Assess the Reasons for the February Revolution Essay Example for Free

Assess the Reasons for the February Revolution Essay He was also Anti-semitic, a quality which is why he did nothing about attacks by the black hundreds or the like, and this is also why many Jews joined the revolutionary parties. Nicholas also appointed many bad ministers, who actually worsened the situation, rather than keeping the better ministers such as Stolypin and Witte, who had aimed to reform Russia, instead dismissing them. He refused to grant political reforms such as those demanded in the 1905 revolution. His government’s failure to politically reform also led to problems. They promised reforms that weren’t carried out, didn’t pass reforms that could have been extremely helpful to Russia’s situation. They also didn’t accept ideas such as liberal freedoms, and Stolypin’s own reforms soon proved to be too little, too late. Nicholas’ Failure to reform due to his conservatism, as well as his government’s failure, proved to be its downfall. Lack of reform left the working classes in poor conditions, which let Socialism grow rapidly, with the middle class becoming Critical of the Tsar and his system. The Government didn’t deal with the peasantry and the land hunger, and Stolypin’s reforms did not aid the situation in the end. They increasingly used suppression as War grew closer, causing more and more discontent. As well as this, if Nicholas II hadn’t been the way he was, there wouldn’t have been the revolutionary parties that pushed for change. The First World War is a highly important factor, and Russia’s entry into it was due to its foreign policy, and it ties to France due to loans. There were three years of very little success, which demoralised the people. The army was highly inefficient and unorganised, with massive casualties in battles. The war caused a great strain on the economy, which affected the working class and the peasantry, in that the peasantry were pushed to produce food which was hard to produce in the harsh conditions of Russia, and the working class were pushed hard to produce weaponry in the factories. And this caused discontent among the many classes of Russia. There was also a strain on social cohesion, with people beginning to grow more discontent on the whole, and with less unity. As well as this the incompetence of the government was revealed, which was shown to all the people of Russia now that it couldn’t be hidden. To add to this, the government began to increase its use of suppression, forcing Russian culture on Minorities, persecuting Jews, using reactionary actions to deal with protest, and continuing with the oppressive Okhrana. The government also showed its lack of understanding on how to deal with protest, as it most often simply reverted to suppression rather than negotiation, which just led to more discontent and riots. Industrialisation is another important factor, as well as the working class. The proletariat was growing, with poor conditions and overcrowding, combined with the lack of reforms by the government. Socialism was becoming huge in working class circles, and they began to move for change. There were many working class strikes, especially during the February revolution. The higher industrial demand of the war as well as the growing industry put strains on the peasantry, with high taxes, which caused mass discontent. The peasantry as well as the land hunger in Russia was also a factor of fair importance. The Peasants wanted the land that belonged to the gentry, and Stolypin’s reforms hadn’t resolved this, as peasants began taking land for their own. As well as this, the peasants that were conscripted into the army became disillusioned and would eventually join the others in the February revolution against the Tsar and his regime. There was also a lack of food, and the failure to supply sufficient amounts of grain led to urban unrest. The Middle class’ opposition towards the government began to grow in the lead up to this period. There was a growth in Political debate, despite Autocracy’s ongoing reign, as well as a growing middle class involvement in the Zemstva and a general belief in the need to widen the basis of the regime. There began a development of Professions, and the Intelligentsia that had been educated in the Universities began to see what was going wrong. As well as this, Education was becoming more widespread, so more and more people were becoming disillusioned about the government and its actions. The lower classes began seeing what was wrong with the country and its government, and began wanting change. Alexandra and Rasputin were a strong influence on Nicholas II, and she reinforced his belief in autocracy. As well as this, Alexandra’s German origins led to fake rumours of her treason against Russia, which although fake, still sowed discontent among the people, especially in Petrograd. Rasputin gained influence over the Royal Family, leading to people being unsure who was really in power. Nicholas was influenced by both of these people, and this means they too contributed to Russia’s problems. The Revolutionary parties only really took control after the revolution, but they still had their part to play in it, albeit a more passive part. Their propaganda undermined loyalty to the Regime, and they reduced the quality of the Bureaucracy by drawing away the able young ministers. The Government grew afraid of them, and tried to use increasing amounts of suppression to try and control them, which just increased discontent. Overall, Nicholas II is the most important factor in the outbreak of the Revolution. If he had not been there, the other factors would probably not have existed. He caused the discontent and protest simply because of the failure of his government to reform, rather they chose to uphold Autocracy and not give any power to the people of Russia. The least important factor is the Revolutionary parties, as although they played a more active and important part in the aftermath of the Revolution, they were mostly passive in the largely spontaneous February revolution.

