Leadership Project Essay

His Holiness Sri Sri Ravi Shankar is a renowned spiritual leader and multi-faceted humanitarian whose mission of uniting the world into a violence-free family has inspired millions of people worldwide. The icon of non-violence and universal human values, Sri Sri seeks global peace through service and dialog. Born in 1956 in southern India, Sri Sri’s appeal transcends class, race, religion and nationality. Millions of people revere him as their spiritual leader, and look up to him for inner peace and promoting ecumenical values. In 1981, Sri Sri started the Art of Living Foundation, an international nonprofit educational and humanitarian organization. The Foundation, now active in more than 140 countries, offers educational and self-development programs designed to eliminate stress and foster a sense of well-being. In Europe and the United States, the Foundation’s programs are helping inner city youth turn away from gang violence, drugs and alcohol. Sri Sri’s Prison Programs have helped transform the lives of an estimated 150,000 inmates around the world. In 1997, Sri Sri founded the International Association for Human Values, a humanitarian nonprofit organization that advances human values in political, economic, industrial, and social spheres. In South Asia, South Africa, and Latin America, the Association’s sustainable development programs have reached more than 30,000 rural communities. While his self development programs have popularized traditionally exclusive ancient techniques, Sri Sri’s social initiatives address an array of issues such as conflict resolution, disaster and trauma relief, prisoner rehabilitation, youth leadership, women’s empowerment, female foeticide, child labor, and access to education. In Kashmir and Sri Lanka, Sri Sri is working to further dialogue between opposing parties to resolve the conflicts peacefully. Sri Sri travels to more than 40 countries a year to share his message of social responsibility, and that all great spiritual traditions share common goals and values. His teachings of love, practical wisdom, and service promote harmony among people, and encourage individuals to follow their chosen spiritual path, while honoring other paths. Spreading the message of a One World Family Spreading the message of love, compassion and non-violence, His Holiness Sri Sri Ravi Shankar tirelessly advocates harmonious co-existence among people. While he addresses innumerable forums on diverse subjects, the common thread through all his speeches is the principle of humanity, and brotherhood. His universal, and simple message is that love and wisdom can prevail over hatred and distress. Whether it is speaking to parliamentarians in Argentina, business leaders in Europe, peace organizations such as the United Nations and Muslim and Hindu leaders, Sri Sri emphasizes human values, and unity among people. Sri Sri has been invited to address the World Economic Forum at Davos on two occasions, the United Nations Millennium World Peace Summit of Religious and Spiritual Leaders, the first World Congress of Imams and Rabbis in 2005 among other forums. With an aim of bringing together leaders from diverse walks of life, Sri Sri has also hosted a number of symposiums. The Truth & Reconciliation Conference to foster equality of the Dalit community (2007), International Conference on Human Values (2006) and the annual Corporate Culture and Spirituality Symposiums being a few of them. Through his public talks and symposiums, Sri Sri addresses issues of inter-faith harmony, environmental sustainability, poverty alleviation and grassroots development. He inspires thousands across the globe to live the philosophy of Vasudhaiva Kutumbakam or a One World Family. University Doctorates Doctor of Letters Honoris Causa, Bangalore University, India, 2009 ?Doctor of Letters Honoris Causa, Nagarjuna University, India, 2008 ?Doctor of Letters Honoris Causa, Maharaja Sayajirao University, India, 2007 ?Doctor of Science, Rajiv Gandhi University of Health Sciences, India, 2007 ?Doctor of Philosophy (Holistic Medicine), Open International University for Complementary Medicine in Sri Lanka, 2006 ?Honorary Doctorate from Kuvempu University, India, 2004 International Honours Culture in Balance Award, World Culture Forum, Dresden Germany, October 10, 2009 ?Professor Honoris Causa, Szent Istvan University, Budapest, (Hungary), June 24, 2009 ?The Ball of Peace awarded by The Peace Doves, Norway, June 13, 2009 ?Phoenix Award, Atlanta, USA, 2008 â€Å"Corporate Culture & Spirituality† (CCS) is an initiative of the International Association for Human Values. While central themes vary, this unique annual symposium provides business and spiritual leaders with a platform to share insights and experiences on social responsibility, business ethics, and sustainable and profitable leadership. CCS was first launched in 2003 in Bangalore, India, and was attended by business leaders, academicians, and spiritual leaders from across the world. Encouraged by its success, a second CCS conference was hosted in 2004 at the Art of Living Foundation Headquarters in Bangalore. In 2006, the conference was held in European Parliament, Brussels, where more than 300 participants from 20 countries engaged in a dynamic discussion on ethics and business as an integral part of innovative and sustainable development. The conference was once again hosted in Brussels in 2007, and was attended by prominent leaders such as Prof. Ruud Lubbers, Former Prime Minister of the Netherlands and co-Founder of The Earth Charter; Dr. Jacques Santer, Former Prime Minister of Luxemburg and Former President of the European Commission; Mr. Niels Christiansen, Vice-President, Nestle; Mr. Rutger Koopmans, General Manager, ING Wholesale Banking; Mr. Venugopal Dhoot, Chairman, Videocon Group; Dr. Hanns Glatz, Delegate of the Board of Management, Daimler; and Prof. Peter Eigen, Founder, Transparency International Germany. EDUCATIONAL PROGRAMS The Art of Living Course gives participants the practical knowledge and techniques to unlock their deepest potential and bring fullness to life. Whether happy and successful or feeling the stress of poor health, disappointments, or fear, every participant is cared for and comes away lighter, with effective techniques for releasing mental and physical stress and increasing his or her health, energy, peace, self-knowledge, awareness, and joy. Simple Techniques for Daily Life A remarkable feature of the course is that participants are able to re-discover the present moment, not as a concept but as a direct experience. Participants leave with simple but powerful techniques that they can practice every day. The Art of Living Course has been enjoyed by people of all traditions, religions, and walks of life, in universities, churches, governments, businesses, prisons, and war zones. The Art of Living Foundation is dedicated to inspiring, uplifting and empowering individuals to live life to its fullest potential. Its youth programs emphasize human values common to all cultures, religions and traditions such as non-violence, compassion, caring for the planet, enthusiasm for life, and an attitude of service toward others. Art Excel (All Round Training In Excellence) for ages 8 to 13 Presented in a practical and fun framework that appeals to youth of all ethnic, racial and religious backgrounds, ART Excel offers an enlightening approach