew the Greek language, the Rosetta Stone made it possible to decipher the early Egyptian writing. After translating the Egyptian writings, we could make sense of their expressions on pamphlets, walls, statues, etc. This stone was the key to Egyptian life because we could not only understand but also teach their culture. The Sumerians developed a system of writing primarily to maintain records business transactions, make contracts, and keep track of bank accounts. The low-lying, rugged mountains in the geographic area where the Aegean civilization was located affected them by decreasing development and business dealings. In the Aegean era, traveling by land was difficult, especially through these low-lying, rugged mountains. The most common way to trade was by transporting throughout local waters. Aegeans never did unite under one government; it was just too hard to travel. The story of the Iliad started when a Trojan prince, Paris, falls in love with Helen, the wife of a Mycenaean king. Paris takes her back to Troy with him. To avenge the kidnapping of Helen the Mycenaeans lay siege on Troy for ten years. The Mycenaeans never gained control of the Trojan city. Tired of stalemate, the Mycenaeans built a giant, wooden, yet hollow sculpture of a horse. They let the Trojans think this statue was a gift showing apology. The Mycenaean King would never give up so easily; this was merely a warfare tactic. The statue was filled with many highly trained soldiers, waiting for Troys celebration to end. Once this party was over, the soldiers got out, opened the gates to the Trojan city for the other Mycenaean soldiers. They killed all of the Trojan m...

The Pros and Cons of Not Vaccinating Your Child Essay

The Pros and Cons of Not Vaccinating Your Child - Essay Example Vaccination against the highly prevalent infectious diseases is necessary to protect the individual from acquiring the disease and eradicating the disease from the whole community as well as stopping its further transmission. Many goals of eradicating particular infectious diseases have been attained by mass vaccination programs. In 1980, the WHO eradicated small-pox worldwide by a mass vaccination program. In 1988, WHO, resolved to eradicate poliomyelitis by vaccination. The number of cases world-wide has fallen from 350,000 to 1651 at present (Colledge et al 2010). Vaccines are associated with a number of risks and they are also associated with certain risks. However, the vaccines are also associated with a vast number of benefits. Many parents question the safety and effectiveness of vaccinating their children and show concern about the adverse effects associated with it. Proper and adequate awareness should be provided to the parents so that they can make a healthy decision for t heir children after analyzing the pros and cons. The optimal benefits and risks associated with not vaccinating the children should be analyzed before providing immunization to the children. All vaccines are associated with side-effects and most of them are either minor or very rare. The CDC develops a Vaccine Information Sheet (VIS) that contains all the relevant information regarding the vaccines. The parents should be provided with VIS so that they are fully aware of the side-effects and do not panic in case of post-vaccination effects. The most common side-effects associated with the vaccines are fever and redness and swelling or infection at the site of the injection. Rarely, headaches, weakness or tiredness and rash also develop in the children. Seizures, coma, Gullain-Barre and death are very rare adverse effects of vaccination and are least expected. There are certain contraindications of vaccination and these children should not be immunized. Children with suppressed immuni ty because of any disease or disease related treatment should not be vaccinated at all. There are high chances that they will respond poorly to the inactivated vaccine agents. Any allergies to the vaccine components are also a contraindication for vaccine administration. In such cases of contraindications, it is recommended that prevention of the disease is attained through other preventive measures (Hansel 2012). The side-effects of vaccination are different for particular vaccines and parents should attain complete awareness before putting forward their children for the vaccination programs. However, the benefits of not vaccinating children are not huge and it is important to protect your children from the prevalent infectious diseases. The benefits of the vaccines have been evident since the past 100 years from the eradication of the variola virus, control of the polio and measles infection and the reduction of many vaccine-preventable diseases. However, the benefits are reducing as the vaccine-preventable diseases are becoming rare or have been eradicated. Although MANY diseases have been controlled in United States, outbreaks of certain diseases like measles have brought forward the benefits of vaccines. Researches showed that children who were not vaccinated had 35 folds greater risk of developing measles as compared to

Executive Orders Essay Example | Topics and Well Written Essays - 500 words

Executive Orders - Essay Example This essay describes the executive order that was given by the President Obama, who like his predecessors has issued several executive orders since he assumed office. One such order is the Executive Order Number 13491 of January 22, 2009, which sought to ensure lawful interrogations for armed conflict detainees and was a main focus of this essay. The objective of this order was to ensure that people were treated safely, lawfully, and humanely in the government’s endeavors to gather intelligence data. In particular, the order targeted people under U.S custody within its borders and those U.S citizens held in armed conflicts. By this order, the Obama administration sought to comply with its domestic and international treaties such as the Geneva Conventions. The implementation of the Executive Order 13491 of January 22, 2009 has been marred by quite a number of challenges and criticism that were deeply analyzed in the essay. In fact, the researcher suggests that many stakeholders opine that the order has several loopholes that would allow torture to prevail during interrogations. In the conclusion, the researcher mentiones that generally, the implementation of Executive Order 13491 mainly had positive effects since more human and safe interrogation techniques are currently being used on detainees. Although some assert that these techniques are equally torturous, illegal, and controversial, the U.S military approves their use. These techniques include isolation, sensory deprivation, sleep deprivation, stress position and etc.

Evaluate the contribution that induction makes to tourism, events or Essay

Evaluate the contribution that induction makes to tourism, events or consumer- focused organisations in the UK - Essay Example â€Å" In order to reap the benefits of deep-level diversity, organizations must promote equal employment opportunity by attending to the surface characteristics of their human resource management practices† (Stockdale and Crosby, 2004) Handling diversity in the workplace is absolutely necessary as it contributes to the growth of the organization in its status. According to Anca and Vazquez (2007), a company needs to be flexible and face challenges with in order to â€Å"undertake varied roles, performing tasks in different ways and taking positions in different companies†. The importance of the equal opportunity belief gave rise to the regulation of the provision in order to weed out the discrepancies. According to Dobbin (2009), â€Å"while some firms created their own elaborate equal opportunity systems, the absence of a strong central authority with clear standards meant that others did nothing†. In order to make sure that people from outside the country also recognized and taken inside the organizations, the UK government has taken various measures and one among them is the passing of the Equality law. The simplification and tailor-made provisions of the new Equality Act speaks about the importance of employing different group people into an organization without any sort of bias.

Suspense Techniques In Hitchcocks Movies Film Studies Essay

Suspense Techniques In Hitchcocks Movies Film Studies Essay Suspense, horror, and creative are some of the words that describe Alfred Hitchcock s films. Something that no one had ever seen on screen was the techniques Hitchcock used. He was known as the master of suspense for his ways of manipulating and creating the sense of fear in the audience. Knowing the meaning of fear since childhood, he was believed to be the inventor of the suspense and horror genre in the film industry, improving movies with new technology and ideas to deliver exactly what he wanted to viewers to feel and understand. The film The Birds (1963) was a masterpiece and a thriller directed by Hitchcock that had many effective and brilliant techniques that are still used to this day. Alfred Hitchcock (August 13, 1899-April 29, 1980) was born and raised in a middle class family in London, England. Fear was the key emotion Hitchcock was very familiar with while growing up that played a huge part in the films he directed. At the tender age of five, his father sent him to a local police station many times after misbehaving and was put in jail for several minutes. The policeman returned to let him go, just to remind him that this is what naughty boys go though if they get into trouble. His mother would punish him by making him stand up at the foot of her bed for hours. Because of his overweight body figure, he stated that his childhood was very lonely and sheltered . He first went to school at St Ignatius College, but right after his dad died when Hitchcock was 14 years old, he went to the School of Engineering and Navigation, where he was fascinated by photography and film. His first job was working as a title-card creator for the film company Paramount Pictures. It took Hitchcock five years to become a film director. Being a perfectionist, Hitchcock would draw every single scene on his storyboard before shooting a film. This was one of his styles for which Hitchcock became famous. He was very dedicated to his art from the start of his career. Some techniques Hitchcock used were with the camera. The camera would capture shots that were made to build suspense so the audience can see something that the actors themselves don t see. An example of this technique being used was in The Birds. Melanie Daniels, the protagonist of the film, was sitting in front of a jungle gym smoking a cigarette. Black birds, which had attacked Melanie viciously earlier in the film, started gathering behind her, but she did not know, the viewers knew. This technique agitates the audience because something frightful can happen and we can do nothing to warn her. Knowing something that something bad can happen to an innocent makes the audience worried mixed with fear. Another technique he used was the subjective shot where th e camera was placed in the human eye perspective. The camera would stray around the setting or place mischievously looking for something unusual in a room, as if it is a detective itself. This allows the viewers to feel like they are involved in revealing the problem. Before sound films came out, the directors of films had to find a way to communicate to the audience what is the plot of the story, and Hitchcock used this technique even after sound films came out because it was so successful. He used this technique in The Birds. Perhaps the most suspenseful part of the movie was when Melanie was walking slowly up the stairs in the dark with a flashlight in her hand. The camera was put at Melanie s perspective, and we can see how frightening it can be to be in that position when we know that if she goes to the room on top of the stairs, the malicious birds will be there, waiting. The camera would start with a close-up of the actor, and then cut to the shot what they are seeing, and th en back to the actor to see his reaction. The sound of her footsteps was quiet, her breathing shallow, almost no sound was being heard. Finally, when she opened the door, she was attacked brutally. Suspense building was a major technique Hitchcock was famous for using. What we as humans find most horrendous is to know that nature can turn on us and that no place is safe. The Birds had several scenes where this technique was used, one of which was at a children s birthday party. The evil black birds came swooping down and started attacking the children, pecking until their flesh was open and bleeding. This behavior by the birds was unexplained; there was no answer as to why the birds were like this, which caused insecurity to the actors which is framed closely to show the emotion, therefore causing the audience to feel insecure also. The house was attacked during a night, windows were broken, doors were being pecked open, and the roof was being destroyed. At this point in the movie, the actors show deep concern about their safety and that their fear doesn t stop from the horror from coming, and the fear the viewers gain is exactly what Hitchcock was going for. Hitchcock s movies were planned to perfection. His ideas were sketched for every scene and chose his actors carefully that would break the clich or stereotype of people. He was well aware of what the audience was about to go through when they are watching the film, and this is what makes a great film director. Hitchcock wrote, produced, and directed films up until 1979. Despite his fondness for murder, chaos and shock, Alfred Hitchcock led a quiet life with his wife and daughter. In the last year of his life, Hitchcock was honored with the American Film Institutes lifetime achievement award. The master of suspense died in 1980 in Los Angeles, but his techniques are still alive today.