The Role Of Global Manager Commerce Essay

The Role Of Global Manager Commerce Essay Global manager is a manager who has specialization to manage in different skills of management. A person who manages or works globally/internationally. Who has a head quarter. He has to play multidimensional role by combining his technical skill, people skill and soft skill. A manager must have combination of hard as well as soft skills. He must be able to organize analyse and motivate people at international level. Â   A manager whose portfolio may include securities of firms that are located throughout the world -:- GLOBAL MANAGER -:- There are 3 types of specialists irrelevant field of managing. Business Managers Country Managers Functional Managers There are top executives at corporate Headquarters . Who manages the complex interactions between the three and can identify and develop the talented executives that a successful transnational requires. Transnational integrate assets, resources diverse people in operating units around the world. Through a flexible management process in which business,country and functional are included. 1. Business Managers: Business Managers are the managers who manages business of a particular organization or a firm. 2. Country Managers: Country managers are the mangers who manages nationally. Say for example. (Prime Minister) is said to be Country Manager. 3. Functional Managers : Functional managers are the managers who manages a particular department only. Global Management is a capability that achieves multinational businesses value and need in the international marketplace. Companies that operate across international borders need executives and managers who understand cross-cultural customs and business practices and how to promote efficiency and optimize profitability in a global environment. Global Management goes beyond how to organize and run a business. It also includes how to operate it in todays business world where many corporations work across international borders. To compete around the world, a company needs three strategic capabilities: global-scale efficiency, local responsiveness, and the ability to leverage learning worldwide. No single global manager can build these capabilities. Rather, groups of specialized managers must integrate assets, resources, and people in diverse operating units. Such managers are made, not born. And how to make them isand must bethe foremost question for corporate managers. Drawing on their research with leading transnational corporations, Christopher Bartlett and Sumantra Ghoshal identify three types of global managers. They also illustrate the responsibilities each position involves through a close look at the careers of successful executives: Leif Johansson of Electrolux, Howard Gottlieb of NEC, and Wahib Zaki of Procter Gamble. The first type is the global business or product-division manager who must build worldwide efficiency and competitiveness. These managers recognize cross-border opportunities and risks as well as link activities and capabilities around the world. The second is the country manager whose unit is the building block for worldwide operations. These managers are responsible for understanding and interpreting local markets, building local resources and capabilities, and contributing toand participating inthe development of global strategy. Finally, there are worldwide functional specialiststhe managers whose potential is least appreciated in many traditional multinational companies. To transfer expertise from one unit to another and leverage learning, these managers must scan th e company for good ideas and best practice, cross-pollinate among units, and champion innovations with worldwide applications. -:- The Skills Of Global Manager -:- This management training course focuses on the interpersonal and management skills you need to be an effective manager. Its an ideal primer for new managers and a helpful refresher for those who have long been in a management role. Discover the difference between leadership and management and what you can do to become a better leader. Understand your role in team communication and what you can do to ensure fewer misunderstandings. Use the Myers-Briggs Personality Indicator and understand how to effectively communicate, deal with conflict and difficult people, and motivate and create a positive team atmosphere. In this class, youll learn how to build, motivate, and maintain an effective, high-performing team. Make the most of your employees skills and abilities by delegating appropriately and avoiding micromanaging. Learn how to link feedback, coaching, performance management, and progressive discipline to ensure top performance and to deal effectively with under performers. Also, learn how to manage time, set priorities for you and your team, and negotiate those priorities with your boss. [As important as] open-mindedness, I think, is recognizing that global management is all about legitimizing diversity. We often talk about diversity in terms of race or gender. But it is really about a total perspective. It is about legitimizing diverse views in an organization, including those based in cultural differences. People from other cultures think, argue, and perceive things very differently. A manager who is sensitive to that will understand and respond much better in a global context. Just living in that world of trade-offs can be invaluable. Understanding how the need for global efficiency cannot always trump the need for local responsiveness, for example. Or having the experience of finding that the brightest marketing person in your organization is in Australia. Or finding the best new product ideas coming out of the U.K. Such experience is invaluable in developing the needed skills and perspectives. Overall skills of Global managers can be measured in a method which is called as PEST+EL. P-Political E-Economical S-Sociological T-Technological E-Environmental L-Legally It can affect political Example: strike in the country. It can affect Economical Example: Economically Country or a Firm should be Sound. It can affect Sociological Example: Due to culture change society is affected. It can affect Technological Example:Technologically it should be correct. It can affect environment Example: environmentally it should be in favour of country. It can affect legal Example: legally taxes in Malta is higher than in U.K. due to jurisdiction. All the above points, any Global managers has to face in their working area. Any Manager who tackles this Situation and get a way out in profit of the company is said to be a sound Global Manager. -:- GLOBAL MANAGERS ROLE -:- GLOBAL MANAGER HAS FOLLOWING ROLES : 1. IN THE CAPACITY OF COUNTRY MANAGER. The global manager has to deal with clients, legal bodies, and immigration authorities on behalf of his office. 