Upstream Teacher’s Book

:, . : l, I r. trrtr. r, tli ‘ i l 1 , :l t .:'1, i rl i l r i i l i l l i r i l . I -,) i i † i, i r i l i l. -L:VEil-iil'i-llUp,c'iireatrn Bl1+r:i Frnlotllii,sliar:-. el;olrdernl-ie-‘rlell t-tl,vel ectr::l'se1iol'letalrnerr: o,,i iiiileLEil(. ltir-sh l;†-. rllt,uu,U,:r â€Å"Bi†lieveri†Ã¢â‚¬ u'he a;iieii:l: seii'le-:s;,cpnnhnne. isE:rrt]jE,slr acii[†rriearl'lrilr'lg iavarit:tli o'f lffivef5l vyiiih p,'i:! ren'ted linernilced] uo6r,. ies lLnr unlits, [‘ir+v[jealiuil'er: † † n o o o o . , . ‘ rrar';et†y aultllerriiic li. hemc-lcels*el fl'*rrt a ‘†qrlde ul'li'cs, c'rl in {‘lve sol-,:r†ces, m*nluie:; ‘,lr:pies fi r,rariei: r:r†*ss.Anyway, we still had a great eveningand came away with the best impression. If you everget the chance to seeAlsou in concert, you should definitely go. Have you heard her new album? Wite soon and tell me what you think of it. Love, Alex (Para 3) what you liked and why tl l Introduction (Para 1) {ireetings. ‘t easons. fbr wuiliwg (Pan 2) singer/band you went to see (Pan 4) what you didn't like and why (Para 5) Conclusion recommendation b. Read letteragain. the WhatdidAlexlike/dislike aboutthe concert? Whatreasons/examples aregiven to support each viewpoint? (See Suggested Answers Section) 50 Replace underlined the adjectives adverbs the letterwith the following. and in oentertainingfabulous modern . . . wildly . complex heavenly upset. latest . . (See Suggested Answers Section) (1-4) Read extracts the belowthat review various events. in the missing Fill topic (A-D), sentences thensuggest othersuitable ones yourown. of (See Suggested Answers Section) -re opening nightof the Moscow State Circus in 3lasgow a huge was success. -he FarnboroughShow a bighitagain Air this was r'-cdf. 5 TherevieWpremiere that it was one of said the bestproductions the year. f 6 lt was sucha predictable/[email  protected] that shewasgivena standin g ovation 7 TomHanks received oraise hisrole/actor for in Forrest Gump. 8 The routinesand the positioning the of dancers stage are the responsibility a on of pher conductor/choreoq ra wassoimpressed the performance with I wentto cn Friday. have never to anything boring allmylife! in been so 6 Match items(1-5)to the nouns(a-e). famous frlm/television / live/studio/solo big/small/silver children's/fantasy / best-selling a b c d screen performance novel film ,it :roreographedIn my opinion, is definitely horror silent feature / / . lEId-l . ,,',t :ut – there was nevera dull moment. The :'ogramme was well-arranged and well_ i ro m ffi m . i e actor l I + 4 -he new exhibition had nothingto capturemy ‘nagination. I stronglydisagree with the critic ‘highly ,vho wrote, I originaland entertaining' . nink complete the opposite true! is lm[uaffi r#w$eMf$ -iie ringmaster an excellent had of sense humour :rd the crowd enjoyedthe spectacular show. In â€Å"ry opinion, the highl ight the whole evening of ,,,'as when the monkeys escaped the crowd! into n Backg round information ‘1989 Theexhibition/theatre openedin Thedance company/band formedin 2001 . earand takes The Air Show runseverysecond p l a c en . . i Descriptions Thesoundsystem was excellent. Thevenue hadgreatfacilities. The lyrics were greaVpredictable. Thelighting wassuperb/dreadful. Thecastwassuperb/amazing/very talented. General comments/opinion Don'tmiss itl It'swell worth seeing/going to. You really mustsee/go/listen it. to D r , W e . * ‘ e r , r i † ‘ : ‘ ‘ $ Underline correct the word. 1 Shakespearesometimes used plots/ programmes ancient plays from Greek Even though I don't usuallygo to see blockbusters/multiplex, I reallylovedMission lmpossible. Tolright, ballerinaSylvie Guillem will be appearing/peform! y the role of Clara in The Nutcracker. The success a playcomesdown to a good of script/lyric and a good director. Yourturn 7 ‘gn Using language t he above, writea letterto a you friendreviewing something attended (e. 9. recently art exhibition/the opening a of (100-120 newvenue a concert) or words). Use the ideas belowaswellasyourown. (See Suggested Answers Section) . name/time/olace of evento cost o whatyouliked it about . whatyoudidn't about like it . final thouohts recommendation and 51 All in a day's work Vocabulary Practice Jobs people for a living? Whatdo these do Lookat pictures underline correct the and the worc. dentify jobs from the descriptions what the of the peopledo. ptlar 1 Thisperson flies aerop,anes. yourcarto thisperson be repaired 2 Youtake to mechanic 3 This person takes care of sick animals veterinarian Thisperson works in an officetyping letters answering phone the andarranging meetings secretary This personwill help you investmoney i† companies. stockbroker Thisperson controls movements aircraft the of airtrafficcontroller This persondesigns pagesfor the Internet. web-designer 8 Youpaymoney thispe rson a shopor bank to in teller 9 Thispersonhelpschildren and families whc haveproblems. ocial worker 10 Thisperson giveyou the keyto your hote will room. deskclerk/receptionist Complete the exchanges with verbsfrom the list. o promote . apply o dismiss retire . resign o 1 A: So,areyou goingto apply the job? for B: No. I don'tthinkl'm suitably qualified it. for 1 doctor/ scientist 3 librarianteacher / 4 carpenterplumber / 2 A: lan is goingto resign. B: Really? Why? job. A: He'sfounda better-paid 3 A: lf this projectis successful, manager my will promote me. B : G o o dl u c k ! 4 A: l've stillgot sixyears aheadof me beforeI retrre. B : H a n g nt h e r e l i 5 A: I've heardthat the company will dismiss peoplenext month. everal B: Oh, no. Any ideawho? 4 Fill thecorrect in response thelist. from o . o . Somehodv thesack. nnt Let's it a day. call going, The wayshe's She's workinq been around clock. the 1 A: I can'tworkanymoretonight; very I'm tired. B: Soam l. Let's it a day. call 2 A: lt'smidnight and Ritaisstillat the office. rired. nals . TATq 7 Cross oddoneout asin the example. the 1 2 3 4 5 6 salary, wages,}kWpay gain, earn, win,ftd profession @*Frâ‚ ¬rc, job, career, under-paid, poorly @+-Fd-d, paid, overuyorked boring, repetitive Eeatr4[uninteresting, business, uDise*qf! , industry, companyB: What's going on? She'sbeen working around clock. the 3 A: Didyou hear what happened morning? this B: Letme guess. got Somebody the sack. 4 A: Didyou seewhat Katedid thismorning? B: Yes,I did. Theway she is goingshe'llget fired. Ings. )y In :raft. rnet. )ank. who lotel 5 Complete text with phrases the fromthe list. Youmayhave change formof the verbs. to the . workovertime beherownboss workfor . . . a successful . career workfromhome . beemployed setup . self-employed . Phrasalverbs 8 Fillin: go, corry, put,fall,look. 1 A: Can you please put me throughto Mrs Lucas? please.B: Justa minute, 2 A: I can't remember what time my meetingis IOmOrrow. B: Why don'tyou lookthro ugh yournotes? 3 A: Mike,if you carry this project throught'll promote you to headof the department. B: l'll do my best, sir. 4 A: Why are you so upset? Thingscan't be that bad at work. B: You say that becauseyou don't know what I haveto go throughevery day. 5 A: He'safraidthat his olansto start his own business fallthrough. will B: lt'snatural himto feelthiswav. for he n ) rr it. Sheila has 1)a successful career with a large ocsmetics company where she 2) has been miinloyedas a senior marketingmanagerfor the threeyears. es,t Although she is quitesatisfied with iltner she sometimes feels that her work is not 1ob, mtroreciated, especiallywhen she has to 3) work ur*'srtirne. is now thinkingof 4) setting up her She mmnr business that she can 5) be her own boss. so Sl'reilila thinksthat she would be happier6) working vt:ri'rhome,even though she accepts that people lt[ldr-rto 7) self-employed are less secure than are tltqrse who 8) work for a largecompany. 6 Choose bestwordto complete jo b the the adverts. ‘il[@ havea 1) vacancv/space a young, for dynamic lager nnd hard-working studenVgraduate lead our 2) to pawing sales forcein the London you area. eader As ,ffi,ril responsible 3) team/group he for development and 4,|educationtraining and you will 5) reply/repo[ ffrrectly thecompany to Sales Director. Do youwilling work6) changes/shifts? youenjoy to lFe 7) happiness/satisfaction challenging of solving problems/questions Sl without9)control/Supervi5ion] are you 10) oractical/handy? you have a Do ‘yes' 11) licence? youcananswer to lf deanltiOy driver's questions, we would to hear fromyou. tr:ese like then Nord Formation 9 Complete sentences thecorrect the with word derived thewords bold. from in 1 Thepolitician gavea verydistorted version of even$.DISTORT 2 He admittedthat the government had made someveryregrettable mistakes. REGRET 3 The prime minister promisedto be more to responsive complaints the future. in RESPOND She thanked her husbandfor his cari ng supportat a verydifficult time. CARE The ministerresignedbecausehis position was no longer defendable DEFEND rtt{,ttfh 300storesnotionwideBookWorldis now over fnrnly estoblished the No,l bookshop the UK, os in lf idou ore 12)sfimuloled/molivoled, commified, trS) ombitious/rulhless enjoysucceeding on ond in exciting fost-poced work 14)locotion/environmenl, we wont youl No previous15) skill/expeliengE rcquired,WE WANT YOU 53 Grammar Use in Conditionals Replace with r,vhen if where possible. 1 .. †¦Ã¢â‚¬ ¦. lf thisdoesn't work. he'llbe in trouble. 2 when lf he is in a bad mood. it is betterto stayaway 3 .. . †¦.. lf you don't havetime today, you can finishthe reporttomorrow. 4 when lf l'm tired. I can'tconcentrate all. at 5 when lf Jason for asks a raise, he'llget it for sure A: What'swrong? B: l'm runninglate. lf I don't get (noVget) thereon time, the meetingwill start (start) withoutme. A: Why aretheseflowers Jane's on desk? B: lt's her birthday. (remember), A: Oh no. lf I remembered (buy) her a present, I would havebought too.A: Thisis a beautiful neighbourhood. (find)a flat for rent here, B: I agree. I find lf I will move(move)in right away. A: Why is Peterso stressed out? B: He has a meeting with the marketing manager. Wheneverthey meet (meet), theyend (end)up having argument. an 7 A: Unless Liamshows(show)up in the next fiveminutes, Johnson firing(fire)him. Mr is B: Oh, no. ls he lateagain? 8 A : Youhaven't saida word all morning. B : l'm verybusywith this report. You know,I would finish(finish)it fasterif you hel (help)me. A: No oroblem. 