that awakens youth to their deepest potential and life’s higher values. YES! for Teens (Youth Empowerment Seminar) for ages 14 to 18 Both fun and challenging, this 18 hour seminar provides teens with a comprehensive toolbox to both manage their own emotions and stress, as well as dynamically navigate through adolescence. YES+ for College Students and Young Professionals for ages 18 – 27 An innovative and dynamic educati onal and life skills program that provides young individuals with the tools to achieve their ideal life with ease, creativity, energy, and without inhibitions Balance can be achieved without lowering goals or lessening achievements ? it is about managing stress and managing ourselves. Based on the Sudarshan Kriya, the APEX Course is designed for business professionals. It is a simple, practical, and effective training program that empowers managers and employees, and promotes calmness and focus in the midst of any challenge or responsibility. The course is designed to improve concentration, enhance creativity, increase efficiency, and build a greater sense of purpose and teamwork. The APEX course differs from most management and employee development programs because it is not based on quick-fix solutions, theoretical concepts, or superficial success formulas, but rather on practical techniques that offer direct and tangible results. It has been developed for businesses to facilitate change from within each employee and manager. The course also incorporates basic principles of effective living and emphasizes the essential human values that help professionals lead more fulfilling and productive lives. SERVICE ORGANIZATIONS The Art of Living Foundation, a nonprofit educational and humanitarian organization, was founded by Sri Sri in 1981. The Foundation has chapters in more than 140 countries and its sustainable development projects, trauma-relief and self-development programs have benefited more than 25 million people around the world. By nurturing the spirit of service and compassion in every individual, the Foundation seeks to build a global society that is free of stress and violence. The mission of the International Association for Human Values (IAHV), a non profit organization founded by Sri Sri in 1997, is to foster a deeper understanding of the values that unite us as a global human community, and to encourage the practice of human values in everyday life. The IAHV, working in conjunction with the Art of Living Foundation, has initiated several disaster relief and sustainable development programs in South Asia, Africa, Europe, Central and South America and North America. Ved Vignan Maha Vidya Peeth (VVM) is the umbrella organization under which various service projects of the Art of Living Foundation in India operate. In addition to rural development programs, women’s empowerment projects and educational initiatives, VVM is also involved in Vedic research, medical research and social research. The upcoming Sri Sri University in Orissa, India, will be a full fledged 15,000 student multidisciplinary university that will combine quality education with leadership skills, social responsibility and ethics. The academic majors that will be offered are Management, Law, Government, Mass Communications, Cultural Studies, Engineering, Medicine, Ayurveda, Vedic Sciences, Biotechnology and Research Sciences. University admissions will be based on aptitude tests alone, and the campus will include recreational facilities, meditation halls, and a sports complex. The Sri Sri Ravi Shankar Vidya Mandir (SSRVM) Trust was founded in 1999 as a Charitable Spiritual and Educational Public Institution to impart a valu-based education in a stress-free and child-friendly environment. The Trust supports several educational institutions, from rural schools to urban universities. The Sri Sri Ravi Shankar Pre-University College started in 2003 in Bangalore, India. Affiliated with the Pre-University Board of Karnataka, the College’s aim is to provide affordable and high quality education to students on the threshold of their careers. To overcome the increased burden of private tuitions outside the school, the concept of â€Å"Integrated Coaching† was started. The initiative gives students the special training needed to face competitive examinations for professional courses. The Sri Sri Center for Media Studies’ mandate is to train and empower responsible and committed media professionals who will be reliable and objective information resources for people in a democracy. The Sri Sri Institute of Management Studies was founded in 2005, with the vision of blending high quality management education with spirituality and human values to create 21st century managers. The institute offers a 2-year post-graduate diploma in Business Management, and diverse programs in investment and portfolio management, debt securities, modern manufacturing, and supply chain management. The Sri Sri Rural Development Trust was founded in 2001, with a vision to provide permanent and alternative sources of income to the rural population in India. The Trust works in conjunction with the Art of Living Foundation to implement initiatives such as empowerment of rural women, vocational training programs for women and youth, self development workshops, free medical camps, and the Youth Leadership Training Program. The Sri Sri School of Performing Arts and Fine Arts, located in Bangalore, India, is a centre of learning for traditional dance forms, folk and classical music, and the fine arts.   The Sri Sri College for Ayurvedic Science and Research was started by Sri Sri to revive Ayurveda, the ancient system of healthcare that is native to India. The college is affiliated to the to the Rajiv Gandhi University of Health Sciences, Bangalore, and offers a five year B.A.M.S. (Bachelor of Ayurvedic Medicine and Surgery) professional degree course. Some of the special features of the college include a herbal garden with diverse varieties of medicinal plants and a state of the art Research and Development Center. Incepted in 2003, the key objective of the Sri Sri Mobile Agricultural Institute is to provide guidance to farmers to become self-reliant, to revive organic farming, and to educate farmers on water management and irrigation. The Institute?s projects include workshops on chemical-free farming awareness, environmental conservation, and the advantages of organic fertilizers and pesticides. The use of indigenous seeds (instead of genetically modified ones) is also emphasized, and cooperative seed storages have been set up. WHY SRI SRI RAVI SHANKAR IS MY LEADER? For me he is not only spiritual leader but also peace advocate, meditation teacher, humanitarian. I am really inspired with his concept of spirituality. He has made many efforts for people to become stress free. I also like his vision to make stress-free and violence free world. He is not just limited to spirituality; he has also performed many social activities such as peace, disaster relief, promoting literacy, women empowerment, prisoner’s rehabilitation etc. he has also set many educational programs for students which we have seen earlier. He teaches people love and wisdom spreads message of love, peace, brotherhood throughout the world. He aims at promoting spirituality amongst people and making them realize that there is goodness in every individual. He advises people to accept as well as respect each other.