2. IN THE CAPACITY OF FUNCTIONAL MANAGER. The global manager has to select right technique, right resources, and software projects to compete at international level. 3. IN THE CAPACITY OF BUSINESS LEADER. The global manager has to make changes in the organization keeping in mind the trend of World and requirement of outsourcing. 4. Multicultural approach to reflect global operations. 5. Shift of focus on soft tools vision ,process and people to achieve objectives . 6. Collaboration with a network of vendors, partners, and customers. 7. Recrutment from global talent pool. 8. Global transfer of human resources 9. Creating a learning Organization 10. Focus on Big Picture respond rapidly to global business environment change. -:- WORK CHART OF GLOBAL MANAGER -:- GLOBAL MANAGER ITALY HEAD QUATER (VODAFONE) MALTA SPAIN INDIA BUSINESS MANAGER BUSINESS MANAGER BUSINESS MANAGER BUSINESS FUNCTIONAL MANAGER FUNCTIONAL MANAGER FUNCTIONAL MANAGER COUNTRY MANAGER COUNTRY MANAGER COUNTRY MANAGER -:- Conclusion -:- In short, Global Manager works worldwide .He responsible for all globally business for the achieve the strategic goal of business .

The Components Of Attitude Education Essay

The Components Of Attitude Education Essay Attitude influences the way in which an individual behaves towards an object, institution, or a person. Our attitude towards a particular object may be influenced by our parents, school, teachers and society in which as an individual we live. According to Thurton (1929) attitude may also be defined as the sum total of mans inclination, feelings, threats and conviction about any specific topic. Karlinger (1973) holds that attitude is an integral part of personality to think, to feel, and perceive to behave towards a referent and cognitive object. Attitude is very important as it decides the behavior pattern of a person. Attitudes can be implicit and explicit. Implicit attitudes are unconscious, but still have an effect on our beliefs and behaviors. Explicit attitudes are those about which we are consciously aware of and they clearly influence our behaviors and beliefs. In the opinion of Bain (1927), an attitude is the relatively overt behavior of a person which affects his status. Jung (1921) defines attitude as a readiness of the psyche to act or react in a certain way. Components of Attitude Harrison (1976) has identified three components in attitude as under: Beliefs are what one considers desirable and undesirable. Attitudes are accompanied by emotions and influence each other. The individual displays his attitude through his action (behavior). However, Wenden (1991) proposed a broader definition of the concept attitude. He has introduced these terms with a little change, although the theme is almost the same. He says that the term attitude includes three components as Cognitive Affective Behavioral Cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude. Rosenberg and Hovland (1969) suggest that cognitions include perceptions, concepts, and beliefs about the attitude object and these are usually expressed by verbal questions. Ajzen (1988) categorizes cognitive components into verbal and non-verbal responses. Cognitive responses of a verbal nature are expressions of beliefs about an attitude object. According to him, cognitive responses of a nonverbal kind are more difficult to assess, and the information they provide about attitudes is usually more indirect. Baker (1992) believes that the cognitive component involves thoughts and beliefs. Affective component refers to the feelings and emotions that one has towards an object, likes or dislikes, with or against. Ajzen (1988) believes that affective responses involve evaluations of, and feelings towards, the attitude object. Verbal affective responses can be expressions of admiration or disgust, appreciation or disdain. On the other hand, facial expressions and other bodily reactions are assumed to show nonverbal affective responses. Baker (1992) suggests that the affective component concerns feelings towards the target language, which may be love or hate of the language, a passion for the poetry of the target language, or an anxiety about learning it. Also, Hermann-Brennecke (2000) defines the affective component as a feeling-based evaluative component. The behavioral component refers to ones consisting actions or behavioral intentions towards the object. Rosenberg and Hovland (1969) evaluate the behavioral component towards a situation with regard to a persons overt actions or verbal statements concerning behavior. These components of attitude consist of a tendency of an individual to behave in a particular way towards and object. Only this component of attitude is visible as the other two can only be inferred. Kinds of Attitude There are three kinds of attitude; Positive Attitude is a kind of attitude that people are likely to act consistently with. Negative Attitude is a kind of attitude where people act inconsistently with. Neutral Attitude refers to a situation where people feel themselves reluctant to take any definite decision and find it difficult to make a choice either to go with something or not. With respect to positive attitude, people may become respective to the said attitude and tend to understand every situation which corresponds to it. On the other hand, with a negative attitude a persons act will not be consistent due to the distortion he wanted to accomplish. Attitude Formation Attitudes may be learned from the experiences we have. These include mostly mundane events such as being praised by our parents for expounding liberal attitudes, but also major life and world events. Â  The basic processes through which we learn attitudes remain the same throughout life, though as we grow older the attitudes we learn may be more complex, and the ones we already hold may become more resistant to change. Attitudes are learned from our experience of the social context around us. Research has indicated that there are several ways in which attitudes are acquired. One of the earliest agents of attitude formation is parents. Later on world experience, interaction with the outer world plays a significance