2 Match the phrases to phrases to make 1-8 a-h full sentences. m m m m m H Etr lf Johnhadgot up ten minuteslater, asses French Unless Yvonne her exams, job, lf Paul found a better-paid lf Mr Black calls, Unless Katefinishes letters 5 pm, the by lf you seeFrank, lf Bobhadn'tbeenso nervous, lf Jane's colleagues were morefriendly, Etr a she'llhaveto do someovertime b he would havedonebetterat the interview. c han s out tosether outside the };:†-r,O d he would resign the spot. on e he would havemissed bus. the f askhim aboutanyvacancies the company. in I shewon't get into university. h tell him I'm out for lunch. Wishes 4 Read what the mansays make and sentences asin the example. 1 | don't havetime to meetJacktoday.I wishllfonlyI had timeta meet JGCktad6y. 2 | can'ttake anydaysoff work thisweek. I wish/lfonly I could take some days off thisweek. 3 | lostmy passport. I wish/lf onlyI hadn'tlostmy passport. I didn't followyouradvice. I wish/lf onlv I had followed your advice. l'm very stressed out. I don't know how to relax I wish/lfonly I knew how to relax. am so stressed I out. I didn't know Marywasin town. I wish/lfonlyI had knownthat Marywas in town. 3 Puttheverbs brackets the correct in into tense to complete exchanges. the 1 A : Do youthinkI should apply thisjob? for (be) you, I would apply (apply) B : lf I were right away. A : Congratulations your promotion. on you! lf I get (get) t he job, I won't B : Thank (leave) company. leave the 54 7 | don't haveanyfriends. I wish/lfonly I hadsomefriends 8 | ate too much. I feelsick. I wish/lf onlyI hadn'teatentoo much. 4 She is going to write a coverletter. Shecan sendit with her CV. (to) She is going to write a coverletter to send with her CV. job. Shewants Shewantsto find a morning to. have moretimeto spend with herchildren. (in order to) job in orderto Shewantsto find a morning spend moretime with herchildren. Shehasboughta new suit. Shewantsto make a good impression interviews. s to) (so at Sheboughta new suitso as to makea good impression interviews. at Readthe letter and completethe exchanges using verbs their the in correct tense. N, I )ed )eor Steve, i'm sorrgobouttheotherdag. I wishl 1) hadbeen fre) here seegou. f ontggou2) totd(telDme to :tot UouwerecomLng earlier, 3) woutdhave | :langed (change) schedutel mg Thereason whg I wasn'thereis becouse decided I :i go to a conJerence. lt washeldin the most ;:nozingplo celI wishyou4 hadseen (see)it! | ion't meon thot it wasexcetlent because inJoctit was oppositel the Nothing seemed workproperLg to ;nd thespeokers wereterribLe. ishI 5) never I teord (heor)oJthe event. lt wosa comptete wasteof rnteondmoneg. Angwag,6) witttelt(tetD | gouotl sboutit the nexttlmeI7) see(see) gou. Which reminds when gouthinkgouwittbe me, do L,n town agoLn? l 8) were(be) you,l 9) wouldwrlte IJ (write)a date[n gourdiary now. If gou10) sent kend) methe inJormotion email. , I promise bg then I (bd here, not running to sittg 1l) woutdbe ond olf conJerences! A[tthe best, -nrls Sentence transformations 7 Complete second the sentence that it so means same the first. Useno morethan the as threewords. Celiais upsetbecause didn't get the job she at the advertising agency.Celia wishesshe had got the job at the advertising agency. She is savingmoney because she wants to attenda seminar. Sheissaving moneyso asto attenda seminar. lf she doesn't attendthis seminatshewon't be considered the job. for She won't be considered the job if she for doesnot attendthis seminar. Shecan't moveout because can't afford she to payrent. lf she could afford to pay rent, she would moveout. She didn't take her brother'sadviceso she didn'tfinda job in London. lf she had taken her brother'sadvice,she would have found a iob in London. Clauses purpose of 5Join pairs sentences thewords the of using in brackets, in theexample. as 1 Faye wantsto find anotherjob. Shewantsto (in havea biggersalary. order to) Fayewantsra find anather in arderta hsvea jab bigger sulary. Shearranged seeher manager. wanted to She to askfor a pay increase. (with a view to) Shearranged seeher manager to with a view to asking a payincrease. for Sheis updating CV. Shecan useit to apply her for a new job. (so that) Sheis updating CV so that shecan useit her to applyfor a new job Reading (1-4) all looking newjobs. Read a. Thepeople are for theirdescriptions underline keywords. nd the Michael has had severalwell paid jobs. Now, he wouldliketo use his psychology degreein a job that he people's can improve lives. Geoff has always liked making things to entertainhis children. Sincelosinghis job as a. teacher he has been lookingfor a way to turn his hobbyinto a career. Susan first noticedher flair for writingwhen she won a creative writing competition at school. However, career a poetis not her as going verywellandshe must a find newjobto paythe bills. Brookeis currently workingin an publishing office for a company, but she dreamsof a lessordinary life.She wants to explore new places and help protect the environment. (A-F) b. Read job advertisements anddecide the whichjob wouldbe the mostsuitable each person. for There two you don'tneed. are ^ – -: † @ rTour Guide – ExploreAlaskaLtd A lifeof adventure you awaits inAlaska. Explore Alaska is Ltd looking guides leadsmallgroups tourists for to of through the Alaskan wilderness to oromote and conservation the in area. No previous expe rience requiredas on-the-job is training be provided. will Applyin writing William to Seward, Explore AlaskaLtd, 3 Primrose Ketchikan, St, Alaska, AK 99950-3365.CardsWriter – Comic CardsLtd Can you say it with style? Comic Cards Ltd wants writers with wild and witty imaginations. Salaries are good for those who can come up with catchy lines and lots of laughs. Email John Keats at www. comiccards. co. uk. j G—Cu. egiver – Spring Lake Retreat Do you have the qualitiesto help people with mental illness lead rich and rewarding lives? Spring Lake Retreathas an excellent success rate in dealingwith mental illnessand we are lookingfor caregivers who can approachthose in need with respect. For further information Florence 01484627 895. call on ookingfor a trainedanimalpsychologist work with our to collectionof wild and exotic animals. ldeal candidates should have a degree in veterinary medicine and a backgroundin psychology. Applicationforms are available from HumanReso urces Dept,Dunstable Zoo, Bedfordshire, Toy Designer- Lullaby Toys Plc Film Extra – Talent Inc Wantto be in the movies? TalentInc is lookingfor peopleto takepafi in a Hollywood that is beingshot herein London. film The work requiresa great deal of waiting around. Although therecan be no guarantee you will appearin the finalfilm, that you may see yourself ne)d to a major star.For more information, callSandy on01292364 807. Want to bring a littlemagic into young lives? Lullaby Toys Plc is lookingfor an imaginative designer toy to expand our range of educationaltoys for children under7 yearsof age. The idealcandidateshouldhave experience toy designand a passion education. in for Tel. Jov Fischer 02646738 991. on (See Suggested Answers Section) ^l 4l E th to )y to )n /e n. Writing (a letter of appliration) Getting started 1 Read rubric underline key the and the words. Then,answerthe questions that follow. You have come acrossthe following job ad ;; g in the localnewspaper and you want to rpply for the job.Write your letter of ff † application. ‘*†Ã¢â‚¬ - â€Å"†Ã¢â‚¬ - –‘ ii'l . b candrivea car @ takena coursein photography ,,. ,s1, @ good organiser e speak English German and f workedasa photographer for the school newspaper workedasa shopassistant *r,i:l;lZi2i and @ energetic sociable Let's look closer 2 Read application letters & B andwritethe A paragraph number nextto the headings the in listbelow. . . . o . opentng remarks/reason(s)for 41 writing closing remarks 45 age/qualifications/experienceA2 otherinformation A4 personal qualities ffi B1 85 82 84 83 fi il I Do you wantto get out and seethe world? ou Are interested photography? in lf yes,thenyou couldworkon a cruise ship! Weare looking a photographer for who'salways around to takememorable photos ourpassengers wellas of as developand sell the pictures. equipmentis All provided thecruise by line. lf interested, contact Elliot 089g-7g6756 via Mr on or , email at _. andwe willarrange a job interview. Portfolio necessary. DearManager, E What kind of letter do you haveto write? a letterof application 2 Who is goingto readyour letter? Mr Elliot 3 Should stylebe formalor informal? the formal 4 Tick( /) in the list of pointsbelowwhat yor. shouldinclude your letter: in . . . . . . yourfavourite subjects school at yourqualifications anyprevious experience a description yourappearance of your personal qualities yourplans the summer for What do you think the successful candidate should like? be a artistic @ friendly c canng In: a modelling @ adventurous @ sociable f sporty 6 Forthis job someone would needexperience to the W Hil l'vedecided dropyoua lineabout job you advertised thisweek's in online edition Ny of Magazine Teens. for student l,mquite and gooo at fu t ana 2O-year-old takingpictures.Two yearsago I took a one-yearcoursein photography and l,ve workeo as a photographer ourcollege for newspaper. worked l,ve part-time a shop as assistant a pho tostudio, I at too. wantto study photographyUEL some l,m at and day sure l'll work as a professional photographer for National Geographic. English German My and aren't badeither. p t haven't worked professionally before l,m but surel'd be goodat the job. I am veryfriendly and outgoing. I love travelling and seeingdifferent places. I canprovide reference in which Also, a letter previous my employer I'ma goodphotograpner says andthat youcancounton me.I canshowyoumy workanytimeyouwant. p* | won't be doinganything JulyandAugust. in We have holidays so I canworkwhenever our then youwant. p- Voucanget in touchwith meon 0g657345 or at [email  protected] com.. Let soon meknow ! Allthe best, /ro**a Laura Hirsch c workingwith youngchildren 7 What qualifications would someone need in orderto be considered this iob? for @ tatingpictures iear Mr Elliot, p I am writing to apply for the position of ;)r3tographer which was advertised this week's in :r ineed't'onof NY Magazine Teens. for p t am a 2O-year-old student. Two yearsago I iir3l