Frankenstein and How to Read Literature Like a Professor Analysis Essay

In Thomas C. Fosters How to Read Literature like a Professor, Foster expresses how every story has a journey that someone or sometimes multiple people go on specific journeys. In Mary Shelley’s Frankenstein or The Modern Prometheus, the novel is based on exactly that, a journey. One journey is Victor Frankenstein’s quest for knowledge. Foster says that â€Å"The real reason for a quest is always self knowledge.† Victor Frankenstein is the perfect example of this; Frankenstein sets out on a journey to gain every drop of knowledge that he can when he attends the University of Ingolstadt. Robert Walton is another example of this. He beings his journey in the same hopes that of Frankenstein to gain every bit of knowledge that he can possibly obtain. Chapter 7: In Fosters seventh chapter he talks about literary references to the bible. Fosters says that by using these biblical references in stories helped people and the writer stand on common ground. This idea is what Mary Shelley did in Frankenstein when Victor Frankenstein had created his monster relating it to the creator vs. creation in when God had created Adam and Eve. Another time a biblical reference was made was when the monster had asked Frankenstein to create a mate for him just how Adam had asked God for a mate for him. â€Å"My companion must be of the same species and have the same defects. This being you must create† (Shelley 159). Chapter 9: Foster explains that in this chapter â€Å"It’s all Greek to Me† that the use of mythology is a way for authors to appeal to the reader if they do not believe in biblical approaches. It is in a way a much easier approach to understanding where the author is coming from. In Mary Shelley’s Frankenstein; she uses a more mythological approach to the relationship between Frankenstein and the monster. In mythology Prometheus created man, so in this case Frankenstein is Prometheus and his monster is his creation; â€Å"I ardently wished to extinguish that life which I had so thoughtlessly bestowed†(Shelley 97).

Exploring the Intergration of Special Needs Pupils in Main Stream Essay

Exploring the Intergration of Special Needs Pupils in Main Stream Schools - Essay Example Primarily, children with disabilities -- either physical or mental, or both -- were considered as ineducable that they naturally and simply would not be allowed to enroll in educational programs of any form, especially those who are severely disabled; a condition which continues to affect some of these people even until now (Charlton, 2000, p.43). Nevertheless, as civilization sprang and as equality among communities of different backgrounds and characteristics had since then been pushed by many of its advocates, public policies thrust efforts of educating this particular population by creating specific and segregated bodies that can provide and cater for their specific needs (Power-deFur & Orelove, 1997, p.1). The children with SEN are categorized according to their identified needs and disabilities. Parents, and even government authorities, as well as experts, then decide as to what specific institutions and educational models or approaches would fit to offer and accommodate the sp ecial needs of these children based on prior studies and evidences (Lindsay, 2003). Many believe that these steps of segregation are essential; that they not only offer education and a brighter future to the children with learning difficulties but it does so in a safe and secured environment as they (e.g., parents, guardians, etc.) perceive it and as proposed by existing guidelines (Bredekamp & Rosegrant, 1992). However, just as it has been pointed out earlier, human right advocates say that exclusion of children with SEN from the mainstream education is an offense to their rights; resulting to further seclusion of this particular population and their families from the general society which take toll on their social, economical, psychological, and emotional present and future health and... This essay approves that children with disabilities -- either physical or mental, or both -- were considered as ineducable that they naturally and simply would not be allowed to enroll in educational programs of any form, especially those who are severely disabled; a condition which continues to affect some of these people even until now. This report makes a conclusion that the case study will include three main methodologies to gather the data needed for analyses and interpretation. The case participants will be subjected to uninformed observation and one-on-one interview with the child, a family member, a teacher, and a head of the inclusive education institution. The study will mainly follow a descriptive qualitative approach; that is, observations and information collected from the three participants will be summarized, analyzed, and interpreted to identify particular patterns and differences among them as they are subjected to inclusive education considering their learning or educational conditions caused by disabilities. Permission from the parents of the children, their teachers, and the head of the inclusive education institution will also be requested. This will be done to ensure that all the steps undertaken are within the bounds of logical, ethical, and cultural reason, especially that the involved participants have learning disabilities and are minors who are more prone to vulnerabilities than those who have or are not.

Nursing research Essay Example | Topics and Well Written Essays - 250 words - 19

Nursing research - Essay Example Conversely, there was insufficient data regarding new nurses who quit citing insufficient support. During the step of introducing change, age is a variable that can affect the success of implementation. Importantly, it is crucial to eliminate the barriers that hinder the successful implementation of change with age being one of these factors. In this case, this can be attained through ensuring that the stakeholders involved in a program change underwent intense training in order to ensure that they remained motivated and embraced the proposed change. In this case, the age of the program being replaced plays a factor in the way that the stakeholders embraced the new program. On the other hand, the age of the people involved in implementing the change process will also determines its success. In this case, younger people are more responsive to change than older people are. In this case, this barrier can be eliminated by motivating all stakeholders involved in the change process and ensuring that they all identified the importance of implementing the

Scan of Emerson, American Scholar and Factory Life As It Is Assignment

Scan of Emerson, American Scholar and Factory Life As It Is - Assignment Example an amendable constitution, which can be revised by the people as they please, is a political innovation that guarantees peace and happiness through self-governance. James Winthrop, a public official from Massachusetts, emphasized on the importance of the constitutional Bill of Rights. In reference to theoretical frames of politics, Winthrop asserted that systems of government belonging to the majority have inherent tendencies to disregard fundamental rights of the minority. Majority rulers exert tyrant principles upon minority subjects (Winthrop, 269). In order to safeguard the fundamental freedoms of the minority, Winthrop opposed the federal ratification of the constitution. Winthrop maintained that ratification of the constitution would consolidate constitutional powers to tyrant majorities, thus threatening the self-governance of American states. In order to prevent governmental despotism and usurpation against citizens, Winthrop proposed that the Bill of Rights should remain an essential constitutional component. With respect to the principle of representation, David Ramsay favors proportional representation of citizens in deliberation assemblies. Ramsay stated that proportional representation is a miniature form of communities; hence the representatives have interests and feelings of the majority (Ramsay, 268). On the contrary, James Winthrop opposes the concept of proportional representation. According to Winthrop, proportional representation does not guarantee preservation of minority rights against the wanton use of numerical tyranny by the majority (Winthrop, 269). Instead of proportional representation, Winthrop says that laws should be made by local officials who can establish immediate contact with their