role in the formation of attitude. Some of the psychological factors which play a vital role in attitude formation are discussed below: Operant conditioning. It involves voluntary responses. It is usually involve with the behavioral component of attitude. Behaviors tend to be repeated if they are reinforced. Similarly behaviors tend to be stopped when they are punished. Direct instruction. The adoption of attitudes is directly told by the parents, schools, community, friends, as well as the impact of religion etc. Social learning. It is based on modeling and observation. We observe others, if they are rewarded and receive appreciation for certain behaviors, we are reinforced and it is more likely, that we behave in the way to express this attitude. Rational analysis. It involves the careful weighing of evidence for, and against, a particular attitude. In other words it involves the careful observation of the evidence in order to take the right decision. Language Attitude Language attitudes are the feelings people have about their own language or the languages of others (Crystal, 1992). Language attitude is different from other general attitudes in the sense that they are specifically about language. It is normally considered that language attitudes are related to the language itself, its variety, its sound system, its semantic quality so on and so forth. In fact, the term language attitude is applied by sociolinguists today, includes the outlook and our affiliation towards the speakers of a particular languages. Fasold (1984) suggests that attitudes towards a language are often a reflection of attitudes towards members of various ethnic groups. Language attitudes are changing all the time because the economic situation of a country may change, for the better or the worse, and so produce a different language attitude among its speakers or potential speakers. The same changing language attitude goes for the choice of a foreign language where the niche and the needs determine the language status. In this respect, Calvet (2006) states: Human beings are not always able to choose their languages, their choice is determined first and foremost by the milieu in which they find themselves, by the languages that coexist in this niche and then by their needs, and very little by the typological situation other coexisting languages. Second Language-Learning Strategies All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable. The term language learning strategy has been defined by many researchers. Wenden and Rubin (1987) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. Richards and Platt (1992) state that learning strategies are intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information. Faerch Claus and Casper (1983) stress that a learning strategy is an attempt to develop linguistic and sociolinguistic competence in the target language. Classification of Language Learning Strategies by OMalley OMalley (1985) divides language learning strategies into three main subcategories Metacognitive strategies. It can be stated that metacognitive is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is completed. Among the main metacognitive strategies, it is possible to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation. Cognitive strategies. Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies. Socioaffective strategies. As to the socio affective strategies, it can be stated that they are related with social-mediating activity and transacting with others. Cooperation and question for clarification are the main socioaffective strategies (Brown 1987). Attitude and Motivation in L2 Learning In the field of language attitudes, the term attitude and motivation are closely connected and related (Gardner, 1985). He believes that languages involve the acquisition of skills or behavior patterns which are characteristic of another cultural community. He discusses that the relative degree of success in second language acquisition depends, to a certain extent, on the individuals attitude towards the other community as well as the beliefs in the community, which are relevant to the language learning process. He believes that the acquisition of a second language is a long and tough task so that any concept of motivation must include in it an attitudinal foundation to sustain the motivation. He proposes that attitudes play a role in language learning through their influence on motivation. Educators accept that students have individual learning styles and vary in their attitudes towards learning in general (Deci, Flaste 1995). Two major clusters of motivation have been introduced by Gardner and Lambert (1972). Integrative Motivation Instrumental Motivation When students want to learn a language to become part of a speech community (integrate). People who immigrate to new countries are some examples of people who may want to identify with the community around them. An important aspect of this form of language learning is using language for social interaction. This form of motivation is thought to produce success in language learners. Learners may make efforts to learn an L2 for some functional reason; to pass the examination to get a better job, or to get a place at university. In some learner context an instrumental motivation seems to be the major force determining success in L2 learning. For example, in settings where students are motivated to learn an L2 because it opens the educational and economic opportunities for them (Ellis, 1997). . Starks Paltridge (1996) mention that learning a language is closely related to the attitudes towards the language. Karahan (2007) suggests that positive language attitude let learner have positive orientation towards learning English. As such, attitudes may play a very crucial role in language learning as they would appear to influence students success directly. Ellis (2000) mentions that positive attitudes towards the L2 and its speakers can be expected to enhance learning while negative attitudes impede it. So, attitudes have an impact on the level of L2 proficiency achieved by individual learners. The learners with positive attitudes, who experience success, will have these attitudes reinforced. Similarly, learners negative attitude may be strengthened by lack of success. Holmes (1992) states that people develop attitudes towards languages which reflect their views about those who speak the languages, and the contexts and functions with which they are associated. Hermann-Brennecke (2000) points out the relationship between language and attitude language does not consist only of forms, patterns and rules but is simultaneously bound up with the social, subjective and objective world, since it also carries the attitudes, habits and cultural characteristics of its speakers. The Status of English in Pakistan In Pakistani community where different languages co-exist, language attitudes play an important role in the lives of the users of these languages. Today there are more non-native than native users of English and English has become a world language. English language enjoys a high status in Pakistan as it is the language of education, law, science, technology, Government and a lingua franca among the provinces. It has become a status symbol, a refine medium of communication. English in Pakistan is used as an official and a second language. It is spoken and used by a relatively small but extremely influential portion of countrys population in the domain of government administration, law, the military, the higher education, commerce and mass media (Baumgardner 1993). According to Ghani (2003) English in Pakistan serves as a gateway to success, to further education and to white collar jobs. It is the language of higher education and wider education and not the home language of the population except in the upper strata of society where it is spoken as a status symbol. Socially, English adopted as a second language has had a significant impact both economically and educationally. It continues to play an important role in the countrys commercial and industrial development and outside the government sector. Attitude of Pakistani Students towards Learning English Language policies have frequently failed in Pakistan where students attitudes to English language learning and use are mainly neglected. It is, therefore, important to study attitudes of students because if the learners have unfavorable attitudes to a target language, language policy implementation is unlikely to be successful (Baker,1992). Shahid Siddiqui (2007) discusses the present scenario in Pakistan and states that every student up to Intermediate level has to study English as compulsory subject. He further states that there are a large number of students who question the very existence of English as a compulsory subject. He claims that most of the students who belong to the rural background are not motivated to learn English. In Many cases the parents are not educated and cannot appreciate the purpose of learning English. As a result the students feel that English is perhaps the privilege of the elitist class and only the bright students can acquire it. There is a small group of students who realize the importance of English as it is a passport to employment. Most of the students are willing to learn English just to get degrees instead of attempting to learn the language skills. As a result, they spend most of their time in rote memorization which is considered the best way of passing the examination. Rahman (1999), in his survey of students attitudes towards learning English has found that almost all the students, including the deeni madrassahs want to learn English. However, it seems that the reason for learning English is instrumental for them. Factors Affecting Attitude towards Learning English There are certain factors which can be attributed as to affect the attitude of students towards learning English. Role of Parents. Parents play an important role in the education of their children. Their involvement and encouragement can help a child excel. Alberta Education encourages parents to take an active role in the education of their children and provides resources to support their involvement. Parents are the major socialization agents who play a vital role in shaping childrens attitudes towards ethnic groups and language learning. Parents can also be actively involved in the learning process and promote success by encouraging children to study the foreign language, monitor their performance, correct mistakes, etc. On the other hand, if the parents are not literate in the second language, their children remain deprived in terms of the availability of interaction in a second language at home. Role of Personality Traits in L2 Learning. Personality is considered a very important category of individual differences since the individual is often judged depending on her/his personality. It has been frequently observed that different learners attain highly different levels of L2 proficiency even though the circumstances in which these learners acquire a target language are almost identical. This inter individual variation can be accounted for by learner-internal factors. Extroversion/Introversion. Extroversion and introversion are personality characteristics that can influence language learning in a positive or negative way depending on the measured aspect. It is believed that extroverts, who are sociable and open to other people, are more successful in learning languages than introverts, because they have more contact with L2. On the other hand, well-organized and serious introverts are seen as better learners as far as the systematic study is concerned. Anxiety. Krashen (1985) maintained that anxiety inhibits the learners ability to process incoming language. An interaction is often found among anxiety, task difficulty, and ability, which interferes at the input, processing, retrieval, and at the output level. If anxiety impairs cognitive function, students who are anxious may learn less and also may not be able to demonstrate what they have learned. Therefore, they may experience even more failure, which in turn raise their anexity level. Age. Age has often been considered a major, if not the primary, factor determining success in learning a second or foreign language. Children are generally considered capable of acquiring a new language rapidly and with little effort, whereas adults are believed to be doomed to failure. Although older learners are indeed less likely than young children to master an L2, a close examination of studies relating age to language acquisition reveals that age differences reflect differences in the situation of learning rather than in capacity to learn. They do not demonstrate any constraint on the possibility that adults can become highly proficient, even native like, speakers of L2 (TODD, Marshall 2000). Degree of Instrumentality vs. Integration. It is supposed that the degree of instrumentality is also a an