Company Assessment

We have examined the characteristics of the organization of graduates, retention rate, and persistence that will help students graduate and pursue employment in their field. We evaluated each students program from Associates, Bachelors, Masters, and Doctoral programs at Argosy university. The most significant cause of fault is the students first semester. As a result, if a student can make it pass their first semester, then the chances of them continuing In the program Increases dramatically.The research shows that the over the last two years student enrollment has dropped. As University we want to encourage students to graduate from our school with their diploma and have them employed with in the first year of earning their degree. The report states that people are unaware of the university and we want to Increase the amount of awareness about the school. Numbers are on the rise but it is not the numbers that we want to be. Consumer knowledge needs to be increased about the Universi ty and establish a reputable reputation.Argosy University latest decision was put forth by the Research and Development department. They evaluated the report to focus on target marketing of highly populated areas. This report assesses the challenge to bring in new students and increase the awareness of the university. The new direction of the University over the years to come is to increase the amount of student body and graduates. Interviewer – Interviewee – Value of a Team Environment: Admission Representatives, 2 Academic Counselors, 2 Student Finance Counselors and 1 manager.It is their Job to help enroll each student into class, make sure their Financial Aid is correct, and to make sure that each student is prepared for the first class. The team works well together with communication and helping each other tit information that is needed for the student. Depending on the circumstance of the student it can impact the way the team is operating. For example, a student can be missing information on their Financial Aid, they can be in default, or they might not be in contact with the Admissions Representative. The biggest they lack is new ways to open up the opportunity of the Admissions Representatives.It all starts with the Admissions Representative. If the AR is in a bad mood then he or she could lose the students interest right away. It is important to keep up the motivation of each AR in order to increase enrollment. Because the Admissions Representatives are not allowed to receive compensation for the amount of students they enroll. It is pure determination that allows someone to succeed because there is no reward for the AR. Each person has a different need and it is up to the manager to see what motivates each employee to become successful.According to the article, The Value of Teamwork, by David Tenant, â€Å"The talents that are brought from others in different areas of the company strengthen a team. Plus, by working together to form th e team's objectives, approach, and planning, they will generally become a cohesive unit that an also adapt and change as new challenges become apparent. It is through this mechanism that teams are surpassing individual performance within companies? and companies are taking notice. † Recommendation: It is important that everyone on the team communicates properly.Make sure that everyone is communicating by e-mail or even in the meeting that are set up everyday. Create a checklist that needs to be filled out and initialed by each team member, to make sure that the student is moving through the process efficiently. Have the manager go to each person, individually, and see how the student is moving wrought the process. This will help everyone be into the details and it everyone will be in communication of the process. Job satisfaction of the employees: When it comes to the satisfaction of the employees, there is a stand of 50/50.While the majority of employees love their Job, they sometimes feel overwhelmed, stressed, or even feel overlooked for some of the positions. People want more responsibilities and they want to feel like they are contributing to the team. Some of the employees help out the manager by running morning meetings, setting up charts, and assisting other employees when needed. There has been a resent layoff and some employees are worried about keeping their Jobs. Ryan's tells his employees to stay focus on the student, what their fears are, get to know them, and see how we can assist the student to get into college.When we focus on the confirmed need of the student, we realize how we better assist them obtain their degree. One of the ways that Ryan makes sure that his employees are happy at work doing something different, employees don't feel like they are doing the same monotonous routine. So sometimes they will have mini trainings, play games, or a reassert chat. The breakfast chat can be about anything they want. It took a while for the em ployees to trust Ryan but they started to come around and have been building great relationships with all of his employees.Recommendation: Have a meeting with each employee and ask them what they would like to change. If people are tired of the routine, then have an appreciation day for your employee. How does the company communicate change: In this industry company changes happen all the time. It is sometimes communicated in big group settings, small meetings, e-mails, or in the morning addles. Recently there was a change in structure of the amount of Directors that are in the position. They went from 8 Directors to 4. Even though the change impacted only a certain amount of employees, it however reduced that position by 50%.It required more work by the other Directors but it was a change that needed to eliminate the â€Å"dead weight. † Efforts made to motivate your employees: There are many way s to motivate an employee so that he or she is willing to do their Job. Ryan ta kes this part of his Job very seriously and he takes great interest in his employees. There are four things Ryan takes to heart as a manager, he takes interest in the future of his employee's career, in their work-life, listens, and helps them anyway he can.Ryan says, â€Å"In order to have great employees, you need to have a genuine interest in all of your employees. It has worked and it has generated results. † Manager's who take interest in their employees, generally have people who are not willing to put fourth the extra effort. I believe that when you have a manager, like Ryan, who really cares about you, not Just an employee but as a person, you aspect them more and you are willing â€Å"to go the distance† if they ever need you too. My suggestion for this topic is to talk to your employees.Everyone has a different intrinsic and extrinsic type of motivation. It is up to the manager to seek out each employee and see what his or need may consist of. I think that hi s falls in line to getting to know your employee. You might find out things you never knew about them, simply by doing a one on one. Assistance offered in helping your employees to deal with stress management: This is a very high pressured Job and sometimes it can get overwhelming. That is why to make sure that you commit yourself to doing a one on one with each employee.If you find yourself in a situation where someone is not reacting well, then you as a manager, need to address that situation. Everyone is different and it is up to you as a manager that you handle the situation properly. One way to get an employee out of the stress is to have them get up and take a walk. This will help them calm down and then get back to the work at hand. Taking walks is a great way to relieve stress. It gives you the opportunity to breathe and focus on what is important. This is why we have breaks in the workplace.Take advantage of your breaks and try not to think of work. This will help you reset and focus on the rest of your day. It is important to know your role as a manager and how to help people succeed. If people are not succeeding then maybe you are not doing your Job as a manager. A great manager knows his or team and they help people who are managers who helped me through the tough times, I work harder for them than anyone else. References: The Value of Teamwork By David Tenant, conference's. Org/gemmed/ DVTTheValueofTeamwork. PDF

The Duchess - Mnage trios and Morality Essay Example | Topics and Well Written Essays - 1250 words

The Duchess - Mnage trios and Morality - Essay Example The film "The Duchess" directed by Saul Dibb based on Amanda Foreman's biography of the controversial socialite Georgina Cavendish, the Duchess of Devonshire, entails her very remarkable yet infamous marital arrangements for which, the most interesting moral conflict with regards to marriage can be drawn and is best suitable for further analysis. In the film, Georgina Cavendish (played by Keira Knightley) was portrayed as a fashion-oriented and gambling patron yet intelligent and politically-inclined woman later unfortunately entrapped in marriage with William Cavendish, the 5th Duke of DevonshirIndeed, a handful of reasons can be assumed in modern times as valid justifications for her to separate from her husband. Such include the various sexual affairs of the Duke, one of which even bore an offspring whom Georgina cared for as her own, her misery being that her role as a wife was deduced to her capability of bearing a son, and last but not the least, his husband's affair with Lady Elizabeth Foster, the closest friend of Georgina to which was described in the film as Georgina's "sole comfort". The affair seemed to be beyond sexual reasons since the Duke refused to banish Lady Elizabeth upon Georgina's knowledge of the affair and even insisted that she live with him despite Georgina's presence in the residence. This is where the moral conflict arises and it is best described in the phrase of mnage trios.Mnage trios literally means household of three in French... Despite the already miserable situation, the Duke refused her agreement for separation in order for her to legitimately start a relationship with Charles Grey for whom she had genuine feelings for. Even worse, the Duke threatened of banning her from seeing her children if she continued to see Grey. Georgina chose to be with her children however, she was apparently pregnant with Grey's daughter. In the end, the Duke decided that Grey's family should take the responsibility of raising the child for which Georgina was only able to visit in discretion. The story of Georgina serves as an inspiration and leads us to assess whether an individual's passive approval of a marital arrangement of mnage trios is morally right or wrong for the sake of being able to live with one's children. We shall do so through the differing Immanuel Kant's theory on morality in his written work entitled Foundations of the Metaphysics of Morals (1785) and John Stuart Mill's work on Utilitarianism (1861). But before we move on, we should clarify that the point of debate that in upon agreeing with the marital arrangement, Georgina was unable to live with her daughter fathered by Grey in return, since Georgina was able to see and visit, therefore to be with, the child though in discretion. Immanuel Kant is known for being "completely un-utilitarian"3 because of his "..rejection of satisfaction of desires as a ground for morals4". In addition, he believes that the basis for actions to be moral is its aspect of obligation because men are capable of reason stating further that "..reason's proper function must be to produce a will good in itself.."5. Moreover, an action should not be based solely upon the use