Malaysia and Sustainable Development Essay Example | Topics and Well Written Essays - 500 words

Malaysia and Sustainable Development - Essay Example It was during this period that mega-projects like the Petronas Twin Towers, KL International Airport, and the Sepang F1 Circuit were completed. However, amidst the economic development, environmental degradation has been inevitable. The country's dependence on the manufacturing and industry sector cause a negative spillover in the form of air and water pollution, global warming, and ozone depletion (Malaysia 1-6). In order to promote sustainable development, Malaysia join forces with the United Nations to launch a fourfold program called Vision 2000 which is geared to address the environmental impact of development. These four strategies include: conservation and sustainable use of biodiversity; access to sustainable energy services, frameworks and strategies for sustainable development, and national/sectoral policy a nd planning to control the emission of ozone-depleting substances and persistent organic pollutants (UNDP Malaysia 1-4).

Covenants of the Old Testament Research Paper Example | Topics and Well Written Essays - 1500 words

Covenants of the Old Testament - Research Paper Example Whether it is one covenant expressed in different contexts and hence different forms, or it is different covenants with different persons, depends to a certain extent on individual interpretations† (Poon 42). God has made covenants with certain persons in the Hebrew Bible and some of these covenants could be unconditional or could clearly depend on the loyalty or fidelity of the human partner. God established covenants with notable people in the bible like Noah, Abraham, Moses and David (Brueggemann 91). It is important to note which of the covenants that God established with these persons in the Hebrew Bible that is unconditional and the ones that are conditional. In the book of Genesis, God made a covenant with Noah after he (God) had used flood to destroy the people of the earth except Noah and his family. According to the bible, God told Noah that, I solemnly promise you and your children and the animals you brought with you- all these birds and cattle and wild animals- tha t I will never again send another flood to destroy the earth. And I seal this promise with this sign: I have placed my rainbow in the clouds as a sign of my promise until the end of time, to you and to all the earth. When I send clouds over the earth, the rainbow will be seen in the clouds, and I will remember my promise to you and to every being, that never again will the floods come and destroy all life. For I will see the rainbow in the cloud and remember my eternal promise to every living being on the earth. Gen. 9:8-17 In the covenant that God made to Noah, it is clear that God did not like the fact that he had to destroy the people that he created with flood and due to the love that he had for Noah and his family, he had to establish this covenant with Noah and his generation. God promised not to open the floodgates of heaven and use water to destroy the world again. He promised that he would not destroy humans and animals with flood as he told Noah that the rainbow that appea rs in the cloud is the sign of the covenant that he (God) made with Noah and his generation. The rainbow shows that, to every covenant, there is a sign. The rainbow is also a reminder to man of God’s promise never to use flood to destroy the world again. This covenant could also be referred to the covenant of the preservation of life (Harris & Platzner 14). God gave Noah this covenant to assure him of his steadfast love for the human race. However, it should be noted that, the covenant that God made with Noah is an unconditional one as it did not in any way depend on the fidelity of the human partner. At this point, it is also pertinent to take a look at the covenant that God made with Abraham, who was a descendant of Noah. Abraham was a man of faith; he was a man that walked with God. As a result of Abraham’s faithfulness, God had to establish a covenant with him. God bestowed a great blessing upon Abraham that has made people to be blessed through him. In the fifteen th chapter of Genesis, God tells Abram (as his name was called then) that, â€Å"I have given this land to your descendants from the Wadi-el-Arish to the Euphrates River. And I give to them these nations: Kenites, Kenizzites, Kadmonites, Hittites, Perizzites, Rephaim. Amorites, Canaanites, Girgashites, Jebusites.† (Gen. 15:18-21). This was the covenant that

The Correlation between obesity and poverty Annotated Bibliography

The Correlation between obesity and poverty - Annotated Bibliography Example The BMI of normal people lies below 25 kg/m2 (Kopelman, Caterson, & Dietz, 2010). According to Smith (2009), the BMI of an overweight individual lie between 25 kg/m2and 30 kg/m2, while the BMI of individuals suffering from obesity exceeds 30 kg/m2. Through studies, it has become apparent that obesity correlates with poverty. According to Smith (2009), poverty can lead to obesity, and at the same time, obesity can lead to poverty. Studies have shown that obesity and poverty can have a direct or indirect influence on each other. It is apparent that overweight and obesity correlate with poverty because most people do not afford healthier diets (Lane, 2006). Based on calories; diets composed of fish, whole grains, and fresh fruits and vegetables enhance normal health, but they are far more expensive than diets consisting added fats, added sugars, and refined grains (Lane, 2006). In some American communities, local convenience stores do not offer vegetables, fruits, or other fresh, whole, and real foods. In an urban setting, an individual should have a car in order to access real foods that rural markets offer. Research shows that an attempt to reduce food expenditure tends to drive individuals toward added fats, added sugars, and refined grains, which have a likelihood of causing obesity. On the other hand, being obese can make an individual poor because obesity and overweight bring about various kinds of sicknesses. Sick individuals spend most of their time in hospitals and other health institutions, thus such individuals are not economically productive (Bolin & Cawley, 2007). Diseases associated with obesity include heart disease, type 2 diabetes, obstructive sleep apnea, osteoarthritis, and cancer (Blass, 2008). Those people who are suffering from obesity related ailments develop a weak health and cannot be able to contribute toward income generation in a significant manner. Diseases such as diabetes, heart