important factor whicvh effect the process of L2 learning. When the learners are motivated to learn a second language for utilitarian purpose i.e, to get a good job the level of success is supposed to be higher as compared to those who learn a second language for integrative purpose. According to Gardner and Lambart (1972 ) when a language is learnt for utilitarian purpose , the success in second language is supposed to be lower than if it is learnt for the integrative purpose but Meenakshi Verma states that this claim seems to be doubtful as the instrumentally motivated students are effectively learning English. The reason seems to be that the instrumental motivation works as a force to get a good job. Role of Teacher in L2 Learning. The role of teacher in affecting the attitudes of students cannot be falsified. A teacher plays a vital role for the students. He can serve as a facilitator, a guide, a fellow traveler, an advisor etc. If a teacher does not provide sufficient exposure to the target language, does not motivate the students, or does not provide them an opportunity to communicate, such teacher proves himself a threat for students. In such circumstances, if the student is asked to interact, the threat of teacher may hinder students progress. As Dornyei (2001) notes, teacher skills in motivating learners should be seen as central to teaching effectiveness. Students need both ample opportunities to learn and steady encouragement and support of their learning efforts. Because such motivation is unlikely to develop in a chaotic classroom, it is important that the teacher organize and manage the classroom as an effective learning environment. Furthermore, because anxious students are unlikely to develop motivation to learn, it is important that learning occurs within a relaxed and supportive atmosphere (Good and Brophy, 1994). In short, attitude is the sum total of a mans instinctions and feelings, prejudice or bias, preconceived notions, fears threats and convictions about any specified topic (Gardner, 1980). It can be described in other words as a mirror through which the inner emotions, feelings, beliefs, liking, disliking can be depicted. As these are the inner as well as the overt behaviors of individuals, they have a strong impact on decision making and finding the way for further progress. In the same perspective, an attitude towards learning a language depicts the way in which the learner feels about second language. It highlights the beliefs, in relation to the language which is being learnt. An attitude can be influenced by parents, teachers as well as by the society including the religion. Our affiliations, our interest as well as our purpose behind learning L2, all play a vital role in forming attitude towards learning a language. Having a review of the related literature, it may be concluded that these factors have a strong influence on the beliefs, liking and disliking of students and have an impact on their overall achievement in the second language learning. Rationale of the Study This study aims to examine the students attitude towards learning English. It focuses on the relationship between students attitude and their achievements in English language. In the light of this study, it is possible to put forward those factors like students attitude towards teachers, curriculum, and teachers methodologies that can be the causes of students low achievements in exams or their disinterest in the language learning. This study will show students positive or negative attitude towards learning English and their proficiency in it. It will take into account students experience and motivation provided by the teachers. As the aim of this study is to investigate the students attitude towards learning English language, it will show that either students want to learn English for integrative or for instrumental purpose. In short, this study is designed to highlight the attitude of male and female students and also to investigate the difference between the attitude of male and female students towards learning English.

Heart Of Darkness :: essays research papers

Each person has a different definition of what the term ‘remarkable’ means; each unique definition, holds a significant link to the other. This link is that the term is always given to a person that holds certain characteristics that are superior to the average individual. The set of characteristics that are observed tend to subscribe to the specific set of values of the person issuing the remark. Marlow, the main character in Joseph Conrad’s Heart of Darkness is able to assert that Mr. Kurtz was a remarkable man. This is true because of the unique values that Marlow possesses, which allow him to assert Mr. Kurtz as a remarkable individual. Through the actions and words of Mr. Kurtz, and other individuals Marlow encounters, Marlow is able to gain an overall perception of how characteristics of Mr. Kurtz deem him remarkable. Through the development of the narrative, Marlow establishes that Mr. Kurtz does not want to return to society, he does not want to return to the world were people judge one another based on social issues. â€Å"Kurtz had apparently intended to return himself, the station being by that time bare of goods and stores, but after coming three hundred miles, had suddenly decided to go back, which he started to do alone in a small dugout with four paddlers, leaving the half-caste to continue down the river with the ivory.† (Conrad Pg. 52) Instead Kurtz returns to the wilderness and is able to judge himself. â€Å"I went no more near the remarkable man who had pronounced a judgement upon the adventures of his soul upon the earth.† (Conrad Pg. 118) Marlow looks upon these two actions as remarkable feat. Kurtz, through Marlow’s eyes was able to pronounce a judgement based upon his own actions rather than having society dictate them to him. Marlow realizes that in order for Kurtz to pass judgement on himself, Kurtz must have been courageous, a value that Marlow lacked. â€Å"I was within a hair’s breadth of the opportunity for pronouncement, and I found with humiliation that probably I would have nothing to say.† (Conrad Pg. 119) Marlow clearly illustrates that on his own deathbed he would not be able to express his own judgement, despite the opportunity to speak, he would just hide like a coward. Thus Marlow is able to pronounce that Kurtz is a remarkable individual because he has a value, courage, that Marlow and many other individuals do not posses.