A Profession Undergoing Rebirth -Transformations in the Quantity Essay

A Profession Undergoing Rebirth -Transformations in the Quantity Surveyor's Role - Essay Example The quantity surveying surfaced in England as early as the eighteenth century. Cartlidge (2002) describes in his book those beginning years, where the quantity surveyor acted for the master tradesmen, measuring the work after completion and usually submitting final accounts to the building owner.As a consequence of these activities, it more and more became the habit of building owners to have work performed under contract and to call for bids before any work was undertaken. A process, therefore, developed whereby specifications and drawings were given out to selected master builders, who would then present proposals for the total price rather than a group of prices from master tradesmen. Builders soon realized that it would be more economical for them as a group to employ one surveyor to measure quantities for all of them. They could thus split the cost of the surveyor, acquire a similar bill of quantities which made sure that they would all be tendering on the same basis. Later on, the building owner realized that it would be to his own advantage to hire and pay the fees of the quantity surveyor (Willis and Ashworth, 1994). The quantity surveyor thus transformed to a consultant. The traditional function of the quantity surveyor has been defined by Cartlidge (2002) as a measure and value arrangement. Still practiced by some, the old, conventional role prepares estimated ballpark figures of the initial costs of the building using a single price method of valuation. The design would only then be developed by the architect when the cost was suitable for the client. Afterward, bills of quantities for tendering purposes would be created, progress payments would be quantified, and a final account would be prepared on the basis of the tendered documentation. Although the process was essential and vital, it was obviously also mainly reactive. In the 1960s, cost planning services were included in the selection of tasks carried out by the quantity surveyor, in order to avoid tenders being received that were over the budget (Egan, 1998).

Blending learning and ICT systems Essay Example | Topics and Well Written Essays - 1000 words

Blending learning and ICT systems - Essay Example It is has been applied to help meet the needs of the large number of students and teachers, and has been a vital component of the most successful integration of the uses of ICT. This kind of learning offers a real opportunity for the creation of learning experiences. These opportunities can ensure that right learning objectives are achieved and the right place for each and every person involved. This is not just at their places of work, but also in schools and by extension even at their homes (Willems, 2013, p.29). The most important question about this system of learning is on how to mix the two approaches in order to be able to obtain an effective course and training. The fundamental points that would guide this process include: the definition of the content of the curriculum to be covered; definition of the parts of the content to be performed in the traditional way and that which should be covered using the ICT systems, and the definition and extent of the ICT tools and techniques to be implored (Dias, Diniz & Hadjileontiadis, 2013, p.59). Having worked out these aspects, blended learning would allow for the maximization of the course effectiveness and this would be through matching the best methodology for each of the verified and defined course parts. Face-to-face classes, a typical traditional methodology, and technique, would be suited for classroom activities such as coaching, feedback on activities, exercises and paper-based tests. These often require the physical and social interact ion between the students and their teachers for them to be effective (Dias, Diniz & Hadjileontiadis, 2013, p.63). E-learning, on the other hand, works better for such activities that include application exercises, interaction between the students themselves, online coaching, chats and instant messaging and online feedback and assessment. The use of these techniques requires some computer based training and the application of such systems as iPods for the

Financial measures Essay Example | Topics and Well Written Essays - 500 words

Financial measures - Essay Example Financial measures are the traditional ones for evaluating operating performance, benchmarking competitors, and comparing industry results. To determine whether a company is profitable, profitability ratios like return on equity, return on assets and net profit margin may be used. Other companies or competitors normally use the same ratios also so that comparison and benchmarking are possible among companies (Meigs, Meigs & Meigs, 1995). However, it does not mean that non-financial measures are not useful since normally they are the underlying explanations of the difference in performance measures. To illustrate in the case of two similar companies in the industry, it is possible that one has more revenues or higher profitability than the other does. What could explain the difference between the two companies may be in the more loyal and active sales force of one company over the other. Upon investigation, it can be found that personal objectives of the workforce or people of the mor e profitable company are tied with the corporate financial objectives. The human resource contribution, which is basically non-financial, is normally not emphasized in the financial statements but they could constitute the competitive advantage on one company over the other company. After knowing that a company has more loyal and hard working sales force, the same company could sustain profitability or further the advantage and that makes the non-financial measure very useful. Of course they are other non-financial measures such as better customer service, better attendance of employees in meeting, zero absences in important activities, timely submissions of reports by concerned employees or departments (Streetdirectory, 2010). The advantage and disadvantage of each measure can be drawn from the example given. Financial measures are readily measurable and are closer to measuring attainment of measurable financial objectives. It is easier to

Theoretical Framework Essay Example | Topics and Well Written Essays - 250 words

Theoretical Framework - Essay Example It provides clear and general guidelines that represent how things between different phenomena relate Conceptual framework has been used in the study of the counselling psychology (Clarkson 1996). The study sought to find out the relationship between various variables that included psychology, psychoanalysis and counselling and drew a general conclusion about the relationship of the three. To arrive at the decision, the study was based on literature sources and incorporated other sources of information such as personal experiences, clinical data and observations and knowledge from supervising. Incorporation of a variety of variables for study in the study made the study assume the conceptual framework study. The study revealed the relationship between a number of forms of psycho-therapeutic endeavour and their importance to therapeutic relationship. The inferences drawn from the study shows the differences between psychoanalysis, the psychology applied in counselling and psychotherapy. The effects and results of each one of these forms of therapy are compared to determine its effects on a person. Literature review on the topic and application of actual study to relate documented information and the actual findings in the field makes the study take a specific mode of study, and thus the conclusion that the study was more of a conceptual framework rather than a theoretical study. The use of flow charts to show ideological patterns and graphs to show study results is prove of the conceptual framework used in the study. Facts about psychology, psychoanalysis and psychotherapy are arrived at after a thorough investigation by sampling techniques (Clarkson

Unit 5 Science Individual Project Essay Example | Topics and Well Written Essays - 500 words

Unit 5 Science Individual Project - Essay Example It is a well known and reported fact that the current population of the world is more than six billion and a half billion and it is only increasing on a daily basis (CIA, 2007). This increase is certainly putting a strain on our food resources, availability of fresh water, distribution of energy resources, health services, education services and many other problems that are being faced by developing nations (BBC, 1999). Sadly, the situation is also worst in developing nations while many developed nations may have to face the problem of falling population rates, a growing number of elderly and not enough people in the workforce (King & Elliott, 1996). Of course there must be something that can be done about it and the United Nations itself has made many different recommendations to developing countries to help them achieve some level of control over their growing populations. However, it does appear that we are fighting a losing battle since the population of the world is still increasing and it is showing little signs of stabilization. In fact, at our present rate of expansion the population of the world has been estimated to rise to eleven billion humans by the end of this century (BBC, 1999). This is clearly unacceptable since we do not have the present technology nor the availability of resources to feed even the present population and a rise of almost hundred percent could only reduce our ability to handle the situation. If we do not control population increases and also do not drastically work towards providing an acceptable standard of life for the rest of the world we are simply heading towards disaster and conflict between the haves and the have-nots. The highest recommendation which can be made is to create awareness and educate people about the population situation. The UN is already working towards establishing programs for

Case study Essay Example | Topics and Well Written Essays - 2000 words - 20

Case study - Essay Example A happy workforce is better equipped to contribute constructively to the shared goals of the organization for higher work performance as psychological well-being is associated with the psychological well-being of the employees (Cropanzano & Wright, 2001). Dowling, Festing & Engle (2008, p.120) assert that each worker is unique with feelings, emotions, expectations and frames of references that is distinct to him/her. Consequently, individuals or employees require constant reassessment, evaluation and capacity building within the work context in order to meet the new challenges of time. Scholars reveal that within work environment, workers experience different physical, social and psychological influences that impact their work place behavior and subsequently their performance. The issues have to be addressed with innovative approach that considerably enhances their work satisfaction. Case study of Stockington branch of Superbrand, a leading retail organization of UK is undertaken to analyze factors that influence employees’ behavior. It is one of the leading chains of supermarket in UK with focus on food items. It has more than 1000 medium and large supermarkets and around 450 convenience stores. It has a wide range of products ranging from exclusive to low cost products to meet the requirements of different demographic segments. It is renowned for excellent customer service and quality products. The Stockington branch is facing some difficulties for the last nine to twelve months. A new supermarket in the town has put pressure on the sale. Currently it has employed 31 managers supervising 500 strong workforce including permanent, part-time and temporary workers to meet the demands of fluctuating numbers of customers. It has weekly turnover of  £1m. The branch has 6 departments with checkouts department having maximum numbers of employees, high absenteeism and lowest satisfaction level. Grocery department

Essay Example | Topics and Well Written Essays - 500 words - 114

Essay Example A journalist, writer, researcher, or reporter who is guilty of either plagiarism or fabrication betrays that trust because the reading audience relies on the writer, implying that what was written was original, contributed to the discussion, distilled it with his thoughts and ideas, and gave a new insight for the benefit of readers (Seife, 2013, p. 5), and committing plagiarism or fabrication is mortal sins in terms of its professional ethics. However, it must be conceded that any code of ethics has shades of gray (ibid.) and more so in writing as there is no â€Å"canonical code† for journalists; this is because it can boil down to judgment although those who are in the profession know there is a dividing line and when they had crossed it. This is where the normative code of ethics comes in; a group of journalists and reporters know they have an explicit code of conduct to follow and abide by. This particular sector in society has their own peculiar language (lingo) which only members can understand, and this includes a standard when it comes to its professional ethics not to commit plagiarism or fabrication in their stories. It is indeed a tricky minefield on what constitutes plagiarism or not; in any case, people know when they have committed it or not. Ethics can be quite subjective in the sense it depends on the times and the context in which the ethical rules currently operate. Rules against plagiarism are quite strict when applied in the academic world. This is the assurance by which professors can objectively evaluate their students; otherwise, the students will not learn and the teaching environment will not be conducive to the whole learning process. In this regard, the cheating scandal at Harvard University can be considered from the viewpoint of the second definition of what constitutes normative; in this sense, it means value judgments. A lot of students who were