Personal Conflict Essay Example for Free

Personal Conflict Essay It was on January 2006 when I first set my feet in USA, a day I will live to remember. I was eighteen years old then and had just graduated from high school. I was the best student in my previous school so I got a scholarship to further my studies. Since childhood ,I was fascinated by people especially their cultures, religions and other aspects of their lives but what really amazed me was the way they communicated and the different languages that they used. My life had revolved around one language that was Arabic and therefore when this chance came I was very excited and without second thoughts took the opportunity to study English as my second language. I chose English because it was an international language and I knew it would help me communicate with many people from different parts of the World. More so, it was to be of great assistance to me especially in my stay in the USA. When this day came, I was amidst mixtures of feelings. Even though I was very excited, terror and confusion took the better part of me. The thought of leaving my parents and my younger siblings really terrified me and all of a sudden, I felt lonely. Earlier on after waking up, prayers had been arranged for me and all people wished me a safe journey to America. I was escorted by my friends and family members to the airport where they bid me farewell. This was my first time to travel from my home country and the first to travel in an airplane. While in the plane many thoughts crossed my mind. I thought about the people I would meet and wondered how they would receive me. I also thought about the college I would be enrolled to and my classmates to be . I wondered if there were people from my home place, how many will they be and above all how I would communicate since I was not familiar with English by then. I was in this state when suddenly an air hostess brought me some snacks . Tasty as they looked, I never took a bite. What I could not understand about the air hostess was that she appeared composed and friendly and completely unaware of my predicament. She was young, energetic and cheerful and nothing seemed to trouble her. Contrary, I was deep in confusion and uncertainty . I lost my appetite something which seldom happens to me. In fact , I rarely choose food and anything edible is good to me provided it is not harmful . More so, being the first time to travel by plane I was really uncomfortable and the experience was horrifying. At one time a thought of the aeroplane crushing crossed my mind and it really got me scared. Sleep never crossed my eyes during the whole journey and it took exactly fourteen hours to reach my destination. I arrived at the JFK airport in New York at around 10 pm . The night was chilly and many people wore heavy clothing to keep their bodies warm . I had carried a light jacket which I wore to protect myself from the cold . The environment was new and everything about this place seemed new to me. I was really getting more and more confused and thought it was even better when I was in the plane. My light jacket did not seem to be of much help to me because the cold weather was getting the better of me. Though out of place, a thought crossed my mind. I wondered of how it used to be unusually hot at home and how I had adapted to that kind of climate. I wondered how long would it take for me to get used to this new environment. I do not know exactly how long I had been standing there but what I recall is that I found myself all alone, confused, scared and lost and attracting some policemen. I felt out of place and the way they were looking at me was scaring. Did they see me as a terrorist or something? I never got to answer that question because one of them came directly to where I was and asked whether I was Mr. Mohammed. Though at first I could not understand what he was driving at, the mention of my name made me realize he was out to find me. Upon receiving my answer, he took my passport and asked me to follow him. They took me to one isolated room where they begun interrogating me. Little did they know that I could not understand whatever they were talking about. From their faces I could tell they were suspicious of something. One police officer who was taller than the rest and had a pointed nose with glaring eyes called the others and got outside of the room. I heard them whispering but could not tell what they were discussing. I do not know exactly what transpired but the moment they came in I sensed danger. I was forced to take off my clothes which apart from being humiliating experience it really made me nervous. They might have thought that I had some atomic bomb with me. What made me extremely terrified was the way they were pointing guns at me. For a moment I thought I was going to die. Here I was, people back at home hoping the best for me but not having a clue of the deadly situation I was in at that particular time. The thought of my mum losing me, made me collapse and when I came back to my senses, I was bed ridded in a hospital. At the hospital I got acquinted to the nurse who was taking care of me . She was a very caring and pleasant lady. She did not like it when I told her (she understood me inspite the language barrier) how the policemen had treated me . She failed to understand how people sometimes could be so inhumane. It was from her that I learnt of how I ended up in an hospital and she also told me that our embassy had been contacted. All this she claimed was through the concerted effort of the management of the hospital . Through her kindness and assurance that all will be well, I was beginning to have hope that things would be better for me. I failed to understand how things could contradict themselves. It was simply not easy to relate the caring and treatment I received from the hospital with the ‘reception’ I received from the policemen. I had been at the hospital overnight and I got discharged at around 10 am in the morning. This happened when the Saudi Arabian embassy sent one of its agents to intervene . All was set right and I could not believe it when one policeman was sent to apologize on the behalf of the others and he even offered us a ride to a hotel. The ride was short but I did not fail to notice how the roads were smooth and carefully constructed. If it were home the journey would have taken a little bit longer because most of them need to be tarmacked and they are dusty. When I arrived at the hotel, I took a bathe, had lunch and then slept after 28 good hours of unrest. I woke up at around 10 pm and realized I was all alone, the agent from the Saudi Arabian embassy had promised to drop by the following morning to pick me up. He had informed me that he would take me to his house and where I would be staying for awhile while we sort matters out. I could not get sleep that night. All my thoughts directed to the kind of life I was to lead in the USA. Foremost, being an Arab and a Muslim I wondered where mosques could be found and whether I would learn to communicate in English. Also I thought about the encounter with the policemen and realized the matter had been made complex due to ineffective communications. All these and other thoughts ran across my mind through out the night. In spite uncertainty facing me, I kept on hoping believing and having faith that everything will turn out right for me and I would enjoy my stay in the USA and eventually make it my home. It has been three years now since I arrived in the USA. A lot of things have changed mostly with me trying to catch up with the American way of life. I have made new friends from different backgrounds and we assist each other in times of troubles. Even though I am different in my culture, religion and way of thinking, I get along with others through their support and understanding.