King Henry IV Part 1 Essay -- Essays Papers

King Henry IV Part 1 Although most people find it hard to climb out of a whole they have dug themselves into, Prince Hal in Henry IV Part I is able to redeem himself even after the English King and nobility view him as a derelict with no future. He proves himself true to the Royal Throne when he defeats his young rival, Henry Percy. Through the exorcism of his immature ways, he earns himself the succession to the throne. In the opening scene of the play, King Henry hears news from the Earl of Northumberland that Henry Percy, "the gallant Hotspur" (1.1.52), is leading a successful campaign against Mortimer in Wales. The King reflects on how he wishes his own son were more like Hotspur: Yea, there thou mak'st me sad and mak'st me sin In envy that my Lord Northumberland Should be the father to so blest a son (Hotspur) A son who is the theme of honor's tongue. Whilst I, by looking to praise him, See riot and dishonor stain the brow Of my young Harry. (1.1.77) The King is envious of Northumberland’s son, who does not waste his days like Prince Hal. The King is not proud to be the father of such a person. His son is wasting his days away with the fat-faced drunk, Falstaff. The two, along with others, spend their days robbing devout people on their pilgrimages and drinking old sack. Prince Henry does, however, make clear that he intends to surprise the world by standing forth in his true character: Yet herein will I imitate the sun, Who doth permit the base contagious clouds To smother up his beauty from the world, That, when he please again to... ...r, John, and asks for his reward for slaying the great leader. The brothers ignore him and retreat to find their comrades. The Prince was able to transform himself into the great leader that he knew he was capable of being regardless of what everyone else thought of him. On the other hand, Falstaff had no intention of changing who he was and probably would not be able to accomplish that task, either. Prince Hal dug himself a huge hole in life by enjoying the company of criminals and disgracing his family. Fortunately, he knew exactly how to solve his problem. By defeating Hotspur, he was able to earn the respect of the throne and the country. He fully exorcises his past through chivalry and his emergence as a war hero. Not only did he fight for his family, he fought for his beloved country. Thus went the valiant transformation from Hal to Prince Henry IV.

How does Hughes convey his response to pike in the poem? Essay

Hughes’ responses to the pike include admiration, curiosity, respect, fear and horror. He shows this through use of description, similes and metaphors. During the poem his fear of the pike increases from section to section. He describes the pike as â€Å"perfect†, â€Å"stunned by their own grandeur†, showing his respect for them. In this, the first, stanza he shows his admiration and fear of the pike with the phrase â€Å"They dance on the surface among the flies†. This metaphorical phrase shows admiration through â€Å"dance on the surface†, which shows beauty and grace of movement but it shows fear through â€Å"among the flies† as this can be taken to mean that the pike are ‘the lords of the flies’ which means devil; the word ‘tigering’ evokes a sense of beauty and fear at the same time, much like the tiger. In the first stanza he also shows his fear of them by saying that they are â€Å"killers from the egg: the malevolent aged grin†, this phrase coupled with the next line shows the pike as devilish killers, who have no choice in the fact that they kill, yet take pride in knowing that they have killed; pike are horrifying, destruct ive and fearful monsters. Their â€Å"malevolent aged grin† coupled with â€Å"hooked clamp and fangs/Not to be changed at this date† conjure the image of a terrifying, emotionless killing machine with a permanent glum expression, that will not let go of its prey once it has sunk its teeth in. The â€Å"aged grin† gives the pike an appearance of inborn wisdom. â€Å"In ponds, under the heat-struck lily pads—†, the pike’s evil behaviour is demonstrated by its choice to hide in shadows under lily-pads. This associates the pike with darkness, a common factor amongst predatory creatures. â€Å"Of submarine delicacy and horror./A hundred feet long in their world.† â€Å"Gloom of their stillness:† â€Å"The gills kneading quietly, and the pectorals† These show the pike as being very silent; able to sneak up and ambush their prey. These egotistical predators are much like the dangerous and beauteous submarine gliding silently through the water. In the second section of the poem, stanza 5 – 6 and a half, a truly vivid illustration of the pike’s behaviour is demonstrated where we see that there were three pike in a tank who, although were being fed enough food(fry), started to eat each other. This is emphasised by â€Å"With a sag belly and the grin it was born with† which shows that the pike seems to enjoy and is proud of the fact that it has killed and eaten its brethren. Hughes uses this to show how horrifically uncaring and evil pike are, even towards their own kind; this is the first glimpse we have of the violent nature of the pike; yet this may not be a true glimpse of their nature but rather an evasive and illusory glimpse, caused by the pike being trapped in a tank . In the third section, stanza 6 and a half – 7, the pike’s full-scale craving for violence is brought closer still to the reader. There is no longer a glass wall to protect us from the pike as in the previous section. Two large pike are caught and tied up to dry out in the sun. One of the pike is â€Å"jammed past its gills down the other’s gullet†. In order to prevent us from mistakenly assuming that the violence exhibited by the pike â€Å"kept behind glass† was a result of their captivity, Hughes establishes the presence of the same savagery manifested in the wild. This also shows desire for supremacy which could be interpreted as causing one pike to kill another in the only way it knows how, this is similar to human nature and shows that a pike is willing to step on anyone and anything that gets in the way of it becoming top of the food chain. In the fourth section, stanza 8 – 11, we see how dangerous the pike have become, as the persona, who used to keep pet pike, is now frightened of them. We know this from â€Å"That past nightfall I dared not cast†, which shows his fear of what the pike might do to him if he couldn’t see them. This is emphasised by a human belief that with darkness evil becomes more powerful; in this case the evils of the pike. This last section also gives the pike a mythic quality â€Å"Pike too immense to stir, so immense and old†. It also produces an air of fear and suspense, which is shown through â€Å"Darkness beneath night’s darkness had freed, /That rose slowly towards me watching†. The suspenseful and fearful feelings, at the end, make the reader feel that, one of these monster pike could come up at any time and kill him.

Kindergarten-Full Day Versus Half Day Essay

The sky is the limit for children. The benefits of children attending full day kindergarten are far greater than those children that attend half day. Some parents and educators disagree; they say that children should not be forced into their educational career so young. Whether for or against full-day kindergarten, the common goal for all parents is the well being for each individual child. Every child has different needs and capabilities. Parents have to make an informed decision on full day or half day kindergarten. That decision can be a difficult one. Ultimately that decision is the starting point for the next twelve or more years of education for these young children. Connecticut does not have a law mandating all towns have full day kindergarten. The budget process has to make full day kindergarten a priority. The curriculum for kindergarten is limited during half day sessions for children. Because of the time limitations during half day, these children are getting significant amounts of homework to bring home. Before and aftercare is needed due to the short school day for the half day kindergartners, causing parents to pay for childcare. The most important point is that children’s cognitive learning is so crucial at age five. They can absorb so much information at a kindergarten level. Taking advantage of that will give them the best opportunities for the educational career and give them a head start. Kindergarten was originated in 1837 (Burkam 3). Children develop their mental, social, and emotional faculties through play, music, movement, interaction with the outdoors, and opportunities to engage in independent and creative pursuits (Burkam 3). The goal of kindergarten is to prepare children for first grade academics (Burkam 5). Children show great resilience so can therefore adapt to any formal routine, especially education. We must constructively use this critical stage in their lives to have them absorb all the information they can. Most towns in eastern Connecticut have full day kindergarten except Montville. There is no set standard in Connecticut law for all towns to have at least one full-day kindergarten. East Lyme, Niantic, Norwich, Waterford, Ledyard, and Groton have already established a full day program for kindergarten. Montville being the only town in the surrounding area that does not have a full day option available makes it very difficult to those parents in that town to make arrangements for care of their children. Planning a town budget for full day kindergarten is not as complicated as it may seem. Child care is financed primarily by families, who are estimated to be paying between $40 and $50 billion annually (Mitchell 8). Only a small percentage of those funds being spent could be used for funding all schools with full day kindergarten programs. Demonstrating better ways to increase and combine local, state, public and private sources to finance all types of programs so that they can meet higher standards and that all families can afford kindergarten and preschool education (Mitchell 12). Some educators say the biggest obstacle is hiring teachers. They would need twice the amount already staffed. Splitting up the groups of half day classes and teachers could be a solution to that issue. There would not need to be any additional teachers hired in that case. There is so much for children to learn at the age of five. A full day of learning, social interaction, and play is so beneficial. Research comparing half-day and full-day kindergarten shows those children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement—a foundation for school and life success (Villegas 1). Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills (Villegas 1) In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: contributes to increased school readiness, children that are adapted to full day kindergarten are already prepared for the transition into regular grade level schooling, most importantly, they understand rules and behavior, which leads to a higher academic achievement. Standardized tests and classroom grades find that full day students achieve higher and improve student attendance. There is better attendance in full-day kindergarten due to the parents understanding that there is so much more information and teaching provided during a longer day and does not want their child to miss, supporting a childs literacy and language development has long lasting effects that are greater in children that attend full day kindergarten (Villegas 2). One study showed higher reading achievement persisting through third grade and in some cases even seventh grade (Villegas 1). Enrolling a child in full-day kindergarten benefits them socially and emotionally. Full day gives children a balance of structured play and self play. Being with classmates for more hours in a classroom forces them to build positive relationships. Those relationships last sometimes all the way through twelfth grade. Decreases costs by reducing retention and remediation rates (Villegas 1, 2). One study, which found full day students to be more than twice as likely to remain on grade through third grade, showed that this academic benefit helped to offset 19 percent of the first year’s cost of extending the kindergarten day (Villegas 2). For those children in half-day kindergarten, they need to have before and after care in some families, especially when both parents work full time. If there were full day kindergarten, it would eliminate some of that cost of after care. Due to these children needing to go to multiple places throughout the day for care and schooling becomes the issue of transportation. During a parents work day, that child could be bused to as much as three different locations just for child care. Parents prefer longer kindergarten programs because children have to make fewer transitions within a day and they believe their children will be better prepared for first grade (Mitchell 5). Day care programs are valuable, but do not have the curriculum and equal age structure that kindergarten does. Proponents of full-day kindergarten believe that children, as a result of their various childcare and preschool experiences, are ready for more demanding and cognitively oriented educational programs (Burkam 6). Having group play with children ages 0-5 is not beneficial educationally. Children at age five are at an important learning stage in their lives. The more education they can receive in kindergarten the better prepared for school they will be. Full-day advocates suggest several advantages for the longer kindergarten day: it allows teachers more opportunity to assess children’s educational needs and individualize instruction, it makes small-group learning experiences more feasible, it engages children in a broader range of learning experiences, it provides opportunities for in-depth exploration of curriculum, it provides opportunities for closer teacher-parent relationships, it benefits working parents who may need a longer school day (Burkam 6). Reading, math, science are subjects that are the beginning fundamentals in learning Researchers found that children who attended full-day kindergarten scored higher on reading comprehension and mathematics concepts and applications (Burkam 9). Having more hours in a school day allows teachers to take a more one on one approach for the children to really delve deep into counting, the alphabet, writing, speaking, and so forth. The foundation of learning stems from kindergarten. Cognitive development is the most important issue with having children in a full-day kindergarten program. Kindergarten is more than play and social interaction with peers, this time must be used to take full advantage of a child’s potential in learning. Education should be the first priority and focus in a child’s life. The bigger picture is laying the groundwork for children’s educational experience. The younger the child the more prepared they will be for the future and the most successful in life.