Applied linguistics Essay Example for Free

Applied linguistics Essay Linguistics, though one of the youngest behavioral sciences, has a background extending over several millennia. During this period scholars with various interests have concerned themselves with language. Some of the most readable treatises on language were produced by the Greeks and Romans, such as Plato’s Cratylus and Quintilian’s advice to an orator. Much of our terminology was devised in the course of this earlier concern. Any of introductions to linguistic cannot, therefore, limit itself to one school; rather it must present the general principles applied in the study of language. A knowledge of earlier studies of languages in particularly important at a time when the vigorous transformationalist school has affirmed its relationship with traditional grammar. Any discipline is based on earlier work, though scientific schools are rarely capable of advancing their subject on all fronts. Thus, nineteenth-century linguistics made particular advances in phonetics and historical linguistics. In the first four decades of this century linguistics contribute especially to refinements in phonological theory, while collecting data on exotic languages. Subsequent linguistics have devoted themselves especially to syntactic study and to the interrelations between linguistics and other behavioral sciences. Since the tempo of scientific research is being speeded up, it is not surprising that the transformationalist school is already becoming fragmented, with some of this member focusing on semantic study. This century therefore has seen a shift in emphasis from phonological to syntactic to semantic studies. At the same time, linguistics has become closely involved with the sciences specializing in human behavior. It is difficult to present in an elementary text all of the concerns of linguistics. Moreover, since linguistics is an empirical science, any elementary text must include a great deal of linguistic data, that is, examples of spoken language. The data included must be taken from the native languages of students. For a pedagogical treatment one must select material carefully because of the richness of language; therefore data from other languages can only be given as supplements to that of English. But students should use every opportunity to collect and study data from other languages as they acquired adequate techniques for assembling and analyzing linguistic material. In order to gain control of linguistics, the data of language must first 1. 1Aims for descriptive linguistics Descriptive linguistics aims to provide an understanding of language by analyzing in its various uses. Generally descriptive linguists deal with one language at a specific time, such as contemporary English. But to gain perspective, they also examine others, preferably those having different structures, such as Chinese, which lacks all inflections, or Japanese, which adds inflections in a regular manner, or Eskimo, which may combine the entities of a sentence into a word-like sequence. Linguists also draw on studies of human behavior; psychology for an understanding of the mental processes involved in the use of language; anthropology and sociology for an understanding of man’s behavior in the contexts in which man uses language and from pertinent fields of other sciences are formulated in grammars. This book is an introduction to the aims and procedures of descriptive linguistics, presenting at the same time some of the contributions of that study to the understanding of language. Like other behavioral sciences-for example, anthropology-linguistics is confronted with two major task is to acquire an understanding of the various languages spoken today or at any time in the history of man. To achieve an understanding of any one language is a great task, as the inadequacy of our grammars many indicate. Providing descriptions of the 5,000 or so languages in use today, as well as future; we may illustrate the extent of the work that needs to be done by noting that the most widely translated book, the Bible, has been translated into only just over a thousand languages. Many of these languages are little known; others are almost completely obscure. But even without knowledge of many languages and with only a seriously inadequate understanding of many others, linguistics must set out to fulfill task number two; to comprehend language as a phenomenon. This second task of linguistics will be our main concern. We will illustrate the aims and procedures involved in carrying out this task by talking our examples primarily from one language, English. As in most linguistic studies, the unit of language selected for linguistic analysis here is the sentence. Speakers of every language speak in sentences and interpret sentences as units. If they are literate, that is, if they display language by means of writing, they divide these units into segments; any English sentence is marked off first by punctuation marks, and is then broken up into words, which are further segmented into letters. Linguists also analyze sentences into smaller segments, as we will see, but with greater rigor than the general speaker. The aim of this linguistic analysis is to understand how speakers construct and interpret any selected sentence and eventually to account for language as a phenomenon of human behavior. Speakers of a language have the remarkable capability of constructing and interpreting sentences they have never encountered before. The sentence A machine chose the chords may have been produced here for the first time; yet no speaker of English has any difficulty interpreting it. Linguistics seeks to determinate the basis of this capability. In carrying out such study, a linguist is investigating human behavior. Linguistics is, accordingly, a behavioral science. Like other scientists, a linguistic limits his concern. A full understanding of any sentence would involve some knowledge of man’s mental processes-how language is stored in the brain, how it is perceived, how it is directed by the brain. Understanding any sentence would also involve knowledge of the society in which the sentence is produced-how for example; any speaker could assert that a nonanimate machine might select some arrangement of tones called a chord. These requirements for understanding language in detail call on so many sciences-biology, psychology, anthropology, sociology, among others-that specialties haven arisen within linguistics itself, notably phonetics, psycholinguistics, and sociolinguistics. Thorough linguistic descriptions are fundamental to all such specialties, and accordingly descriptive linguistics is the basic discipline of linguistics. In descriptive linguistics various procedures have been devised to arrive at grammars, that is, to produce descriptions of a given language. For most purposes a linguist deals with the sounds of a sentence, using earlier example A machine chose the chords may indicate why the linguist uses transcriptions. Through various historical accidents the spelling sequence ch is used for three different sounds in this sentence: as in sheen; as in catch; [k] as in kiss. Unless a linguistic description identified these different sounds, an investigator of speech perception would be misled. As the transcription indicates, a linguist may also note a vocal patterning of the words that is different from a written patterning of the words. The indefinite article a may be as closely linked in speech to the syllable as is the second syllable of machine; the plural suffix in chords is [z] after [d], rather than [s] as after [t] in courts. In studying relationships of this kind, a linguist is not simply trying to sort out sounds, but he is also trying to determine segments that are grammatically significant. But like all scientists he must limit his goals and deal with one problem at time. As John R. Firth says: The study of the living voice of a man in action is a very big job indeed. In order to be able to handle it at all, we must split up the whole integrated behavior patter we call speech, and apply specialized techniques to the description and classification of these so-called elements of speech we detach by analysis. This book is an introduction to such techniques. In keeping with Firth’s statement, it presents these techniques in a sequence determined by pedagogical principles. Students acquiring these techniques must not assume that the sequence in which these principles are presented reflects directly the structure of language. In many ways Chapters 1 to 7 may be viewed as preliminary; a knowledge of their contents is essential for an understanding of the subsequent chapters, which deal with the procedures by which linguists attempt to understand language as a â€Å"whole integrated behavior pattern†. 1. 2The study of Language as a System of Symbols To achieve an understanding of any language, we rely heavily on an examination of our own language. But to put our own language into perspective, we need to contrast it with one or more other languages; for this purpose in this book we will primarily use Japanese. To survey the procedures of a linguist, we may examine any simple utterance, such as â€Å"Could you please tell me where the station is? † This sentence could be pronounced slowly or rapidly, with some effect on the transcription; we may record one utterance of it as 1. 2. 1Historical Linguistics We could study the sentence â€Å"Could you please tell me where the station is? † in two ways, either by examining its construction or the history of its components. If we were interested in a historical approach, we would note the form of the component tell, for example, in order English, which would be Middle English tellen, Old English tellan. We could relate Old English tellan to Old High German zellan, which became New High German zahlen ‘count‘, and even to other forms. Through such comparison we would note (1) differences in sound: English t versus German ts; (2) differences in form: English tell with no infinitive; (3) differences in meaning: Contemporary English tell is no longer used with the meaning ‘count’, as the German verb is, though (bank) teller preserves this meaning. The study of the development of language is referred to as historical linguistics. Historical linguistics presupposes a thorough description of the stages of development of the languages being studied. For example, a historical grammar of English is based on descriptive grammars of Old and Middle English as well as New English. Descriptive linguistics is therefore a prerequisite for historical linguistics. 1. 2. 2Descriptive Linguistics Dealing with the sentence â€Å"Could you please tell me where the station is? † we note again the inadequacy of the English spelling system for indicating the actual sounds of the language. On the one hand, the symbol e represents various sounds, as in please, tell, me, where. On the other hand, the same sound is spelled differently, as in please, me; the station. Moreover, there are important signals, such as the variations in stress, indicated by [‘? ~], and in pitch, indicated by, which are not represented in the English spelling system. Accordingly a transcription is essential. For Japanese as shorter comparable sentence is: For the Japanese sentence a transcription is even more essential than for English. Since conventional transliteration systems are close to usable transcriptions, we may follow one of these, the Hepburn system, in citing Japanese. Transliterated according to the principles of the Hepburn system, the sentence reads â€Å"Teishajo wa doko desu ka†. Comparing these two sentences, we can equate segments in English with those in Japanese. Any such segments that are recorded as independent entities in dictionaries we can call words. Of the English and Japanese segments station corresponds to â€Å"teishajo†, where to â€Å"doko†, and so on. The words station and â€Å"teishajo† are clearly oral symbols that correspond to things in the world around us. In somewhat the same way, all language consists of symbols. Japanese â€Å"doko† ‘what place’ is a noun, virtually as concrete as is station. But where we feel is less concrete; we interpret it not as a symbol with reference to things in the world around us but rather with reference to a set of possibilities in the linguistic system. An even less concrete symbol is the English pattern of pitch, as marked by which corresponds to the following contour: This intonation pattern contrasts with others, such as one with a final rise, which corresponds to the following contour: In the contrasting set of English intonations indicates that the speaker is marking a serious statement; indicates that the speaker is making a serious statement; indicates that he is expressing doubt. If someone asks the question â€Å"Where is the station† using the intonation pattern, he is seriously concerned with obtaining the information. If he uses the pattern, he shows incredulity; the meaning is? ‘Or how could you ask me where the station is? (We’re standing right in front of it. ). ’ The intonation pattern is then a symbol, much like a word. Other symbols are even less concrete, such as word order. The arrangement â€Å"You could tell me† contrasts with â€Å"Could you tell me†, and the contrast in order symbolizes different meanings to speakers of English. In this way language consists of symbols, some of which may be readily related to things in the outside world, other merely to other potential patterns in the language. It is through such symbolization that we can use language to communicate. Through symbolization language has meaning. 1. 3Symbols Determined by Relationships We have noted above that the functions of symbols are determinate by their relationships to other entities in the system. The meaning of station is circumscribed by other words possible in the same context: airport, school, supermarket, and so on. The meaning of â€Å"Could you tell me† is circumscribed by other possible arrangements, such as â€Å"You could tell me†, and so on. Throughout language the functions of symbols and the significance of linguistic entities are determined by their relationships to other entities in that language. And example from the simplest segment of language, its sound system, may provide an illustration. In English we have a variety of t sounds. Initially before stressed words, as in top, t is followed by a puff air; the typical pronunciation could be transcribed. After s as in stop there is no such puff of air, and the typical pronunciation could be transcribed. In spite of this difference in sounds speakers of English consider the two entities the same; in Chinese or Hindi, on the other hand, and are considered different. Identification in each of these languages results from the interrelationships of the sounds with others in the same language. In English and never occur in the same environment. There is on the one hand no word. (A preceding asterisk is used in linguistic texts to indicate entities that are not attested. ) There is also no English word. In contrast with some languages, such as Chinese and Hindi, the two sounds and never distinguish words in English. For this reason English speakers are not aware of any difference between the ts of top and stop. The two sounds are classed together in one set; they are varying members, or allophones, of the same phoneme, or sound class. The significance of two ts for the speakers results from their relationships in the English sound system rather than from the physical differences themselves. Japanese provides a further illustration. It too has a [t] sound in its phonological system, as we may illustrate with the brusque imperative from mate ‘wait’. But if the t stands before u, as in the indicative matsu, it is followed by an [s], in much the same way that the t of top is followed by an [h]. To understand the Japanese change of [t] to, you can compare the English pronunciation with for nature. For the Japanese the two sounds belong in one class; a Japanese speaker is no more aware of the physical difference between the two sounds and than an English speaker is of the difference between and. Again, the important consideration is relationship. A Japanese speaker always uses before [u], never; on the other hand, he always uses before [e a