Translation Shifts In Students Translated Texts English Language Essay

Translation Shifts In Students Translated Texts English Language Essay People living in this world are divided by their cultures. Language as the part of culture holds an important role in peoples lives because it enables people to express their ideas either by talking or writing to others. In the earlier times, people did not seem to have problems related to the communication since they only needed to communicate with people in the same community who had good knowledge of the language they used. However, along with the growth of the age marked by the advance of communication devices and the needs of people to communicate to others outside their communities, the problem of communication starts to occur since people have to communicate with others having different languages in terms of its grammatical structures, its vocabularies, and even its spellings. It causes difficulties for people who are not accustomed to those differences. In order to solve the problems between two different languages, people use translation. Basically, translation is a tool to deliver meaning from source language (SL) to target language (TL). To make sure the meaning is perfectly delivered, a translator must re-construct the text by translating the words from SL to TL and arrange them based on the structures of sentence in TL so the structures are suitable with TL and there will be no loss of meaning. Knowing the importance to master translation skills, universities in Indonesia open a subject studying translation, and one of them is Translation Skill subject in English Department State University of Jakarta focusing on studying translation between English and Indonesian languages. In this Translation Skill subject, besides studying the theories related to translation such as the process, the methods, and the strategies of translation, students also conduct the activity of translating, that is to translate texts from English to Indonesian language and vice versa. In order to become a professional translator, students do not only have to master proper knowledge concerning translation theories but also they have to able to translate different kinds of text from foreign languages, in this case, English to Indonesian language in a proper form which means that the text can be read easily and its meaning remains intact. However in the implementation, students may face problems especially related to the different structures between English and Indonesian because indeed, as Moentaha (2006:12) states, every language has its specific grammatical and lexical systems. Actually, there many strategies, procedures, and techniques provided by translation experts to solve difficulties in translating as well as to prevent any distortions of meaning and errors which may be conducted by a translator especially students of English Department as novice translators, and one of them is translation shift. Catford (1965:73) defines translation shift as the departures from formal correspondence in the process of going from the SL to the TL. The shift can occur when a translator is translating a text from SL to TL by concerning some adaptations namely structural adaptation which causes the shift of form and semantic adaptation which causes the shift of meaning (Nida and Taber, 1969:105). Shifts are categorized into two major types, namely level shifts, the different level of equivalence between SL and TL items and category shifts, the departure of formal correspondence which are divided into four categories namely structure shifts, unit shifts, class shifts, and intra-system shifts (Catford, 1965:76). Studying those shifts in translation raises the curiosity of the writer to find out the types of shifts which occur in English Department students translated texts as well as the patterns of shift the students use to solve different structures between English and Indonesian language. Research Questions The questions to be answered in this study are: What type of shifts occurs in students translated texts? What shifts do dominantly occur in students translated texts? What pattern of shifts used by students to bridge the different grammatical structures between English and Indonesian? What pattern of shifts does dominantly occur in every type of shifts? Purpose of the Study The study aims at discovering the types of translation and classifying patterns of shifts occurring when students translate a text from English to Indonesian. From those kinds of translation shift and its patterns, the study also aims at figuring out the kinds of translation shift which dominantly occur in the translated text and the patterns of shift which are dominantly used by students to bridge the different grammatical structure between English and Indonesian. Limitation of the Study The study will focus on analyzing translation shifts occurring in thirty-five translated texts randomly taken from midterm test on Translation 2 subject conducted by students of English Literature Study Program English Department State University of Jakarta. The writer will use the theory of translation shifts provided by John Cunnison Catford in his book A Linguistic Theory of Translation dividing shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. Significance of the Study Besides can enrich the field of translation in English Department State University of Jakarta, this study is expected to enhance the ability of English Department students as novice translators to translate texts from English to Indonesian as equivalent as possible by concerning the shifts they can use to solve different structures between English and Indonesian. CHAPTER 2 LITERATURE REVIEW This chapter consists of definition of translation, process of translation, method of translation, definition of translation shifts, types of translation shifts, and the use of midterm test on Translation 2 subject as the source of data. 2.1. Definition of Translation Translation rises as an activity to translate message from source language containing meaning and words, and to reproduce them in a target language which can be understood by its readers. Although the elements of translation source text, meaning or information, and target text are agreed by translation experts proven by the presence of those elements in their definitions of translation, they have different ways to express the definition of translation. Catford (1978:20) defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). From the phrase equivalent textual material above, it can be figured out that the main thing which should be replaced is the information. In other words, a translator has to be capable of replacing the information in source text with equivalent information in target text. Another definition of translation is also presented by Nida (1969:12) stating that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. On that definition, Nida explains clearly that the main activity a translator has to do is to convey the message from source language to target language as natural as possible by regarding its meaning and style. Besides meaning and style, there is another thing which should be considered by translators if they want to create a good translation the intention of the source texts author. The concept is derived from Newmark (1988:5) who states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Therefore, before translating a text, a translator has to read the whole text to understand the intention of STs author in making the text. In other words, a translator is like a bridge connecting the intention of STs author to the readers of target text. A balance between forms of language and structures of meaning which creates a complete package of a proper translation is delivered by Larson (1984:3) who states: Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. On that definition, the first activity translators have to do is to transfer the meaning constantly from SL to TL continued by delivering it in the appropriate form of TL to prevent any loss or distortion of meaning. 