Most Important Quotes From The Crucible, Analyzed

Most Important Quotes From The Crucible, Analyzed SAT / ACT Prep Online Guides and Tips The Crucible is four acts and 134 pages of tight dialogue and economical action. It can be hard to pick out particular moments or quotes as being key since everything moves along so quickly. Never fear! I haveyour back with this complete guide toThe Crucible quotes. I’ll go over the most important quotes from The Crucible, explainingboth their literal meaning and why they’re important. For clarity, the quotes are grouped into four themes: irony, fear and hysteria, pride and reputation, and power and authority. Each section also includes additional quotes that fall under the same general theme for you to practiceanalyzing on your own. Irony Quotes Many of the Crucible quotes fall into the category of â€Å"dramatic irony†, which is the irony that’s created when there’s a mismatch between what a character thinks or says and what the audience knows to be true. It’s hardly surprising there is so much irony in The Crucible – after all, one of the central causes of conflict in the play is hypocrisy. With that in mind, here are some key quotes from The Crucible that demonstrate irony of some kind. â€Å"We cannot look to superstition in this. The Devil is precise; the marks of his presence are definite as stone, and I must tell you all that I shall not proceed unless you are prepared to believe me if I should find no bruise of Hell upon her.† (Hale, Act 1, p. 35) The irony, of course, is that the â€Å"marks† of the Devil are nowhere near â€Å"definite as stone† – the only evidence to support accusations of witchcraft are the subjective experiences of the "afflicted." Even in cases when the girls display symptoms (going cold and clammy or having needles stuck in them), there’s never any physical evidence directly linking the accused witches to their supposed crimes. â€Å"ABIGAIL: Don’t lie! To Hale: She comes to me while I sleep; she’s always making me dream corruptions!† (Act 1, p. 41) Abigail yelling â€Å"don’t lie† at another person is highly ironic, not only because Miller introduced her as a liar (she has â€Å"an endless capacity for dissembling†), but because Abigail had just told Proctor Betty’s illness was nothing to do with witchcraft not 20 page previously. "I cannot speak but I am doubted, every moment judged for lies, as though I come into a court when I come into this house!" (Proctor, Act 2 p. 52) "PROCTOR: Because it speaks deceit, and I am honest! But I’ll plead no more! I see now your spirit twists around the single error of my life, and I will never tear it free!" (Act 2, p. 59) This pair of quotes both demonstrate the ironic concept: as far as the audience understands it, the only person who seems to be judging Proctor is not Elizabeth, but Proctor himself. There's also a bit of foreshadowing with â€Å"as though I come into a court†, since in Act 3 Proctor will do that very thing. "No man may longer doubt the powers of the dark are gathered in monstrous attack up on this village. There is too much evidence now to deny it† (Hale, Act 2, p. 61). The village is certainly under attack, but not necessarily in the way Hale thinks it is. The real â€Å"powers of dark† affecting Salem are suspicion and fear, not anything demonic. â€Å"I am a minister of the Lord, and I dare not take a life without there be a proof so immaculate no slightest qualm of conscience may doubt it† (Hale, Act 3, p. 92). Again, the â€Å"proof so immaculate† that Hale speaks of is the word of one person against the word of another. As we’ll see in a quote by Danforth later on in this article, the proof only remains beyond reproach if you believe in witchcraft more than you believe that people are fallible. There's also foreshadowing in this quote because by the end of this act, Hale is full of qualms, and by the end of the play, Hale feels he has â€Å"blood on [his] head† (p. 121). â€Å"But God made my face; you cannot want to tear my face. Envy is a deadly sin, Mary† (Abigail, Act 3, p. 106) Abigail's words here are ironic because in The Crucible, it is Abigail who is envious of the position Elizabeth Proctor has as John Proctor’s wife. â€Å"DANFORTH, conciliatory: You misunderstand, sir; I cannot pardon these when twelve are already hanged for the same crime. It is not just.† (Act 4, p. 119). The irony in Danforth's statement is that it wasn’t "just" to hang any of the accused witches in the first place, and so continuing to hang people just because it's already been done before is a terrible idea. Salem Massachusetts - Burying Point Cemetery/Used under CC BY 2.0/Resized from original. Now that you’ve seen a few ironic quotes analyzed and explained, it’s your turn! Below you'll find several quotes that demonstrate irony (dramatic or otherwise). Try your hand at explaining why each one is ironic and analyzing the difference between what the character mean when she said the quote and the hidden meaning. "ABIGAIL: I never sold myself! I’m a good girl! I’m a proper girl!" (Act 1, p. 40) "MARY WARREN, with greater impatience with him: I told you the proof. It’s hard proof, hard as rock, the judges said." (Act 2, p. 54) â€Å"Proctor, I cannot think God be provoked so grandly by such a petty cause†¦think on your village and what may have drawn from heaven such thundering wrath upon you all † (Hale, Act 2, p. 75) "PROCTOR: 'Do that which is good, and no harm shall come to you.'" (Act 3, p. 88) â€Å"Oh, Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; it’s God’s work I do.† (Abigail, Act 3, p.107) Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Fear and Hysteria Quotes The second major theme in The Crucible (and one that teachers often ask about) is fear and hysteria. The fear caused by the thought of supernatural evil in Salem causes the characters in the play to turn a blind eye to logic and instead believe in claims not backed by actual â€Å"hard as rock† proof. Below are some of theCruciblequotes that relate to this theme. â€Å"There is a misty plot afoot so subtle we should be criminal to cling to old respects and ancient friendships. I have seen too many frightful proofs in court - the Devil is alive in Salem, and we dare not quail to follow wherever the accusing finger points!† (Hale, Act 2, p. 68) Hale demonstrates perfectly the mindset of the characters affected by the hysteria and fear. In his case, it’s more hysteria than fear – he doesn’t particularly fear that he may be accused as a witch, but he has been persuaded by the â€Å"frightful proofs† he’s seen and this has blinded him to any other possible reasons that the witchcraft accusations might be being made. â€Å"Why do you never wonder if Parris be innocent, or Abigail? Is the accuser always holy now? Were they born this morning as clean as God’s fingers? I’ll tell you what’s walking Salem - vengeance is walking Salem. We are what we always were in Salem, but now the little crazy children are jangling the keys of the kingdom, and common vengeance writes the law!† (Proctor, Act 2, p. 73) Proctor is the voice of common sense here, as a counterpoint to Hale’s â€Å"don’t question the process† stance. Unlike Hale, Proctor realizes that you can only trust in accusations as much as you can trust the accuser, and Proctor has cause to suspect that at least one of the accusations is being driven by a thirst for vengeance. This quote also fits a little bit under the â€Å"Power/Authority† theme – the witchcraft trials have turned the world upside down, so that those who used to be powerless (â€Å"the little crazy children†) are the ones in power (â€Å"are jangling the keys of the kingdom†). "I never had no wife that be so taken with books, and I thought to find the cause of it, d’y’see, but it were no witch I blamed her for. He is openly weeping. I have broke charity with the woman, I have broke charity with her. He covers his face, ashamed. (Giles, Act 3, p. 79) This quote shows how even Giles Corey, one of the more level-headed characters in The Crucible, got caught up in the hysteria of the witch trials and got his wife accused of being a witch. One could make the argument that Giles didn’t intentionally accuse his wife of witchcraft and that he just wanted to ask the witchcraft expert about his wife’s strange behavior, that’s all. If that was the case, though, this quote shows how even those not taken in by the hysterical claims or fear can still be affected by it. "In an ordinary crime, how does one defend the accused? One calls up witnesses to prove his innocence. But witchcraft is ipso facto, on its face and by its nature, an invisible crime, is it not? Therefore, who may possibly be witness to it? The witch and the victim. None other. Now we cannot hope the witch will accuse herself; granted? Therefore, we must rely upon her victims- and they do testify, the children certainly do testify. As for the witches, none will deny that we are most eager for all their confessions. Therefore, what is left for a lawyer to bring out? I think I have made my point. Have I not?" (Danforth, Act 3, p. 93) In this quote, Danforth shows the terrible effect of the logical extension of belief in witchcraft. Of course, the part he leaves out in his discussion is whether or not the victims are trustworthy – just because â€Å"they do testify† doesn’t mean that they’re testifying truthfully – but this is a blind spot for Danforth. It's possible that Danforth cannot fathom that women or children would lie to him (a judge!) because of societal preconceptions; but his stance is also influenced, at least to some extent, by the fear of witchcraft that pervades Puritan society. 217013/Used under CC BY 2.0/Cropped from original I think I have made my point. Have I not? Here are a couple of other quotes that demonstrate fear/hysteria. Try your hand at explaining how each of them does so. "PROCTOR: I falter nothing, but I may wonder if my story will be credited in such a court. I do wonder on it, when such a steady-minded minister as you will suspicion such a woman that never lied, and cannot, and the world knows she cannot! I may falter somewhat, Mister; I am no fool." (Act 2, p. 65) â€Å"It were only sport in the beginning, sir, but then the whole world cried spirits, spirits† (Mary Warren, Act 3, p. 100) Reputation and Pride Quotes Concern for reputation and pride is a thread that is woven throughout The Crucible, driving the action and motivations of various characters as well as the central conflict surrounding John Proctor (will he confess to adultery to save his wife? Will he confess to witchcraft to save his life?). â€Å"ABIGAIL, in a temper: My name is good in the village! I will not have it said my name is soiled! Goody Proctor is a gossiping liar!† (Act 1, p. 12) Abigail is concerned about her reputation and her â€Å"name;† this is no doubt what motivates her, at least initially, to put the blame for the dancing in the woods on Tituba. If her name is â€Å"soiled,† Abigail could face harsh consequences in the Salem theocracy where women are already low on the totem pole – if it’s discovered that she, an unmarried orphan woman, slept with a married man, she would face huge consequences (although what these consequences would be aren’t specified in the play). "Now Hell and Heaven grapple on our backs, and all our old pretense is ripped away- make your peace!