o], never. What seems different in another language is classed as the same because of relationships. In support of this statement about the patterning of languages we may note the behavior of speakers when they hear a different language. As with many terms referring to sports and recreation, Japanese borrowed touring from British English. Hearing the vowel as u, they interpreted the word as. From within their own phonological system the relationships between [t] and are such that they are exchanged automatically because of the following vowel. These examples of the role of sounds in language may illustrate how a symbolic system has values determined by relationships rather than by physical entities. The relationships, to be sure, are linked to physical entities. But from the externals alone, or, as they are often called, the overt, or surface, phoneme, we do not determine the value or the significance of the entities. Since the value depends on interrelationships that are not obvious on the surface of language, we refer to the essence of language or of any symbolic system as its deep or underlying structure. In examining languages as symbolic systems, comparisons are often made with simple communication systems, such as traffic signals. In these relationships are determined by color: Red means ? stop? , yellow ‘caution’, green ‘go’. Other characteristics of a given system of traffic signals are noncentral: Some systems have red above green; some have a larger lamp for red; the exact hue of red, yellow, or green may vary. Drivers take their signals from none of these nonessentials but rather from the relationships between the three colors; those of longest wavelength are interpreted to mean ? stop? , whether they are exactly 700 millmicrons in length, or whether the number of millimicrons varies slightly. In the same way a speaker of English identifies tin by its difference from pin, kin, thin, sin, and so on. The entities of language that convey meaning are called morphemes, units of from. The values of morphemes are determined by their relationships in any given language. English has a contrast between could and will, which yields a different meaning in â€Å"Could you please tell me? † as opposed to â€Å"Will you tell me? † The meanings may be determined from the patterns in which these morphemes occur. But again, relationships are central. We do not say *Must you please tell me? Although the sequence â€Å"Must you tell me? † is possible. The impossibility is determined by the relationships between please and must, which simply cannot co-occur in questions. It may be difficult to specify the meaning of must and please in order to demonstrate why they cannot co-occur in such sentence. But a native speaker of English simply does not form such a sentence. He knows the possible relationships of each word, and these relationships do not permit such a combined use of must and please in questions. In this way the word relationships determine their meanings. In sum, the meaning of any entity in a symbolic system results from its relationships with other entities; the total of such entities and their values make up a symbolic system used for communication, or a language. As with traffic signals, the reference of the entities is determined by agreement in a social group using the same language. In natural language the agreement results from convention. When we acquire our language, we learn the uses of its morphemes and words. But a symbolic system using other entities and other conventions may also be devised. Examples can be found in the colors of heraldry, which retain their meanings for flags, or in a selection of flowers, which has meaning in literary works such as Shakespeare’s. A simple example is given in Longfellow’s poem on Paul Revere. Two meaningful symbols were prearranged: One lantern in the church tower meant that the enemy was coming by land; two lanterns meant that they were coming by sea. Using lanterns, a symbolic system consisting of two entities, would be cumbersome; after the system’s single use Revere’s system was maintained only in literary tradition. But for a computer two entities, a positive and a negative charge, permit a sophisticated communication system; for these entities can be manipulated somewhat more readily than lanterns. In this way, symbolic systems of various types may be devised to effectively convey meaning for specific purposes. Human systems, in spite of surface differences that provide obstacles to communication, are alike in using entities of sound in various arrangements to convey meaning. To understand the operation of language, we must apply procedures that permit the discovery and description of, first, the surface structures of language and, second deep structures or underlying principles of language. An introduction to descriptive linguistics must discuss these procedures, although it is chiefly directed at indicating the results obtained in using them and at discovering the principles underlying language as a whole. 1. 4Discovery Procedures of Linguistics In setting out to describe any language, a linguistic collects a sample of data. His usable date make up a corpus, which he then analyzes for its entities of sound, form, and meaning. Since the phonological analysis is simplest to discuss, we deal with it first here to demonstrate linguistic method. In our illustration we may start with the earlier example â€Å"Could you please tell me where the station is? † To determinate entities in a given language, a linguist selects such sentence patterns, or frames, and explores various possible substitutions, for in determining possible substitutions, he determines the significant relationships. In order to be certain of avoiding error, the linguist should use entire sentences, for example, â€Å"Would you please tell me† versus â€Å"Could you please tell me? † or â€Å"Could they please tell me† versus â€Å"Would they please tell me? † and so on. But manipulating entire sentences is cumbersome; accordingly linguists generally use single words and look for contrasts among them. They are particularly concerned with pairs of words, such as pin versus bin. Any two words, or sequences, contrasting phonologically in only one item are called a minimal pair. In beginning an analysis of a new language, therefore, a linguist may point to objects, write down the phonological notation for them, and then proceed to describe the system of relationships he has found. Or if the informant, that is, the native speaker, is bilingual and the linguist knows one of the languages, he may use a list of everyday words to elicit the words of the unknown language. A simple substitution English frame may be taken from win. Segmenting from this frame the element ____________in, a linguist may attempt to find all possible sequences of initial consonant. For English he would eventually find the set in Figure 1: Figure 1 Since the initial entities contrast with one another, also in other substitution frames, such as ____at, they may be interpreted to be significant. The frame ______at in Figure 2 would provide further significant entities. Figure 2 As these words and the blank spaces suggest, eventually twenty-four contrasting consonants would be found for English. To describe these, their uses, and the sounds of any language, a linguist must deal with the study of speech sounds in general. This study is known as phonology. If the linguist deal with Arabic, for â€Å"Where is the station? † he might be given the sentence ‘the station where? ’ In this sentence he notes sounds that are not significant in English: [? ], the glottal stop;, a pharyngeal spirant; and the underlined sounds. To be prepared to deal with the sounds encountered in any language, a linguist must have a general understanding of speech sounds. The study of speech sounds is known as phonemics. Phonetics and phonemics make up the two subdivisions of phonology. In addition to sounds and phonemes a linguist looks for contrasts of form in language. An answer to the question â€Å"Could you please tell me where the station is?† might be Take the street over there. Another answer might be: This bus takes you directly to it. Examining such contrasts, a linguist finds sets like take, takes, took, taken, taking and compares them with similar sets, such as pass, passes, passed, passed, passing; sag, sags, sagged, sagged, sagging. Analyzing these, he finds central forms _____take; pass, sag ___and varying elements, for example, s, n, ing. There is a fundamental difference between phonemes and these elements, for the latter carry meaning. We cannot, for example, state meanings for the two elements of win ____w and in. But we can for take, pass, or sag, and for the following s, which has the meaning ‘third person singular subject’. Such entities that have meaning are called morphs; a class of morphs is a morpheme. For example, {Z} is the third singular present morpheme in English. Morphemes may have varying members, or allomorphs, like in passes, [S] in takes, and [Z] in sags. In studying the morphemes of language we must determine the entities and their arrangements. As for such study in phonology, we find suitable frames and determine entities that may occur in them, for example: A machine chose the chords. An accompanist chose the chords. A director chose the chords A machine chooses the chords. I choose the chords. Clearly, a language contains many more morphemes than phonemes. The study of morphemes is therefore highly complex. Various labels have also been given to the study of morphemes and their arrangements. The study of the forms themselves is often called morphology but also morphemics. The study of the arrangements of morphemes, words, and phrases in sentences is called syntax. A name used by some linguists for referring to both is grammar. But there are problems with these labels. The terms â€Å"grammar† is widely used to include phonology as well as morphology and â€Å"syntax†. For some linguists the two labels seem to have separated forms and their arrangements unnecessarily. Some linguists then use the name â€Å"syntax† as a label for both the study of forms and their arrangements. Because of these differences in usages, students will have to determine the use of these terms among individual linguists. In this book â€Å"grammar† will be used as a general term to embrace the study of sounds, or phonology, and forms, or morphology, and  their arrangements, or syntax. Morphology, as is traditional, will refer to two types of study of forms: inflection, which deals with the changes in large closely structured sets of words, such as the parts of speech; and derivation, which deals with smaller, less readily definable sets, for example, retake, takeoff, and so on. The elements detached and described in phonology are merely markers of meaning; those detached and described in morphology are carriers of meaning. Additional procedures are necessary to deal with meaning. These procedures are traditionally applied to words, which are defined for their meaning and listed in dictionaries or lexicons. Yet dictionaries primarily list synonyms, defining one word in terms of another, for example, horse as ‘Equus-caballus’, or where appropriate, though illustrations. Webster’s Third New International Dictionary includes illustrations to help define horse and other selected items, such as soup plate. But the illustrations are limited; there is none, for instance, for antelope. And for some words, for example, abstraction, dictionaries would fins illustrations difficult. Moreover, dictionaries do not deal with meanings conveyed through differences in intonation, for example, Horse? Horse! To deal with meaning in a general way, as is done with sounds, some universal criteria must be devised, such as features of meaning found in many languages. Some features of meaning are animateness or nonanimateness, human or nonhuman, male or female, and so on. If semantic features like these were used in definitions, users of a dictionary would not need to know the language for which it is written to determine meanings. The dictionary would accordingly be more general but also more abstract than are contemporary dictionaries. Semantic analysis for features parallels widely used phonological study of this kind, but it is just in its beginnings. We do not yet know whether there is a set of semantic features that universal in all languages. When such analyses, whether for sounds, forms, or meanings, are carried out, they must be done separately for each language. We have noted that corresponds to a phoneme in Chinese and Hindi, but in English it is only a variant of /t/ before stressed vowels. As another example we may note Italian . This is found in Italian before [g] as in lungo ‘long’ _____compare the in longer _____before [k] as in banca ___compare the in bank _____but not in other environments. Elsewhere, [n] is found. Accordingly in Italian is a variant of /n/. Its position in the Italian phonological system may be illustrated from the behavior of Italian speakers learning English. English words ending in, such as long and bang seem impossible for them, so they pronounce them with final [g], that is. To maintain the they moodily its phonological environment so that it is the same as in Italian. An example from syntax to illustrate the necessity of analyzing each language for its structure may be supplied by German. In German the sentence I see your car is â€Å"Ich sehe Ihren Wagen†. Comparing the two, one may assume that in both languages the verb (see and sehe) follows the subject when the latter is initial in sentences. But from modified forms of the sentence, such as I often see his car and If I see his car, the different syntactic principle of German becomes clear, for these sentences must read â€Å"Oft sehe ich seinen Wagen† and â€Å"Wenn ich seinen Wagen sehe†. These sentences demonstrate that the principles of word order in German are quite different from those in English; the position of the verb is not related to that of the subject but rather to other possible entities in clauses. In German independent declarative clauses the verb stands in second place, but in German subordinative clauses, it stands at the end. Accordingly the arrangement if the forms, and their significance, must be determined separately for English and German, as for every other language. Each language must be investigated independently for its patters of syntax as well as its phonological characteristics. Similarly, meaning relationships must be determined separately for each language. English know corresponds to German â€Å"kennen† when it has an animate object, to â€Å"wissen† when it has an inanimate object, and to â€Å"konnen† when the object is a skill, like a language. We cannot equate English know with these, just as we cannot equate English with Italian. Because of this property of language, we must analyze each language in terms of its own structure. 1. 5Formulation of Results: Display of Description In the course of the study of language the formulation of descriptions has become increasingly compact and precise. Before the development of linguistics sounds of language were often presented in alphabetical order in grammars in the Western tradition. But contemporary descriptions of language follow a linguistic format. Vowels are not listed in the sequence a, e, I, o, u but rather in accordance with a chart reflecting their linguistic significance. The consonants also are presented in accordance with their articulation: the labials p and b, dentals t and d, velars k and g, and so on, as illustrated in Figures 1 and 2 for _____in and ______at. Similarly, the syntax of a language is presented systematically and compactly. Rather than discursive statements like â€Å"A sentence is made up of a subject and a predicate†, a compact formula may be given, for example:. These formulas are called rules. For the initiated they make a description very precise; the symbolization, however, must be mastered, particularly the abbreviations and the use of signs to indicate relationships. Such grammatical formats may resemble mathematical essays. Yet the information in the rules, however compact, simply corresponds to descriptions presented in more discursive grammars. Far more fundamental than such externals is the underlying design of a grammar.