2.2. Process of Translation Before explaining the process of translation deeper, one thing to be considered is the meaning of process. Oxford Advance Learners Dictionary (2000:1050) provides three definitions of process and the first one is appropriate with translation defining process as a series of things that are done in order to achieve a particular result. Another definition of process is also provided by Kamus Besar Bahasa Indonesia (2002:899) defining process as rangkaian tindakan, pembuatan, atau pengolahan yang menghasilkan produk. Two definitions of process above can be concluded that to achieve certain goals, there are a series of actions should be conducted. The same matter also occurs in translation when a translator has to undergo a series of processes to translate texts from SL to TL as stated by translation experts below. Larson (1988:3) provides three steps to produce a translation. First thing translators need to do is to learn the lexicons, grammatical structures, communication circumstances, and cultural contexts from source language continued by analyzing the SL texts to find out its meaning. Finally, the meaning is re-expressed using the lexicons and grammatical structures of target language and its cultural contexts as drawn on the figure below: Figure 1 SOURCE LANGUAGE TARGET LANGUAGE Text to be translated Discover the meaning Meaning Re-express the meaning Translation In line with Larson, Nida and Taber (1982:33) also draws a figure to explain that translation has to undergo three processes namely analysis, transfer, and restructuring called Three Stages of Process as shown below: A (Source) (Analysis) X Y (Restructuring) B (Receptor) (Transfer) Figure 2 On the first stage namely analysis stage, the message in language A is analyzed in terms of its grammatical relationships as well as its meaning and combination of words in the form of X. Secondly, on the transfer stage, those analyzed materials are transferred in the mind of the translator from language A to language B in the form of Y. Finally, on the restructuring stage, the transferred materials are restructured in order to make the final message fully acceptable in the receptor language. Moreover, Newmark (1988:19) divides the process of translation into four levels namely the textual level, the referential level, the cohesive level, and the naturalness level. On the textual level, translators have to find the equivalence of SL grammar in TL, translate its lexical units, and put them in the appropriate form of TL sentences. However, there are some words having more than one meaning including idioms and figurative expressions in the source text and these are the task of translators in the referential level, to define the real meaning behind those expressions and put those meaning in the appropriate expressions in the target text. To link the textual and referential level, translators should advance to the next level namely cohesive level. In this level, translators use connective words which can unite the text such as conjunctions, enumerations, reiterations, definite articles, general words, referential synonyms, and punctuation marks (Newmark, 1988:23). In other wor ds, to secure the meaning of the text, translators have to secure its form first because if the sentences in the text are not linked together, the readers will not get the meaning of the text. Finally, on the last level, focusing on constructing translated texts, translators have to make sure that their translated texts make sense and read naturally for a certain kind of situation because the translated texts seem natural in one context, may not seem natural in other contexts. Nothing translators can do other than to read their whole translated texts, underline some unnatural expressions, and replace them with the more natural ones. 2.3. Method of Translation In their attempt to distinguish between methods, strategies, and techniques, Molina and Albir (2002:507) define methods of translation as the way of a particular translation process that is carried out in terms of translators objective, i.e., a global option that affects the whole texts and their definition is strengthened by Newmark (1988:81) stating that translation methods relate to whole texts, while translation procedures are used sentences and the smaller units of language. It can be concluded that the result of translated texts is determined by the methods of translation used by translators because the aim and the intention of translators will affect the overall result of their translated texts. Newmark (1988:45) draws the methods of translation in the form of a V diagram dividing them into SL emphasis such as word-for-word translation, literal translation, faithful translation, as well as semantic translation, and TL emphasis such as adaptation, free translation, idiomatic tr anslation, as well as communicative translation. 2.3.1 Word-for-Word Translation This method is used on the pre-translation phase where the TL words are directly put below the SL words as so called interlinear translation. Cultural words are translated literally out of the context. Translators only need to find the equivalent words from SL to TL but the position of those SL words remains intact in TL to understand the mechanism of TL and as Catford states (1965:25) to illustrate in a crude way differences structure between SL and TL for further studies. 2.3.2 Literal Translation This method of translation is between word-for-word and free translation where the words are still translated out of context as in word-for-word translation but then they are placed based on the grammatical structure of TL. 2.3.3 Faithful Translation In faithful translation, translators try to reproduce the contextual meaning of SL to TL and place them based on the grammatical structure of TL. Cultural words are translated but its grammatical and lexical abnormality still occurs. Faithful here means the translation attempt to be completely faithful to the intentions and text-realisation of the SL writer. 2.3.4 Semantic Translation This method of translation produces a more natural translation than the previous method since in semantic translation, the aesthetic element is taken into consideration and cultural words in SL are translated into its cultural equivalent in TL. Semantic translation is more flexible than faithful translation which Newmark (1988:46) says as an uncompromising and dogmatic method. 2.3.5 Adaptation Adaptation as the freest form of translation is commonly used in translating poetries and script of plays where cultural conversions occur from SL to TL without changing the themes, characters, or plot of SL. Therefore, if translators want to adapt a script of play, for example, they have to maintain the characters and plot of the script while adapting only its dialogues from SL to TL. 2.3.6 Free Translation In this method, the content of source text takes more priority than its form so paraphrase is commonly used to assure the message from source text can be clearly delivered to the readers of target text. 2.3.7 Idiomatic Translation When translators reach this method, their translations will not sound like translated texts anymore since in this method, the message is reproduced in TL with more natural and familiar expressions sometimes using colloquialisms and idioms which do not exist in SL. 2.3.8 Communicative Translation This method prioritizes the elements of communication such as purpose of translation and readership (Machali, 2000:55), so translators have to translate the contextual meaning of SL both its language and its content to be acceptable and understandable for readers of TL who expect no difficulties in reading translated texts. 2.4 Definition of Translation Shifts As stated on the scope of study, the writer will use the theory of translation shifts provided mainly by Catford added with some other explanations from Newmark as well as Vinay and Darbelnet. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. Items which can be shifted are grammar as Newmark (1988:55) states shift is translation procedure involving a change in grammar from SL to TL, and word-class as Vinay and Darbelnet (1958:64) state transposition is the replacement of one word-class by another without changing the meaning of the message. Newmark (1988:85) states at least four reasons behind the occurrence of shifts. The first one is when SL and TL have different language systems so the shifts occur automatically and translators have no options but to undergo those shifts as in the translation of English plural words A pair of glasses to Indonesian singular words Sepasang kacamata and the position of adjectives as in A beautiful woman translated into Wanita cantik (Hartono, 2009:28). Another reason is when the grammatical structures of SL do not exist in TL, for example the initial position of verb in Indonesian sentences which is not familiar in English sentences except in imperative sentences. Therefore, it uses common structures of sentence as in the translation of Telah disahkan penggunaannya to Its usage has been approved (Hartono, 2009:29). Further, shifts also occur where literal translation is grammatically possible but may not accord with natural usage in the TL so it is the matter of naturalness between SL a nd TL, for example the change of word-class from noun to verb as in the translation of The pursuits of an intellectual life to Mengejar kehidupan intelektual. The last, shifts occur to replace virtual lexical gap by a grammatical structure, for example the change from phrase to clause as in the translation of The man with blue jacket is Mr. Green to Lelaki yang memakai jaket biru adalah Tuan Green (Hartono, 2009:30). 