†¦Peace. It is a providence, and no great change; we are only what we always were, but naked now. He walks as though toward a great horror, facing the open sky. Aye, naked! And the wind, God’s icy wind, will blow!" (Proctor, Act 2, p. 76). Here, Proctor is anticipating the loss of his reputation once it comes to light that he has had an affair with Abigail. It’ll mean the loss of his good name, but on the other hand, it’ll be a way for him to atone for his sins – maybe he’ll at last feel â€Å"God’s icy wind† and be able to put this behind him. "I came into this village like a bridegroom to his beloved, bearing gifts of high religion; the very crowns of holy law I brought, and what I touched with my bright confidence, it died; and where I turned the eye of my great faith, blood flowed up. Beware, Goody Proctor- cleave to no faith when faith brings blood. It is mistaken law that leads you to sacrifice. Life, woman, life is God’s most precious gift; no principle, however glorious, may justify the taking of it. I beg you, woman, prevail upon your husband to confess. Let him give his lie. Quail not before God’s judgment in this, for it may well be God damns a liar less than he that throws his life away for pride." (Hale, Act 4, p. 122) Hale is describing how he came in full of pride in himself and abilities, only to have that pride result in the deaths of others. He warns Elizabeth that nothing, not even one’s pride or reputation, is worth throwing one’s life away on. "PROCTOR, with a cry of his whole soul: Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!" (Proctor, Act 4, p. 133). Proctor’s self-worth is entirely tied up in â€Å"his name† and how others perceive him. He manages to make himself confess and signs the confession, but when the court officials try to take the confession away to show to the whole town, that is the sticking point. Proctor cannot bear to have his reputation be smeared with this confession of witchcraft, because if his reputation is damaged then he no longer can think well of himself. On Balance/Used under CC BY 2.0/Cropped from original. Here are few more quotes that show the concern of Salem residents with reputation and the pride they have in their names. As an exercise to deepen your understanding of the book, try to explain how each one demonstrates concern about name, reputation, or pride. â€Å"There be no blush about my name.† (Abigail, Act 1 p. 11) â€Å"A man will not cast away his good name. You surely know that† (Proctor, Act 3, p. 102) "Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with whimpering. If retaliation is your fear, know this- I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statute." (Danforth, Act 4, p. 119-120) "He have his goodness now. God forbid I take it from him! (Elizabeth, Act 4, p. 134) Power and Authority Quotes The final major theme is that of the power of society and authority in Puritan Salem. Some of the most importantCrucible quotes relate to these ideas. â€Å"And mark this. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it; I saw Indians smash my dear parents’ heads on the pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down!† (Abigail Williams, Act 1, p. 19) At the beginning of the play, the power that Abigail holds is relatively minimal. She is able to use threats of physical violence to cow other girls into doing her bidding, but that’s about as far as her influence extends. She would never be able to say what she says in this quote to, for instance, her uncle Parris, and get away with it. â€Å"You are God’s instrument put in our hands to discover the Devil’s agents among us. You are selected, Tituba, you are chosen to help us cleanse our village.† (Hale, Act 1, p. 44) Tituba, the lowest of the low (slave and a woman) has her status temporarily elevated because of the witch trials. Normally, she is the one told what to do and told to obey; now, however, she has the power of life and death over others. "I only hope you’ll not be so sarcastical no more. Four judges and the King’s deputy sat to dinner with us but an hour ago. I - I would have you speak civilly to me, from this out." (Mary Warren, Act 2, p. 57) By the second act, the repercussions of the trials are starting to reverberate out of the courtroom. Mary Warren feels entitled to, asks for, and (to some extent) receives respect because she is now in a greater position of power. And Mary is not the only one to benefit from the added respect accorded to the afflicted girls, as the next quote demonstrates. â€Å"ABIGAIL, in an open threat: Let you beware, Mr. Danforth. Think you to be so mighty that the power of Hell may not turn your wits? Beware of it!† (Act 3, p. 100) By this point in the play, Abigail has gotten powerful enough that she can threaten the Deputy Governor of the entire province without negative consequences. Here’s another quote that shows the flip-flop of power and authority that happens during the witch trials: â€Å"ABIGAIL, stepping up to Danforth: What look do you give me? Danforth cannot speak. I’ll not have such looks! She turns and starts for the door.† (Act 3, p. 103) See if you can answer these questions for yourself about this quote: What are the implications of this quote? How has the power dynamic in the town shifted from the beginning of the play to this point? Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Non-Thematic Quotes This final section is devoted to TheCrucible quotes that don't relate to one of the themes listed above, but still mark an important moment in the play. â€Å"There are wheels within wheels in the village, and fires within fires!† (Mrs. Putnam, Act 1, p. 26) Mrs. Putnam intends her exclamation to refer to the fact that there are witchy plots afoot, but it holds true even outside of that context – things are not what they seem in Salem, and there are complex cause-and-effect chains. A good example of just how multi-layered events inThe Crucible are can be found by breaking down why John Proctor is hanged for witchcraft. Proctor slept with Abigail, which led to her being fired by his wife, which led to her accusing his wife of witchcraft, which led to Proctor being accused of witchcraft and ultimately hanged for it. â€Å"We burn a hot fire here; it melts down all concealment.† (Danforth, Act 3, p. 83) This line is a reference to the name of the play, The Crucible. A crucible is used to melt down metals and separate out the base metals - or in the case of those questioned about witchcraft, it separates out lies and hypocrisy. There's more true to this statement than Danforth knows, however; not only do the trials melt down the fronts people have put up, but they also expose people's core selves. One example of this is when Mary Warren accuses John Proctor of being the Devil's man: when push comes to shove, she is not strong enough to tell the truth (Act 3, p. 110). With John Proctor, on the other hand, we find that his true inner self is strong enough stand up for truth. First, his upstanding reputation is melted away (when he confesses to adultery) and Procto is revealed as a hypocrite; at the end ofThe Crucible, though, a second, stronger core is exposed when Proctor chooses to be hanged as a witch rather than falsely (and publicly) confess to witchcraft. "No, old man, you have not hurt these people if they are of good conscience. But you must understand, sir, that a person is either with this court or he must be counted against it, there be no road between. This is a sharp time, now, a precise time- we live no longer in the dusky afternoon when evil mixed itself with good and befuddled the world. Now, by God’s grace, the shining sun is up, and them that fear not light will surely praise it. I hope you will be one of those." (Danforth, Act 3, p. 87) Danforth’s belief in black-and-white morality exacerbates the situation in Salem. After all, if you can’t be proven to NOT be a witch, then the only other option is that you must be one PROCTOR, laughs insanely, then: A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my face, and yours, Danforth! For them that quail to bring men out of ignorance, as I have quailed, and as you quail now when you know in all your black hearts that this be fraud- God damns our kind especially, and we will burn, we will burn together! (Proctor, Act 3, p. 111) Proctor explicitly states the subtext of the play – the real devil ofThe Crucible is not Satan, but instead is people who don’t step up to tell the truth (like Proctor) or who refuse to see the truth (like Danforth). Lie/Used under CC BY 2.0/Cropped from original. What’s Next? Interested in getting even deeper into the themes of The Crucible? Our blog has complete analyses and discussion of all The Crucible themes as well as of McCarthyism in The Crucible . Need some context to make these quotations make sense? Try our summaries of all four acts of The Crucible, as well as our comprehensive plot summary. Want to find out more about the characters who say these things? Read our overview of the characters in The Crucible here. Curious about more recent (20th-century) occult activity in the U.S.? We profile Aleister Crowley and analyze some of his key quotes in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Process Improvement Application Research Paper Example | Topics and Well Written Essays - 1500 words

Process Improvement Application - Research Paper Example The researcher states that Quality Improvement is an outline of a sequence that one needs to follow to arrive at a certain point that would define goal achievement. One can also understand QI to mean ways through which an organization can ensure client satisfaction through an offering of meritorious services. In many circumstances, healthcare facilities are so far the known organization that uses QI story more than any other organization. This does not imply that QI improvement limits its application to health practitioners. In fact, some assembly industries like motor vehicle assembly also use QI in their management system. Some of the benefits that accrue to an organization that employs a Quality Improvement management system are customer loyalty, improvement in market share, reduced service call, higher prices, and greater productivity. Any organization that uses Quality Improvement story has varied reasons for doing so. The reasons for using QI story include helping the team to o rganize, gather and analyze data in a logical fashion; monitors the teams progress; facilitates understanding by non- team members and lastly, it standardizes presentation to management. In the case of a health practitioner, he/she needs to organize the work in search a way that it clearly defines who is going to be responsible for what task. It also indicates the time one would execute the task and the duration that one would take to accomplish such kind of task. The QI story makes sure that it states how one would gather the necessary data and method for analysis of the collected data. Secondly, QI story helps one to monitor the team’s progress. The team enters whatever they have done in a format that one can identify easily or observe with ease. The management is able to evaluate and monitor the progress that the team is making from the format of presentation that QI story delivers.