Going to College Essay Example for Free

Going to College Essay Going to college really does open a new chapter in everyone life, the beginning of new friendships, opportunities and growth. As a college student, a new student will be introduced to new areas of interest, broaden his vision of possibilities, establish and accomplish goals, develop lifelong friendships and define him or her in ways that he can imagine. Anyone on Earth already asked, or will ask himself where he would be in 10, 20 or even 30 years down the road. It is hard enough imagining what his life is going to be like in a year or two. Questions like â€Å"Where do you want to be today, tomorrow and in the future?† might be hard ones for young teenagers, who just graduated from high school. Attending college will help anyone answer those questions, develop a realistic plan for accomplishing his goals, and equip him with the knowledge and skills he will needs to see his goals through to the end. We usually assume that a college degree is necessary when it is not actually. We can also noticed that, because we place so much emphasis on degrees, people who have not attended college think of themselves badly, and this lack of self-confidence can really impede their success. There are some people for whom the college is actually not the best way to learn. However, a college education is an opportunity for everyone to learn what he loves. A new student can actually take the time to enjoy learning what he is truly passionate about. If he is interested in a variety of things and he is not sure where to focus, he can take his time to try them all. Nobody should look at college as a long-term contract that he is not going to be able to get out of once he starts. Anyone should feel like he needs to decide on a major area of study before starting college. College is a time for everyone to test himself, explore his interests, see what the possibilities are, and to see what he can achieve. Most other students attending college are going to be in the exact same boat . There are also a variety of resources, provided by most universities, to help anyone through college, including academic advisors, professors accessible on campus, tutoring academic support, full-time counseling staff and more. While the prospect of attending college may seem a bit daunting and even suffocating, a graduated high school teenager should not forget that he will still get to live his life. He will be able to participate in a variety of extracurricular activities, social groups, maintain a job, or even pursue a career while completing his studies. He may even find that college ends up being much more enjoyable and fulfilling than he ever expected. There are additional reasons as to why it is important to go to college. When students experience a post-secondary education, they have the opportunity to read books and listen to the lectures of top experts in their fields. This stimulation encourages students to think, ask questions, and explore new ideas. So, â€Å"why should you go to college?† The reasoning does not begin and end with the job aspect. A good education is beneficial from many different viewpoints. If any teenager is still asking himself why he should go to college, it is important to remember the significant amount of opportunity available for college graduates. The global economy is becoming increasingly more competitive, and in order to give him the best chance for a well-paying job, he must first understand the importance of college education. Attending college provides students with the knowledge and experience they are unable to receive from a secondary education, and finding a way to fund a higher education now can pay off in a huge way in the years to come.