biography of Arthur Ashe jr. :: essays research papers

Arthur Robert Ashe Jr. is a man of trust, courage, grace and honor. Although many of these attriobutes I share with Arthur, his high level of moral values and self reliance I aspire to achieve. Arthur was of African American decent and being born on July 10, 1943 in Richmond, Virginia he had to face many racial struggles and hardships. On the contrary, I was born and raised in somerset, New Jersey, in the 1990’s so my racial struggles were close to non-existent. Being of Italian- American decent, if I had lived in the time of Arthur Ashe I still would not have faced racial struggles as greatly as African Americans did in that time. Arthur was the first born just as I was, except he was the first and only while I on the other hand have three siblings. We were both born into extremely loving and caring families. Arthur was raised by extremely strict parents and was not even allowed to go out after school or hang out with friends as I do occasionally. His father just like my parents set goals for self-reliance, discipline and responsibility. Because of those goals Arthur began to take great pride in his reputation. I also feel as if I’m always being judged. We have both been called â€Å"quiet† people but Arthur eventually grows out of that and my parents tell me I’m beginning to do the same. Both of our parents, to our displeasure, force us to do our numerous chores before anything else. The difference lies within the punishment for disobeying our parents wishes. The so called â€Å"beatings† that Arthur received in his time were nothing unordinary yet if those beatings were to occur t oday they would be seen as wrong and inhumane. Despite the differences we share many similar diversions such as good quality time with our families. Arthur was known to spend countless hours reading and listening to music with his mom. Yet at the age of 6 Arthur had to face one of the most traumatic expierences of his life when he lost his mother, Matti Ashe, to a fatal case of toxemia while in labor. Similar to this experience I lost my grandfather at the age of five. Although I was impacted greatly it was not a loss as great as Arthurs loss of a loving mother. I Can recall the day it happened just as well as Arthur recalled the details of when he last saw his mother.

Germany Culture Essay

Have you ever wondered where the Christmas tree came from? Along time ago, in the early 700’s a monk, called St. Boniface, was preaching to a group of Germanic Druids. The Druids idolized oak trees. And in order to stop the Druids idolatry of oak trees, the monk chopped down a huge one. Crashing down to the earth, the tree crushed everything in its path, except for a small fir sapling. The monk declared that this was a miracle that this one single sapling wasn’t killed and concluded, â€Å"Let this be called the tree of the Christ Child.† And this is how to custom of having a tree during the Christmas season came to be. It was started by the Germans, and moved to Europe, who brought it to America. [Marples] German Americans have had a very large impact on the American society. One of the largest reasons could be that people with German ancestry comprise about 51 million people, which makes up 17% of all of the U.S’s population. That’s roughly one fifth of all America’s population where one of their ancestors originated from Germany. [American] Germans started coming to the British Colonies of the New World, now the northeastern part of America, in the 1680s. Many immigrants from German continued to come to America during the 19th century. Many immigrated to America because of shortage of land, and religious or political oppression in Europe. [Zane] Even in recent times, Germans have helped shape America into what it is today. German Americans have influenced almost every field of American society, including science, architecture, industry, sports, entertainment, theology, government, and the military. Generals Baron von Steuben, John Pershing, Dwight Eisenhower, and Norman Schwarzkopf commanded the United States Army in the American Revolutionary War, World War I, World War II, and the Persian Gulf War. John D. Rockefeller, William Boeing, Walter Chrysler, George Westinghouse, and Donald Trump have also been an important part of American industry and business. Babe Ruth, Lou Gehrig, Jack Nicklaus, Doris Day, and Leonardo DiCaprio became famous athletes or actors. And finally Albert Einstein and Wernher von Braun, two German Americans, greatly effected America and the whole world. Many famous, well known, and people who have changed America greatly have been German Americans. [German] German Americans have also changed the American food greatly also. Germans brought hog dogs and hamburgers to the America’s, which is now known as the â€Å"American Food†, or the food that people think of when they hear America. They also have the beer brewing dominated for most of America. German immigrants Eberhard, Anheuser, Adolphus Busch, and others have greatly changed America’s beer market. [Mittelman] [Home of the Hamburger] Overall, the effect that German Americans have had on America is huge. They have helped shake America in many ways including holiday traditions, science, sports, entertainment, and government. America is not made of one people, but of many. And their idea’s and traditions all mixed together is what makes this such a great country.