Stem Cell Research Legislation Essay Example | Topics and Well Written Essays - 1250 words

Stem Cell Research Legislation - Essay Example The Stem Cell Research Enhancement Act, aside from its ability to establish potential information for the benefit of the Americans, was hoping from the start to receive financial support from the government, and consensus votes among the legislators in both Congress and Senate (US Congress, 2010, p.9967). However, the Congressional Bill, Stem Cell Research Enhancement Act, vetoed by Bush administration, was highlighting scientific progress which would be under constraint through living up to ethical responsibilities (Rimmer, 2008, p.258). Under this point, stem cell research has difficulty finding funding support from the Federal Government, which leads to varying scrutiny from the point of view of the scientific community. Recently, the stem cell research is heading forward to human embryonic stem cells by viable preimplantation embryos through in vitro fertilization. However, it is not only in the US this substantially receives rejection leading to highly controlled legislative reg ulation, but including in some European countries like Austria, Germany, Ireland, Italy, Lithuania, Norway, Poland, and Slovakia, primarily due to controversial ethical concerns associated with it (Atala, Lanza, Thomson & Nerem, 2010, p.215). However, some countries especially India, Israel, Singapore, China, Australia, Italy, Sweden, United Kingdom and other European countries have already implemented liberal and research-favorable regulatory policies associated with stem cell research (James, 2009, p.6). Unlike the US which is currently struggling to draft regulatory policies, these countries are remarkably looking forward to investigate and know more about the health benefits and great promises of stem cell technology for the humanity. Understanding this will eventually lead someone to think the prevailing legislative state of affairs going on in the US with stem cell research. In addition, some concern on this issue would be in line with knowing where the law on stem cells in th e US is heading in the future considering its highly conservative effort on this matter. As already stated, the prevailing state of affairs concerning stem cell research in the US is quite politically motivated from the point of view of scientific community. However, the federal government on the other hand just like with the stand of Bush administration, would want to emphasize the great influence of science and technology on the humanity together with its huge ethical concerns. In line with this concern, the Obama administration is also considering substantial restriction concerning legislative regulation for stem cells technology and research (Atala, Lanza, Thomson & Nerem, 2010, p.215). From the stand point of scientific community, the restrictions on legislative regulation hinder stem cells researchers to optimize better understanding on stem cells’ potential advantage for the humanity. However, it is clear that the law on stem cells in the US is heading to major progres sion. Just this year, Texas Board approves rules on use of stem cells (Park, 2012). However, there is a great controversy that proliferates upon the emancipation of this ruling. The rules include the use of adult stem cells. However, the great issue of concern at this point is on the safety of using adult stem cells, which at this point has not yet been proven feasible and safe (Park, 2012). So the real issue has

Alzheimers Disease Research Paper Example | Topics and Well Written Essays - 1250 words

Alzheimers Disease - Research Paper Example The person who inherits genetic mutations is most likely to develop Alzheimers disease before age 65 and in worst case the person may develop Alzheimers disease as early as age 30. Genetics and advancing age contribute significantly to developing Alzheimers disease in an individual. Medications can reduce the symptoms but cannot alter the disease. Progressive loss of brain cells is known as Alzheimers disease (AD). Though the precise cause of Alzheimers disease is not known but a family history, severe head injuries, life style and increasing age could be one of the causes of getting this disease. Being a progressive disease it may get worse with age. The paper attempts to explore several aspects that surround Alzheimers disease that include its progression, symptoms, treatment regime. As such, the history of Alzheimers disease or its identification goes back to as far as over hundred years but the larger understanding about it such as its causes, symptoms, risk factors and treatment process has been developed in the last 30 years. Though the medical science has revealed much about Alzheimers disease in last few decades, it cannot describe precisely the real causes about its happening; however, it is certain that when neurons in brains die, the person is said to have the onset of Alzheimers disease (Alzheimers & Dementia, 2013). Almost 5.2 million people in the US are estimated to having Alzheimers disease in 2013. Out of this, almost 5 million persons are of age above 65. In other words, 4% of Alzheimers disease population belongs to age less than 65 and 82% are of age 75 and above. The population with Alzheimers disease will increase each coming year due to increase in ageing population of the US above age 65 (Thies & Bleiler, 2012). Alzheimers disease is a neurodegenerative disease – due to progressive brain cells death over a period of time

Organizational development Essay Example for Free

Organizational development Essay Although the main reasons people resist change is the fear of the unknown, breaking routines and incongruent team dynamics, organizational change is necessary if the organization is to remain competitive. Change is a combination of action orientation and research orientation†¦ but most importantly, every organization, whether large or small requires one or more change agents. Organizational development is a set of behavioral science based theories, values, strategies and technologies aimed at planned change of the organizational work setting for the purpose of enhancing individual development and improving organizational performance through the alteration of organizational members on the job behaviors† (Jex, Britt, 2007. ) Organizational change is necessary if the organization is to remain competitive. Social Psychologist, Kurt Lewin, developed the force field analysis model to help us understand how the change process works. One side of the force field model represents the driving forces that push organizations toward a new state of affairs. â€Å"There are driving forces in the external environment such as globalization, virtual work and a changing workforce. Within these external forces, corporate leaders create driving forces within the organization so the organization anticipates the external factors. Internal originated forces are difficult to apply because they lack external justifications, so effective transformational leadership as well as structural change mechanisms are necessary to legitimate and support internal driving forces†. The other side of Lewins model represents the restraining forces that maintain the status quo. Restraining forces are commonly called â€Å"resistance to change† (McShane VonGlinlow, 2008), because they appear as employee behaviors that block the change process. Stability will occur when these two forces are equal with each other but in opposite directions. The main reasons people resist change is fear of the unknown, breaking routines and incongruent team dynamics. According to Lewins force field analysis model â€Å"effective change occurs by unfreezing the current situation, moving to a desired condition and then refreezing the system so it remains in this desired state. Unfreezing occurs when the driving forces are stronger than the restraining forces. This happens by making the driving forces stronger, weakening or removing the restraining forces, or a combination of both† (McShane VonGlinlow, 2008) Creating urgency, which represent the driving forces for change, will push employees out of their comfort zones. Many of top management leaders will buffer their employees from external factors and the result is the employees do not understand the need for change and will resist. â€Å"Employees need to feel an urgency to change; which occurs by informing them about competitors, changing consumer trends, impending government regulations and other driving forces† (McShane VonGlinlow, 2008) Another way to fuel the urgency to change is by putting employees in direct contact with customers. Dissatisfied customers are a compelling driving force for change because of adverse consequences for the organizations survival and success. Exposing employees to external forces can also strengthen the urgency for change, but a leader needs to begin the change process before problems come knocking. â€Å"Creating an urgency for change when an organization is riding high requires a lot of persuasion and influence that helps employees visualize future competitive threats and environmental shifts† (McShane VonGlinlow, 2008) Effective change requires more than making employees aware of the driving forces. It involves reducing or removing the restraining forces. There are six ways to overcome employee resistance, communication, learning, employee involvement and stress management. American Industrialist Andrew Carnegie once said â€Å"take away my people and soon grass will grow on the factory floor, take away my factories but leave my people and soon we will have a new and better factory. †( Library of Congress, 2009) Organizations are not buildings, machinery or financial assets; they are the people in them. Organizations are human entities, full of life, sometimes fragile, always exciting.