The Pursuit Of Gender Equality Theology Religion Essay

The Pursuit Of Gender Equality Theology Religion Essay Though no tradition can be considered representative of all religions, this essay will focus on Islam and whether it should be considered bad for womens development and the pursuit of gender equality. Although focussing on Islam, it will become clear that there is no single manifestation of this religion and, therefore, some interpret it in a way which is bad for womens development. The recent shooting of 14 year old Malala Yousafzai for promoting the education of girls in Pakistan is one of many shocking occurrences used by the Western media to paint a sombre picture of women in Muslim countries (BBC 2012). The essay will begin by demonstrating that the literature surrounding this topic leads us to assume that there is one model of womens development and one model of Islam and that the two are at odds. Next, it will argue that this assumption is the result of Islamophobia and more specifically gendered Islamophobia which has increased since the September 11th attacks (Zine 2006). Ge ndered Islamophobia relates to the negative stereotypes presented by Western media and institutions of vulnerable veiled women (ibid.). The primary purpose of this essay is to demonstrate that Islam has been considered bad for womens development because it seems to contradict Western ideas about gender equality, but that this is only part of the picture. It will highlight the fact that there has been a rejection, from within Islam, of the fundamentalist Islamic perception of women. It will argue that Islam has the potential to be good for womens development as Muslim women have been establishing new spaces of discussion and opportunity within their religion and are fighting against the negative stereotypes placed upon them. In recent decades, the Western perception of Islam has been almost entirely influenced by the increase in what the West describes as Islamic Fundamentalism. Although I acknowledge that views within the Western world are not uniform, the term will be used to describe the mainstream political and developmental discourses on Islam and Muslim women. Fundamentalism is a delicate term which refers to the conservative, apparently misogynistic interpretation of the Quran and the enforcement of Islamic law, Shariah. Shariah has increasingly been used to justify the oppression of women in all areas of their lives and child marriage and the veil are two of the more visible examples (Othman 2006; Hopkins and Patel 2006).The conservative interpretations of the Quran directly oppose traditional Western development discourse, exemplified in the universal aims of the United Nations (UN) Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and Millennium Development Goal 3 (MDG 3) to Promote Gender Equality and Empower Women (United Nations date unknown a; United Nations date unknown b). Feminist notions of womens rights based on equality between men and women are central to the development of women and bills and policies such as CEDAW and MDG 3, regardless of religion. It is clear that this Western approach is at odds with the treatment of women required by some conservative forms of Islam. This leads to the assumption that Islam, as a whole, is a definitive barrier against womens access to human rights, such as the right to freedom, the right to education and the right to safety (United Nations 1995a) and is therefore bad for womens development. However, the views traditionally held by the West are criticised for a variety of reasons and are, in fact, thought to be detrimental to Muslim women. Western policy depends on a simplistic and over-generalised version of Islam based on the culturally-rooted traditions of the dominant minority which are seen as the defining feature of this religion. It therefore employs secular, feminist ideals in order attempt to free women from this supposedly patriarchal religion (Tomalin forthcoming). Although some Muslims are fighting against the veil, others challenge Western ideology and defend their right to continue with what the West would conceive as radical Islamic practices. They claim that the Western model itself has created oppressive roles for women by reducing women to their physical appearance and they believe that they could choose to cover themselves in order to be defined by their brains, not their bodies (Afshar 2000.) They challenge the generalised Western notion that the veil is an unequivocal sign of oppression and argue instead that they are examples of a womans agency over how her body is to be represented, which frees them from sexual objectification (ibid.). They view any opposition to this choice as an attack on their civil liberties and human rights (Critelli 2010). Nevertheless, this approach does not challenge the root problem of the objectification of women. These women are merely resigned to the fact that gender relations will always be based on sexuality and it is up to women to sacrifice their freedom in order to be protected from men. This does show, however, just how complex Islam and Islamic culture are and highlights the need for dialogue and cooperation rather than simply viewing Islam through a western lens. Islam is unlike religions which have developed in the West, such as Christianity, as it has no one authority that monopolises religious meaning (Barlas 2004). It is a multifaceted religion which draws on more than the culture and traditions it is famed for and the Quranic scriptures and legal interpretations of Shariah law also play crucial roles in the lives of Muslims. Islam cannot easily be conceptualised and, therefore, Western institutions fail in their attempt to do so in such a simplistic way. The absence of a critical attempt to come to terms with Islam as a heterogeneous tradition in development discourse, and the universality of bills such as CEDAW and MDG 3, deepen pre-existing inequalities and strip Muslims of their own vision of womens rights (Bradley 2011).Traditional feminist development appears to offer no way to achieve human rights and wellbeing for women other than through the Western model, which implies that women in the West are liberated and Muslim women are tr apped. This approach is destined to fail since it alienates Muslim women who may be equally against radical ideologies but are not willing to reject their religious identity (Jawad 1998). Some Muslims view traditional development as a threat to Islam and this has produced increased hostility towards Western institutions (Adamu 1999). It is counterproductive to continue to view Islam in this way, as it will only ever be portrayed as a negative force against women and prevent any meaningful cooperative action from being taken. Although there is a tendency to misrepresent or ignore Islam in the field of development, some organisations are beginning to engage with this religion. Oxfam is a secular organisation that arranged two workshops in 2004 and 2006 to determine the opportunities found within Islam (Hopkins and Patel 2006). These workshops confirmed that the stereotypical portrayals of Muslim women as helpless victims often make them invisible in the process of development. Moreover, international human rights treaties are viewed as a display of Western arrogance and are dismissed for being culturally irrelevant and incompatible with Islam (ibid.). Therefore, Oxfam is approaching development through the eyes of the recipients and use quotes from the Quran to try to prove that their vision of womens rights and equality are compatible with the teachings of Islam. In addition, the secular organisation the Womens Action Forum (WAF) in Pakistan is increasingly engaging with conservative versions of religion, as they consider this the only way to truly promote change in Pakistan (Pearson and Tomalin 2007). Including Islam in their fight for womens rights shows that they are engaging with women on their level and in a language they understand, rather than undermining their culture using Western, secular methods. Both Oxfam and WAF are open about this engagement being a strategy. However, it is not clear whether they are doing so because it is the only way to undermine the oppressive dimensions of Islam, or whether they actually believe that Islam can contribute to womens rights. Nevertheless, it is clear that both of these organisations understand that issues of faith and gender are intrinsically linked and that to criticise Islam as bad for womens development, would be to ignore the reality of Muslim womens lives. The notion of Islamic feminism is used to describe the way in which women are using aspects of their religion to counter the Islamist patriarchal interpretations of conservative Muslims and the gendered Islamophobia these have created in the West (Kirmani and Phillips 2011). Islamic feminists reject the imposition of Western, secular approaches which they see as reflecting imperialist ideologies. They believe that they have the right to participate in an understanding of Islam and that this right to autonomy is being denied to them both by fundamentalists and the West (Anwar 2001). Islamic feminism calls for Muslim women to reclaim their religion by reinterpreting the Quran in order to establish the authentic foundations of their religion. Islamic feminism states that the patriarchal culture of pre-Islamic Arabia heavily influenced modern Islamic law and states that Islam should not be judged for the oppression caused by the traditions carried out by Muslim people, as many of these a ctions are also forbidden in the Quran. At the fourth World Conference on Women, the Prime Minister of Pakistan and the first women elected to the head of a Muslim state, Benazir Bhutto (Bostan 2011), proclaimed that Muslim women have a special responsibility to help distinguish between Islamic teachings and social taboos spun by the traditions of patriarchal society (cited in United Nations 1995b: para. 14). Thus, it is culture, not Islam, that is bad for women and Islamic feminists are working towards a distinction of the two and are fighting for rights on their terms. There are various versions of Islamic feminism. The first believes that Islam is not bad for the pursuit of womens equality and uses the Quranic teaching to re-educate Muslims that inequality is not prescribed by their faith (Jawad 1998). Although sharing the common goal with the West of achieving equality between the sexes, these Islamic feminists have different visions of how to achieve equality as well as different motivations from conventional development, which is viewed as drenched in neo-colonialism. This type of development implies that in order to achieve equality and access to rights, Muslim women must reject their religion. However, some Islamic feminists claim that they can be a Muslim, a woman and equal. Sisters in Islam (SIS), for example, is a Muslim womens organisation established in 1988 in Malaysia to promote the equal rights of women from within an Islamic framework (Bostan 2011). They draw from parts of the Quran that assert that men and women are equal and that m en have no priority over access to education and that Muslims are to marry of free will, for example (Jawad 1998). Central to their mission is the belief that feminist interpretations of the Quran are the true Islam and they abrogate Shariah law on the ground that it is human derived and not divine (Mashour 2005; Ahmed-Ghosh 2008). This conviction has put SIS at the forefront of pressures to change family laws in Malaysia and in lobbying for womens equality and rights (Bostan 2011; Ahmed-Ghosh 2008). The view that Islam is good for women and the pursuit of equality is the driving force behind SIS and, therefore, Islam cannot be dismissed for being detrimental to women as it depends on ones definition of what Islam is. Another type of Islamic feminism challenges the view that equality can be achieved at all. Certain Islamic feminists believe that Western women forfeit their biologically determined roles in order to be more like men but never actually achieving equality (Afshar 2000). These feminists see the Western vision of womens development as a flawed model and see no reason that they should adopt it. It could be argued, therefore, that striving for equality is bad for women and what is in fact needed is equity. In Iran, Malaysia and other parts of Asia, the equality versus equity debate is prominent in Islamic feminism (Ahmed-Ghosh 2008; Foley 2004). This type of feminism believes that since women are not the same as men, equality can never be achieved. Instead of the individualistic priorities of equality, which encourage the breakdown of the family, communitarian rights found in the Quran are deemed to grant women rights while staying true to their biologically determined roles (Foley 2004). They state that the Quran grants them equal but different rights, such as the right to be provided for when pregnant (ibid. Ahmed-Ghosh 2008). This type of interpretation of Islam separates what is good for women from gender equality. Therefore, if Islam is bad for equality it does not necessarily mean that it is bad for women. This version of Islamic feminism would agree with the conventional secular approach that suggests that equality can only be discussed in secular terms and not within the framework of Islam. However, this simply means that they believe that the different but equally valid pursuit of equity is needed within Islam. Both secular and Muslim critics of Islamic feminism continue to strip Muslim women of opportunity. It is thought that the term Islamic feminism is oxymoronic since Islam can never been in favour of women. Moghissi, for example, asks How could a religion based on gender hierarchy be adopted as the framework for struggle for gender democracy and womens equality? (1999: 126). Moreover, she argues that Shariah law is inherently discriminatory against women and is incompatible with human rights based on equality. However, concerns such as these are based on one view of Islam, reducing it to a narrow and negative conception which will further delegitimise the progress made by Muslim women. In addition, feminist groups such as SIS call for the rewriting and modernising of Shariah law to include gender equality rights. Therefore, opposition to them appears negated by the incorrect assumption that Islam cannot change. In addition, if Islam is incompatible with gender equality, this simply rei nforces the feminist argument in favour of equity. However, there is also a tendency to speak of Islamic feminism as if it too had only one form. Islamic feminists in general have been criticised from within Islam on the grounds that they have no right to speak about Islam because they are not properly educated in Muslim schools (Othman 2006). However, this once again discriminates against women who can never be part of the patriarchal hierarchy put in place to ensure the continued appointment of men as the deciders of this religion. There is no consensus as to what Islam and whose Islam is the right Islam (Anwar cited in Hefner 2001: 227) and Islamic feminists truly believe that there is a place for all interpretations of womens rights within Islam. This essay questioned whether the human rights promoted by CEDAW and MDG 3 should be treated as universal and the implications on women and development in Islam. This essay has demonstrated that Islam is not a static phenomenon of patriarchy and oppression and that gendered Islamophobia only serves to worsen Muslim womens struggle. Equally, there is no unique model of what is good for womens development and Islam has only been perceived as bad for women because some interpretations contradict Western discourse. Contrary to the belief that Islam is bad for women, it has been shown that Islam is also a feminist resource. Islamic feminists must be commended for rejecting fundamentalism and the dominant secular Western development discourse and fighting for rights on their own terms. They battle the culturally-created element of their religion by using the historical texts to claim and defend the rights of women guaranteed to them in the Quran. The varieties found within Islamic feminism and conservative interpretations are all living forms of Islam which highlight the complexity of this religion and development institutions would avoid dangerous generalisations if they accepted this complexity and engaged with, rather than dismiss, Islamic feminism. However, it is also important to understand that Islam is just one part of womens identities. Therefore, it is vital that Muslim women are able to speak out on national and international scales in order for them to access the rights they want and deserve. It is clear that Islam is both part of the problem and part of the solution for Muslim women and, therefore, what is good for womens development must be defined by the women themselves. Word count: 2735