Embers Essay

In the play â€Å"Embers† Campion Decent gives the audience the opportunity to simultaneously react to the plays events intellectually, and to experience the characters emotional connection between themselves and the community. â€Å"Embersâ€Å" demonstrates how a community can support each other in the aftermath of a natural disaster. This is clearly shown through verbatim stories of different characters such as Keith, the RC ladies and at the end different characters coming together as one and retelling their stories. To a large extent the representation of community is shown through a range of techniques used throughout the play. In addition it’s supported by quotes directly from audio recordings of Campion Decent himself. In the play the importance of community involvement is demonstrated when Keith breaks down under the pressure of fighting fires. Keith reacts by being stubborn about the situation when a young CFA worker lost his cool during the fires. The use of idiom â€Å"lost it† and the imperative form repetition of â€Å"hose the prick down† (page 77-78) is used as Keith gives a sense of authority and urgency in a brutal and direct order giving the kid no concessions because he is young. Keith is adamant that he will not go home as he repeats â€Å"I won’t leave because it my area, it’s my fire and I won’t leave† and the repetition of personal pronouns reinforces that he is in charge when he says â€Å"That’s my area. They vote me in as captain. My responsibility to stay†¦Ã¢â‚¬  This shows that he is captain and under the pressure of controlling the fires in his area. The strong connection between the community and individuals is reinforced when Keith shows that he doesn’t want to let him community down, yet it is his community members can see that he has ‘lost it’ and needs a rest. The irony is that he cannot see that the members of the community are trying to help him by sending a priest and counsellor. This emphasises that belonging to a community provides him support, solace and assistance in times of hardship. In the audio recordings of Campion Decent, it mentions that Campion interviewed a volunteer fire fighter of about forty years experience. Decent states that â€Å"†¦tears began to roll down his face (referring to the experienced fire fighter)†¦ he had been quite jovial†¦ the tears began†¦Ã¢â‚¬  That interview, as well as Keith’s story reinforces that the community is connected by individuals who sacrificed so much to preserve the community’s existence. Throughout the play an importance is placed on how great it is to be Australian and how Australians come together in times of need. In the last scene people talk about their impressions and experiences, of what they saw, felt and how they dealt with the fire as a community. Noel Hodda in the ABC interview states â€Å"what it does this play†¦ it draws all the strings of different lives and community together and it shows how we as Australians in a large community and a small community are always ready to step up and give each other a hand†. This imagery reinforces the positives about being an Australian, which means being there for someone in need and coming together as one and helping each other, further showing the connection between individual and community. A technique used in this scene is when the D/farmer uses the idiom â€Å"light at the end of the tunnel†. This symbolism is used to show that when they went through the difficult stage of dealing with the fire that there is sign of hope in the future. Graham also states that at the end of the day â€Å"you can be knocked down, kicked around, and everything run over the top of ya†. This supports the idea that there is always someone there that will give you a hand, which reinforces the importance of the interconnection between individuals and their community. Another representation of community is shown through the individuality of the RC ladies who come together as one and help assist the community by providing meals for the workers. This is seen in the quote â€Å"RC Lady 1 â€Å"And we were told to feed CFA but –â€Å" RC Lady 2 â€Å"We fed ‘em all† †¦ RC Lady 3 â€Å"We were told by them they were professionals† †. The short sentence dialogue, spoken by the RC ladies, reinforces that there is a lot of individual opinions in the group. However they all have the one idea and come together as a community in supporting and assisting everyone who needs help. This is further reinforced by the repetition of the reference to the community group as â€Å"we†. The sense of irony in the quote â€Å"and we had complaints that they were putting on weight† brings in a sense of humour and shows how well the RC ladies have banded together to fed the workers. Campion Decent states in the recordings â€Å"For me it’s about the human experience and how people navigate themselves through an event of such extreme nature†. This reinforces to the audience that through the hard times every person experienced the extreme nature of the fires together as a community and survived. Throughout the play, â€Å"Embers†, a powerful connection between the community and its individuals is successfully conveyed. This is shown through an exploration of how belonging to a community provides support, solace and assistance in times of hardship, how Australian individuals come together to assist others in times of need. This supported through the use of various techniques throughout the play also by the quotes directly from audio recordings of Campion Decent.