Gender Differences In Politeness

Gender Differences In Politeness Nowadays the difference between mens and womens use of language is one of the most important research subjects among sociolinguistic scholars as a result of its importance in communication. Understanding the different communication patterns which women and men typically use assists interlocutors to reach to better understanding and finally to achieve effective communication. Numerous studies have been widely and deeply conducted to come to conclusion that women and men are dissimilar in the way of interacting and communicating in terms of minimal responses, turntaking, changing the topic of conversation and self-disclosure. As a noticeable feature in cross-gender communications, politeness has begun to draw a lot of interests from many researchers during the past forty years. Therefore, there has been an upsurge in discussions, seminars, journals and researches in such fields as word choice, syntax and intonation to portray how dissimilarly men and women use politeness strategies. It is a high likelihood that gender differences in polite behavior will lead to failure in cross-sex communication. So as to get effective communication, speakers need to understand verbally politic behavior in different genders well. There is a general agreement that women are more likely to use politeness patterns than men in their speech. Lakoff, one of the most significant pioneers in this issue, distinguishes womens speech from mens speech in these striking features including the use of words related to their interests, empty adjectives, question intonation, hedges, hypercorrect grammar and superpolite forms (1975, p. 53-55). Based on Lakoffs commonsense beliefs and stereotypes about differences in the way of being polite between men and women in daily conversations, Montgomery concludes that womens speech is more polite than mens (1995, p. 151). This claim is supported by a great number of well-known empirical works. There is a substantial body of evidence supporting the view that, in general, womens linguistic behaviour can be broadly characterized as afliliative or cooperative, rather than competitive or control-oriented (Cameron (1985), Kalcik (1975), Smith (1985)) and as interactively facilitative and positive politeness-oriented (Holmes (1984b, 1986), Thorne, Kramarae and Henley (1983)) (as cited in Holmes, 1988, p. 451). In fact, every study makes a marked contribution in building an assumption on the difference between men and womens speech. In order to continue forming a clear sociolinguistic picture of gender differences in communications, this research is dedicated to a Vietnamese social setting. It will provide a profound study of whether female speakers are more polite than male speakers or not in foreign language centers. In this research, some linguistic politeness devices are focused to contribute to better understanding about dissimilarities in polite ways of talking between women and men. Methodology Based on the theoretical study in politeness-related differences between males and females, this project uses the noticeable findings as a data elicitation procedure to investigate the following question: To what extent do the male and female English learners from the foreign language center of Ho Chi Minh Technology University use similar or different politeness devices in daily conversations? Participants In this small-scale research, 50 male and 50 female speakers aged between 18 and 25 from the foreign language center are selected to answer some questions. The selection is carried out through the background questions in the first part of questionnaire given to 100 English learners at the foreign language center. All of chosen participants are native speakers of Vietnamese from different family, social and educational backgrounds. In details, the majority of objects are university students whose level is intermediate. They spend a lot of time studying English because they believe that a good command of English will provide a better chance of getting a good job in the future. Instruments The questionnaire used as the instrument for this project contains 3 opened-ended questions and 3 closed-ended questions. The reason why the questionnaire is used and there is no interview is that they can have more time to think about the answer and give response naturally in English. Most importantly, in this way, they can avoid losing their face when they encounter some confusing situations. First of all, the open-ended questions contain some common scenarios in day-by-day communication, namely making compliments and requests. In particular, every situation requires students to provide two responses in which one is for the same gender and the other is for the different sex. It is widely known that the level of politeness partly depends on many variables including age, social status, and relationship; therefore, two control settings are designed for aforementioned speech acts. Additionally, each part is set up to ask the participants to respond to friends or strangers. All the situations are divided into two main topics. Topic 1: Situation in which participants give a compliment. Topic 2: Situation in which participants ask a person to do a favor. Secondly, in the closed questions participants are asked to rate the level of politeness as well as the frequency of some functions according to their perceptions of using tag-questions and requesting in cross-sex conversations. These multiple-choice questions are created for categorizing and summarizing the results in any meaningful way. Procedures The data were gathered by employing questionnaire used to evaluate the participants politeness performances in their daily conversation. To strengthen the argument, each question asked them to write down their responses in either verbally or nonverbally. There is no time limitation so that they cannot suffer from the time pressure. Presentation and analysis of data After collecting the date, participants are classified into two main categories in terms of gender. One is the male group and the other is the female group. Next, under each group, their performance of politeness is analyzed in line with syntactic structure and lexical items among the same sex or different sex interlocutors. The result is gathered into three major parts, namely using tag-questions, complimenting, and making complaints. Tag questions It is widely acknowledged that the major grammar function of a tag question is seeking agreement from the listeners. Besides, tag questions are considered a kind of polite statement in which it does not force any agreement or belief on the addressees as in Lakoffs pioneering research, she concludes that womens speech sounds much more polite than mens in terms of linguistic forms like tag-questions and requests (p.17-19). Therefore, using tag questions is one of linguistic features which this research is primarily concerned to verify gender differences in politeness. The finding of question about the frequency of using tag-questions reveals that men tend to use more tags questions than women in communication. The number of male speakers who often use tag-questions doubles that of female speakers with 7 and 3 out of 30 respectively. Although the result is completely opposite to the description of womens speech given by Lakoff, one of the most significant pioneers in gender-difference research, that women have a tendency use more tag questions than men (1975, p. 53). However, it matches with Dubois and Crouchs surprising findings that in at least one genuine social context, men did, and women did not, use tag questions both formally and informally. In this context, the claim that tag questions signify an avoidance of commitment, and cause the speaker to give the impression of not being really sure of himself, of looking to the addressee for confirmation, even of having no views of his own, is open to serious doubt (1975, p. 294). A small number of people choose tag questions when interacting with other speakers is that they are not familiar with the structure of tag questions. For them, the grammatical rules are too complicated and various to acquire in a foreign language as it is a new terminology which does not exist in their first language. In fact, Zhang explains that mistakes arising in the process of learning English tag questions are caused by students incomplete application of rules. In order to produce some sentence structures, more than one rule should be used or a rule is used to some different degrees. But learners sometimes fail to understand or apply these rules completely. For example: She hardly plays with you, doesnt she? (does she) I never said she was wrong, didnt I? (did I) The learner knows the agreement rule of forming an English tag question. But when there are some words which denote negative without the word not, the learner has some difficulties in dealing with the whole sentence. Thus he produces the above sentences instead of correct ones. (2010, p. 580) Another reason for low level of frequency in using tag questions is the variation of intonations. In English, the intonation on the tag questions determines the function of the tag. In other words, communicators can change the meaning of a tag question with their pitch of voice. For instance, with rising intonation, tag questions sound like a real question. Notwithstanding, when the intonation falls they sound like a statement which does not require partners to give a real answer. If the tag is spoken with a rising intonation, as in a question, the function of the tag is much closer to that of an interrogative. The speaker indicates that he has made an assumption about the state of affairs but he is not sure as to the validity of that assumption. The listener is requested to indicate whether the assumption is valid. If the tag is spoken with a falling intonation, as in a declarative sentence, the speaker indicates that he has made an assumption and is requiring only confirmation of its validity from the listener (Mills, 1981, p. 643). In addition to the frequency of using tag questions, there is a big gap in the purpose male and female speakers use in daily conversation. The following table presents the result after investigating how similarly men and women use tag question. Function Men Women Expressing uncertainty 54% 30% Facilitative 23% 27% Softening 23% 43% It is clearly seen from the table that male and female interlocutors have completely different purpose in using tag questions. While numerous men use tag questions to signal doubt about what they are asserting and look forward to information confirmation, a large number of women consider them as facilitative devices and softening tools for negative comments. This finding is the same as Holmes summary in her research into tag questions as politeness devices. She identifies that women put more emphasis than men on the polite or affective functions of tags, using facilitative positive politeness devices. Men, on the other hand, use more tags for the expression of uncertainty (1992, p.320). This finding is mainly explained by the most widely-identified difference theory which reveals that men and women use language for different social purposes, having been socialized in different ways from earliest childhood (Edwards, 2009, p. 137). In his large-scale study, he clarifies that womens gossip traditionally focuses on personal relationships, experiences and problems in a generally supportive atmosphere. They consider the world as a network of connections and conversations as negotiations for closeness in which people seek support and reach consensus. Men, on the contrary, are more concerned with factual information, often in a competitive or combative format. They see the world in a hierarchical social order in which they are placed either up or down. For them, life is a contest and a struggle to achieve and maintain their power (Edwards, 2009, p. 137). Compliments In everyday life, there are a large number of speech acts we can use to show positive politeness like greetings, seeking agreements, avoiding disagreements, joking and showing sympathy. Among them, a compliment serves the function of not only positive politeness strategies but also potential face threatening acts (Holmes, 1988, p. 445). The questions four and five are designed with the intention of measuring how many politeness linguistic patterns both male and female speakers use when they pay their friends or a stranger a compliment. Response to friends Response to strangers From the two above bar charts, in general, women are more polite than men in paying and receiving compliments, which matches with Wardhaughs claim that women are reported to use more polite forms and more compliments than men (2010, p. 343). In details, in the scenario in which the participants is required to give a compliment on their same sex friends new clothes, the figure of female speakers choosing to compliment in an extremely polite way is four times more than that of male speakers. The percentage of the former is nearly 80% and the latter is 20%. They use some compliments such as It really looks good on you, doesnt it?, How pretty your dress is and What a pretty blouse youre wearing! as positive politeness devices. Another evidence is that when they compliment on a strangers a pair of shoes, men use less polite compliments than women to either the same sex or the opposite sex partner. The dominance theory is one of most significant explanations of the commonly held belief that women are more polite than men in cross-sex conversations. The relationship between gender-related difference in politeness and power has been investigated for the past a few decades. After OBarr and Atkins (1980) explore the complexity of the aforementioned relationship, they find out that the different language features particularly politeness strategies between males and females are related to the status rather than the sex of the speaker. They indicate that more females use polite linguistic forms than males in everyday interaction because they are more likely to be in lower-status positions (as cited in Kendall Tannen, 2003, p. 549). Thus, in the society women wish to gain higher status; for example social class, occupation, etc. by using more standard language and more polite forms in day-by-day conversations. As a result, they become more aware of the importance of linguistic politen ess in maintaining communication. In a word, higher speaker power will be associated with lower level of politeness. However, it is interesting to find that male participants use as many politeness linguistic strategies as females when they have a cross-sex conversation with both friends and strangers. It means that men tend to compliment more politely to women than to men. In addition to the belief that womens self-esteem is lower; hence, their face needs to be protected, females are more nurturant, more emotional, and more sensitive to the needs of others than males (Bern, Eagly, Piliavin and Unger, as cited in Durkin, 1995, p. 456). That is the reason why male participants pay much more attention to their use of words and speak more politely when having a talk with female partners in order to avoid the risk of hurting their feelings. In this case, gender plays an indispensible part in the choice of polite language forms. Requests Most sociolinguists remarkably appreciate the role of indirect requests in building up the politeness in conversation. Ervin and Tripp, for instance, illustrate that it is useful for speakers to use indirect interrogative requests because they give listeners an out by explicitly stating some condition which would make compliance impossible (as cited in Saeed, 2003, p. 234). In terms of requests, from the above data, not only female participants but also male interlocutors prefer using indirect and polite structures so as to reduce the risk of threatening the addressees negative face. Will you please close the door?, Wont you close the door? and I wonder if you could be so kind as to close the window are used by over 60% of men and women when they are required to ask a person to do a favor. The finding is partly against the general agreement that female communicators use more superpolite forms than male ones. This result offers some new insights into how gender influences the way men and women uses politeness strategies. Therefore, a new way of studying the gender difference in politeness-related linguistics is found in the 1990s. Many recent sociolinguists appreciate the social constructivist approach in explaining the variation of politeness behavior between men and women. A social constructivist approach shifts the emphasis to language as a dynamic resource used to construct particular aspects of social identity at different points in an interaction. Social categories are not fixed but are subject to constant change; talk itself actively creates different styles and constructs different social contexts and social identities as it proceeds. (Holmes, 2001, p. 14565) Additionally, in her research, Goodwin view activities rather than society as the relevant unit for the analysis of the data. She concludes that stereotypes about womens speech fall apart when talk is arranged in a range of activities. In order to construct social personae appropriate to the events of the moment, the same individuals articulate talk and gender differently as they move from one activity to another (1990, p. 9). In other words, speakers do not hold the same communication style across a wide range of activities. For example, a woman may choose linguistic forms which can contribute to the construction of a more feminine identity in a romantic date. Nonetheless, in a meeting in the role of a chairwoman, she will linguistically construct a powerful identity. When interacting with her children at home, she may use linguistic devices with the intention of creating a maternal identity. Therefore, the way speakers use structures to construct proper events changes in their comm unication activities. Criteria It can be clearly seen from the table that it is the relationship between the communicators that affects how politely participants speak, not the gender difference. Both men and women claim that they will take the relationship into consideration when they make a request (the figure of the former is 56% and that of the latter is 67%). The closer the relationship is, the more direct their request is. Their answer is supported by Samovar, Porter and McDaniels conclusion in their 2009 work. They find out that the closer the relationship between two persons, the less the power differential between them and smaller the magnitude of imposition the less likely it is that they will employ conversational indirectness (2009, p. 173). The implication in a language classroom All the results of this small-scale study not only confirm the previous findings discovered by numerous celebrated sociolinguists but also reveal some new findings from Vietnamese foreign language classrooms. These interesting findings about the differences in politeness use between male and female learners lead to some implications for the process of language teaching and learning. The first implication centres on the acquisition of tag questions in classrooms. From the survey, a great number of Vietnamese students whose level is intermediate or even advanced hardly use tag questions although they can adequately manipulate the form, usage as well as intonation when they are required to do so. Therefore, as an English teacher, a well-prepared presentation and a lot of intensive exercises and drills should be used in order to get students to apply them to real life situations. Besides the basic rules, some exceptions and complications should be introduced to learners so that they give a correct form of tag questions in no matter what conversation they have. More importantly, educators should help students recognize the importance of this grammar points in communication. Whenever learners know that tag questions are regarded as an extremely useful tool in daily conversations regardless of their complexity in the forms, meanings and intonations, they prefer using tag questions more often. For example, tag questions are not normal questions which are used for asking new information but powerful devices for addressers to confirm certain information, express uncertainty, facilitate and soften negative comments. Last but not least, owing to the complicated system of tag questions, Beardsmore (1970) recommends that the teaching should be undertaken from an easy to more difficult stage. The difficulties come on three levels including form, meaning, and intonation. To achieve a positive use of tags, the teaching should pay more attention to basic patterns and leave some anomalies to the end (p. 18). Another implication for English teaching and learning comes from the new results in complimenting and requesting. It cannot be denied that the gender difference plays an important part in selecting appropriate polite forms; nevertheless, there are other criteria such as age, social status, culture and relationship which communicators should bear in mind before making up their mind to use a certain politeness strategy. Accordingly, in their 1985 book, Tillitt and Bruder advise that in many cultures it is considered inappropriate to compliment babies while in the U.S it is common to say What a cute baby!. Moreover, when you are invited to a dinner in an English family, the host is happy to hear that you appreciate the food. Hence, you should compliment the food no matter how delicious the real food is. However, you do not need to compliment each dish separately. You can give a general compliment which is followed by a s specific one. For example, the meal was delicious, especially the lamb (p. 68). Additionally, based on many ELT researches into communicative approaches, Canale and Swain summarize that communicative competence consists of three components like grammatical competence, sociolinguistic competence and strategic competence. In their well-known work Theoretical Bases of Communicative Approaches, they write: In view of Chomskys (1965) strong claim that competence is to be associated exclusively with knowledge of rules of grammar, both Hymes (1972) and Campbell and Wales (1970) propose a broader notion of competence, that of communicative competence. This notion is intended by them to include not only grammatical competence (or implicit and explicit knowledge of the rules of grammar) but also contextual or sociolinguistic competence (knowledge of the rules of language use). Furthermore, Hymes (1972) explicitly and Campbell and Wales (1970) implicitly adopt the distinction between communicative competence and performance, where this latter notion refers to actual use (as cited in Canale Swain, 1980, p. 4) Therefore, I strongly suggest that the procedure of teaching and learning either compliments or requests consists of three following steps: Teaching and learning some possible patterns used in compliments and requests in line with the scale of politeness (from less polite to more polite and then to superpolite) Teaching and learning sociolinguistic competence of these patterns. Practising these patterns in real life exercise so that learners can get used to the patterns. As a result, they can use these politeness devices naturally. Lets take a clear illustration. Firstly, teachers ought to provide learners with the knowledge of requests especially the importance of indirectness of requests in maintaining politeness. For instance, the function, whom to request, what to request, how to request and how to reply to a request need to be presented in various situations in daily life. Next, social knowledge about how and when to use utterances appropriately should be given for Vietnamese learners to acquire sociolinguistic competence. In this way, they can know when to use some superpolite forms or when to use less formal language. After that, they are given some authentic drills to practice how to give and reply to a request appropriately. Conclusion In summary, this paper gives a view on politeness gender difference between Vietnamese male and female learners. The findings make a positive contribution in portraying the picture of both similarity and difference in the way men and women use polite language. It can be concluded that women are not always more polite than men in Vietnamese context. Many interesting insights; for example, the gender of the listeners is one of crucial factors influencing polite behaviors of the speakers are found in this research. Besides, language educators can know that Vietnamese students see politeness as an effective way to avoid conflicts and to save face in conversations. Lastly, Vietnamese leaners politeness strategies change with the relationship between addressers and addressees. In this case, gender becomes less significant factor affecting the change of interlocutors politeness strategies. Thanks to the result of this paper, language planners can know more about their leaners communicative competence especially in using politeness linguistic devices in the process of language teaching and learning. Gender Differences in Politeness Gender Differences in Politeness From my experience and observation in teaching English in a great number of mixed-gender classes, there is a big gap in the way men and women use a certain language. For example, when both male and female students are asked to discuss one particular topic, men interrupt women more often than women do. The differences lead me to the wonder whether or not there is a correlation between language and gender. In fact, differences in the way men and women use a certain language have been of interest in the study of sociolinguistics. Therefore, there has been an upsurge in discussions, seminars, journals and researches in gender-related differences. A lot of issues such as word choice, syntax and so on have been taken into account so as to portray how dissimilar men and women use a language. Not understanding gender differences when interacting in either formal or informal situations will result in communication breakdowns. In order to communicate effectively, communicators need to make use of some appropriate politeness strategies as speakers always hope to obtain the respect from the counterparts. Hence, based on a great number of theoretical bases and empirical studies, my paper examines gender differences in conversations in in terms of politeness. My review comprises four sections. The first part looks at the definition and the function of politeness. There is an analysis and synthesis of differences in the way men and women use politeness strategies in the second section. From some explanations for these differences in section three, I suggest some implications for teachers to help learners to avoid misunderstanding and misinterpretation in conversations by using politeness techniques in the teaching process. The definition, genres and strategies of politeness A multitude of researches on politeness have been carried out to explore and expand the classic sociolinguistic work of Brown and Levinson (1987), who state that it is important to avoid causing offence in communication by showing deference to other interlocutors. They consider deferential responses as forms of politeness to avoid communication breakdown between individuals (as cited in Meyerhoff, 2006, p. 84). From the above definition, I assume that the focus of politeness is on the hearer. In this way, tactful consideration of other peoples feeling assists to avoid some potential conflicts, to gain better understanding and then to achieve effective communication. Conversely, modern linguists consider politeness as proper social behavior. In ordinary language use, according to Geyer (2008), politeness is associated with civil or well-mannered behavior and with social attributes such as good upbringing, status and formal etiquette. In addition, Watts (2003) adds his idea to validate the current conceptualization of politeness. Politeness is not something we are born with, but something we have to and be socialized into, and of politeness are available (p. 10-11). Accordingly, Holmes suggests that making decisions about what is or is not considered polite in any community involves assessing social relationships along the dimensions of social distance or solidarity and relative power or status (Holmes, 1992, p. 297). In order to be linguistically polite, communicators should choose some proper expressions which show the degree of social distance and the status difference. Based on two aforementioned dimensions, politeness is classified into two different genres. Positive politeness which is solidarity oriented emphasizes shared attitudes and values while negative politeness involves expressing oneself appropriately in terms of social distance and respecting status differences (Holmes, 1992, p.297). In terms of the social significance especially politic behavior, Lakoff (1989) distinguishes three kinds of politeness: (1) polite behavior, which is manifest when interlocutors adhere to politeness rules, whether expected or not; (2) non-polite behavior, amounting to non-conforming with politeness rules where conformity is not expected; and (3) rude behavior, where politeness is not conveyed even though it is expected. (as cited in Kasper, 1990, p.208) It is advisable to use some proper strategies in order to maintain politeness between speakers and listeners in the conversation. Following the above notion of politeness, Brown and Levinson (1987) point out that some linguistic strategies need to be realized in language to minimize the risk of losing face. They outline four main super-strategies such as bald on-record, negative politeness, positive politeness, and off-record. Firstly, bald on-record strategies used in situations where the speaker has a close relationship with the addressee are direct and unmitigated. The next strategy is positive politeness one which is often utilized to make the hearer comfortable when communicators know each other rather well including using in-group identity makers, seeking agreement, joking, and raising common ground. In contrast, negative politeness strategies are chosen to avoid imposition on the audience through distancing styles like giving deference, hedging, questioning rather than asserti ng, and apologizing. Lastly, off-record or the indirect strategy explores conversational implicatures by using hints and involving irony. For example, a speaker may use a proverb A penny saved is a penny earned to serve as criticism You are always spending a lot of money instead of a piece of advice You should save money (p. 91- 227). Some politeness variations between men and women Differences in the ways that men and women use politeness language strategies have been one of the most important research subjects in sociolinguistic. Lakoff is one of the most significant scholars of gender-difference research for the past forty years. Her 1975 study into language and womans place plays a key role in launching the issue of gender-related differences in politeness. In her influential research, she concludes that womens speech sounds much more polite than mens sound in terms of linguistic forms like tag-questions and requests (p.17-19). In other words, in conversation females are more likely to use politeness strategies in their speech than males. One aspect of politeness strategies is that the speaker should not impose a viewpoint on other people. Thus a tag-question is a kind of polite statement in that it does not force agreement or belief on the addressees. Using tag-questions is a special linguistic feature of gender differences in politeness. Holmes agrees that in general the women use more tags than the men, as Lakoff predicts. She summarizes her findings in the following table after she carries out a research into a sixty-thousand word corpus containing equal amounts of female and male speech collected in a range of matched contexts. On the contrary, as it is clearly seen in the result that Holmes identifies that men and women do not use tag questions for the same purpose. Women put more emphasis than men on the polite or affective functions of tags, using facilitative positive politeness devices. Men, on the other hand use more tags for the expression of uncertainty (1992, p.320). In fact, women tend to consider tag questions as an indicator of politeness while men use them to express uncertainty in colloquial situations. The different conversational strategies of men and women can be analyzed in terms of compliments to demonstrate that women tend to be more polite than men. Like tag questions, compliments are regarded as exemplary positive politeness strategies as the apparently main function of compliments is to consolidate the solidarity between participants. The remarkable gender difference in politeness is the way women and men use compliments. From the obvious data given by Holmes (1988), it is clearly seen that women give and receive significantly more compliments than men do. Holmes does not only focus on the frequency of complimenting patterns but also the purpose men and women use compliments. Her study finds out that women generally perceive compliments as positively affective speech acts, while men may perceive them differently (Holmes, 1988, p. 451). This claim is supported by many well-known empirical works. There is a substantial body of evidence supporting the view that, in general, womens linguistic behaviour can be broadly characterized as afliliative or cooperative, rather than competitive or control-oriented (Cameron (1985), Kalcik (1975), Smith (1985)) and as interactively facilitative and positive politeness-oriented (Holmes (1984b, 1986), Thorne, Kramarae and Henley (1983)). Linguists describe womens contributions to interaction as other-oriented, and then come to conclusion that women regard compliments as positive politeness devices. Therefore, the assumption that women use more compliments than men is consistent with this orientation. (as cited in Holmes, 1988, p. 451) While many linguistic studies on gender and language agree with the hypothesis concerning that women are more polite than men, there are also some researchers who disagree. Based on the data drawn from voice mail messages in a legal setting, Hobbs argues that the frequency of male speakers negative politeness markers is roughly equal to that of womens whereas men prefers to use more positive politeness techniques than women (Hobbs, 2003, p.243). Hobbs collected 22 informational messages of which 11 were gathered from the males and 11were from the females to analyze the dissimilarities in the way men and women use politeness strategies. The findings indicate that the general claim about women being more polite than men turns out to be incorrect in the legal voice mail messages. Positive politeness strategies such as compliments, joking, claiming reciprocity, etc. were used almost exclusively by male speakers; only one female speaker used any of these strategies. Moreover, positive politeness was used only by attorneys; five of the six male attorneys, as well as the sole female attorney, used positive politeness in their voice mail messages. (Hobbs, 2003, p. 249) The research analysis mainly falls into two kinds of politeness including positive and negative ones. In contrast with positive politeness strategies which are used by the majority of male speakers, the 2003 study of Hobbs reports that men and women use an equal number of negative politeness strategies in their voice mail messages. Such strategies as thanking, taking blame and apologizing, softening the force of requests are frequently used by both male and female lawyers. (p. 252) Why women and men use differ in the way they use politeness strategies The commonly held belief that women are more polite than men in cross-sex conversations has been well documented in range of linguistic features from tag-questions to directives. This assumption enables innumerable scholars to undertake a number of researches to explain why this difference exists. Some researchers argue that innate biological differences account for gender differences in politeness while others place an emphasis differential distribution of power between men and women in society. First of all, dominance perspective is used to interpret gender variations in politeness. After OBarr and Atkins (1980) explore the complexity of the relationship between gender and language concerning with polite strategies, they find out that more females use polite linguistic forms than males in everyday interaction because they are more likely to be in lower-status positions.(as cited in Schiffrin, Deborah Heidi, 2003, p.549) Moreover, Edwards (2009) concurs that most explanations centre on womens allegedly greater status-consciousness. If women in the society are more status-conscious than men, they may wish to gain status by using more standard forms and polite strategies. Therefore, they are more aware of the social significance of linguistic politeness variables to make their speech a sort of surrogate status. If womens and mens speech differs because the status of the genders differs, then it is clear that large social issues of power and subordination are involved. As a subordinate social role implies less freedom of movement, greater insecurity, uncertainty and lack of confidence, womens speech is expected to be more polite than mens speech (p. 134-135). In fact, it is necessary for women to secure their social status linguistically especially through the use of politeness strategies. Thanks to politeness strategies in daily conversations, women avoid straightforward statements as politeness involv es an absence of a strong statement, and womens speech is devised to prevent the expression of strong statements (Lakoff, 1975, p. 19). Another answer to the questions why the way men and women use polite strategies varies is associated with the difference approach. This philosophy is mainly based on gender socialization. According to Edwards (2009), a great number of noticeable analyses of gender differences in speech reveal that womens features especially using greater politeness forms imply more about genuine facilitative and supportive desires than about insecurity and lack of confidence. In other words, men and women may use language for different social purposes, having been socialised in different ways from their early childhood. Women are traditionally expected to focus on personal relationships, experiences and problems in a supportive atmosphere in which networking is a key whereas men are more concerned with factual information often in a combative context. (p. 137) It can be clearly seen that two above theoretical explanations of gender-related differences in politeness are influenced from diverse philosophies. However, Weatherall (2002) discovers the connection of two assumptions by giving an obvious illustration. The interactional styles of women and men as co-operative and competitive, respectively, have also been viewed as reflecting mens powerful social position relative to women. Being polite and co-operative is likely to be most effective at promoting positive interactions for those who hold little power. (p. 80) Although these explanations come from two different strands of thinking, they have the same goal that is why in cross-sex interactions, polite strategies are used by more women than men. However, they are not an explanatory factor for Hobbs finding from his research. His surprising findings are elucidated by the social constructionist approaches. A social constructionist approach shifts the emphasis to language as a dynamic resource used to construct particular aspects of social identity at different points in an interaction. Social categories are not fixed but are subject to constant change; talk itself actively creates different styles and constructs different social contexts and social identities as it proceeds. (Holmes, 2001, p. 14565) For example, a woman may select linguistic forms contributing to the construction of a more feminine identity in a romantic dinner. Nevertheless, in a meeting she will linguistically construct a powerful identity, for she is a chairwoman. When interacting with her children at home, she may use linguistic forms so as to build a maternal identity. Therefore, the way members of a society use structures to construct proper events changes across the communication activities. The implication in a language classroom It is widely acknowledged that understanding the different polite patterns which women and men typically use makes speakers to achieve more effective communication. The fact that interlocutors make fewer attempts to involve politeness in daily conversations because they have been taught not to expect participation!, Stereotyping can have intense negative effects, especially The conception of gender-differentiated politeness use leads to some implications for language teaching and learning. The first implication for foreign and second language classroom centres on social power awareness. As an educator, we had better reduce the role gap between men and women by selecting materials that represent identity groups more equally, by reorganizing classroom interaction so that all students have the opportunity to talk and demonstrate achievement in their everyday conversations regardless of gender (McKay Hornberger, 1996, p. 261). Another implication for teaching focuses on gender difference in stereotype rather than on so-called dominance approach. Because womens interactional style is absolutely different from mens, the interaction between teachers and females students differs from males. While men consider conversations as negotiations to compete women regard as a social network to gain support. It is difference in interactional styles that teachers should take into account when they perform, monitor and conduct one certain activity in class. Due to their opposite viewpoint, teachers had better balance the number of male and female students when they ask students to cooperate to fulfill one task. A group of men is likely to be over-competitive whereas a women group tends to be more supportive. As a result, there will be an imbalance of arguments in a discussion or debate. Last but not least, teachers should design some tasks related to gender-related differences in politeness so that students can acknowledge what kind of polite linguistic form they use in a cross sex communications. It will result in a more effective interaction in their real life. Teachers help students to realize that stereotypes of womens speech cannot stay the same style from one activity to another activity. The question is that how and when male speech and female speech are similar or different depends on the conversational contexts, not gender. Conclusion As a result of womens liberation movements, researches on gender and language in politeness started dramatically in 1970s. During the past several decades, many investigators examine politeness variations between women and men in daily interactions. Based on many well-known studies of gender-specific language, this literature review leaps to the conclusion that women tend to be more polite than men through a range of differences in tag-questions, compliments, etc. Most of these linguistic forms are used by more females than males to maintain politeness in cross-sex conversations. Notwithstanding, there are some oppositions to this belief in sociolinguistics. Many researches into language and gender in term of politeness rely on three distinct approaches including dominance approach, difference approach social constructionist approach to give an explanation for these discrepancies. In summary, I have explored politeness variations between men and women and questioned the validity of the assumption that womens speech is more polite than mens. In an attempt to determine the truth of this statement I have concluded that in daily conversations, politeness is regarded as a social lubricant which helps to create rapport. Knowing the differences in polite behavior between men and women can be very helpful to achieve effective communication as well as to enhance relationship. Therefore, politeness plays an indispensible in todays modern world in which a lot of interactions take place at both personal and business-related level.