2.5 Types of Translation Shifts There are five types of shifts provided by Catford (1965:73) divided into two major types namely level shifts, and category shifts consisting of structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.1 Level Shifts Level shift occurs when an item at one linguistic level in SL has its translation equivalent at different level in TL (Catford, 1965:73). The only possible level shift in translation is the shift from grammar to lexis and vice versa as in the translation between English This text is intended for. to French Le present Manuel sadresse a. From the example above, level shift occurs when English this as a term in grammatical system of deictic is translated to French le present as a modifier consisting an article + a lexical adjective. Another example is from English He is eating a noodle soup translated to Indonesian Dia sedang makan mie rebus where a grammatical structure of English present continuous tense (is + V-ing) is translated to Indonesian lexicon sedang. 2.5.2 Category Shifts Oxford Advanced Learners Dictionary (2000:196) defines category as a group of people or things with particular features in common. Catford (1965:76) states category shift refers to some shifts which share a particular feature departures from formal correspondence in translation. Category shifts is divided into four types namely structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.2.1 Structure Shifts Structure shifts grammatically occur at any ranks of language where words, phrase, clauses, or sentences in SL has its translation equivalent with the same rank in TL so only their structures are different. Catford (1965:77) gives an example of structure shifts in clause rank from English clause The man is in the boat. to Gaelic clause Tha an duine anns a bhata. where their subjects are highlighted, their predicators are italicized and their adjuncts are underlined. A shift of structure occurs since the subject and the predicator of English clause exchange their position when the clause is translated to Gaelic so the structure S-P-A in English is switched into P-S-A in Gaelic. Another structure shift also occurs at phrase rank from A beautiful woman with adjective + noun in English to wanita yang cantik with noun + adjective in Indonesian. 2.5.2.2 Class Shifts Class shifts occur when the translation equivalent of a SL item is a member of a different class from the original item. An example given by Catford (1965:79) clearly shows a change of class from English phrase A white house to French phrase Une maison blanche where the English adjective white as a modifier (M) has its equivalence in French adjective blanche as a qualifier (Q) although both of them are adjectives, they possess different functions as a modifier in English and as a qualifier in French. A change of class also occurs when an English clause They insist on higher wages is translated into an Indonesian clause Mereka menuntut kenaikan gaji. The example shows that the English adjective of comparative higher changes to Indonesian noun kenaikan. 2.5.2.3 Unit Shifts Unit shifts occur when the translation equivalent of a unit at one rank in the SL is a unit at different rank in the TL. An example comes from the translation of English clause My father is very nice to Indonesian clause Ayahku sangat baik where a phrase in SL my father has a word ayahku in TL as its equivalence. 2.5.2.4 Intra-System Shifts Intra-system shifts are departures from formal correspondence where (a term operating in) one system in the SL has its translation equivalent (a term operating in) a different non-corresponding system in the TL, the shifts occur internally within a system. Vinay and Darbelnet in Catford (1965:80) give examples of the system related to the singular and plural form of words between English and French. An English singular word advice has translation equivalent a French plural word des concils and vice versa, a French singular word le pantalon has translation equivalent an English plural word trousers. 2.6 Midterm Test on Translation 2 Subject as the Source of Data Translation Skill is one of the subjects provided by English Department State University of Jakarta divided into two subjects taken continuously in different semesters namely Translation 1 in the fourth semester and Translation 2 in the fifth semester. Both subjects have four credits and are held twice a week. The purpose of this subject is to prepare reliable translators who can translate various kinds of texts including legal and non-legal text from English to Indonesian and vice versa. To reach its goal, students are not only given theories of translation such as definition, process, and various strategies to produce adequate translation, but they are also assigned to translate various kinds of texts to train their translation skill and to apply the theories they are studying. In the middle of the meetings, Translation 2 holds midterm test on November 2nd 2012 which consists of two parts. On the first part, students are given two texts and they have to choose the types of those texts whether persuasive, descriptive, or expository as well as to give their reasons regarding their choices. What will be analyzed by the writer is the second part of the test where students have to translate two texts from English to Indonesian titled The Meaning of English Literature and Enhancing the Role of Forests in Adapting to Climate Change as clearly, naturally, and accurately as possible. Although this is a midterm test, students are still allowed to open their dictionaries but it only helps them to find the lexical meaning of words. They still have to pay more attention to find its contextual meaning and to adjust their translations in the appropriate structures of Indonesian language using the strategies they have learnt so far, and one of the strategies may be transla tion shifts. Translated texts from midterm test are chosen as the source of data because during midterm test, students are translating the texts more carefully and more seriously to produce clear, natural, and accurate translations in order to obtain proper score. It comes better possibility to produce better translation. CHAPTER 3 RESEARCH METHODOLOGY This chapter consists of theoretical framework, research method, data and source of data, data collection procedures, and data analysis procedures. 3.1. Theoretical Framework Following up the definition of translation by Larson who states translation is to transfer the meaning and to change the form of texts from SL to TL, the writer will conduct a study about translation shift in students translated texts. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. In other words, there will be some changes of form when a text is translated from SL to TL. Newmark (1988:85) states shifts occur when SL and TL have different language systems, when the grammatical structures of SL do not exist in TL, when literal translation is grammatically possible but may not accord with natural usage in the TL, and when translators want to replace virtual lexical gap by a grammatical structure. The translated texts are taken from English Department State University of Jakarta students answer sheets of Translation 2 midterm test and those translated texts will be analyzed using the theories of translatio n shifts by Catford who divided shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. The writer chooses to analyze translated texts from midterm test because during midterm test, students will be more serious and more careful in doing their tests to obtain proper score so the possibility to produce better translation is higher. 3.2 Research Method In this study, the writer will use descriptive analysis as the method of the study. Kountur (2004:105) defines descriptive as a kind of research which gives descriptions or analyses over a situation as clearly as possible without manipulating the objects being observed. Therefore, in descriptive analysis method, the writer will describe the data and continued by analyzing them as Ratna (2010:53) states that descriptive analysis method is conducted by describing facts followed by analyses providing sufficient understanding and explanation. 3.3 Data and Sources of Data Thirty-five translated texts in Indonesian language from midterm test on Translation 2 subject will be used as the source of data. The analysis will be focused on the words, phrases, and clauses in the texts as the data. 3.4 Data Collection Procedures Data collection is a process of recording an event and gathering pertinent information (La Pierre and Zimmerman, 1997:39). In this study, the writer will collect the data using following procedures: Asking for permission from the lecturers of Translation 2 subject to borrow answer and question sheets. Copying the answer and the question sheets. Reading two English texts in the question sheet. Reading two translated texts written in Indonesian from students answer sheets. Underlining words, phrases, and clauses where translation shifts occur to be categorized and analyzed later. 3.5 Data Analysis Procedures After collecting the data, the writer will analyze them using the procedures below: Drawing a table consisting of English items, Indonesian items, and types of shift columns as following: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts Name of Students: Filling English and Indonesian Items columns with the words, phrases, or clauses from both versions of texts to be analyzed. Determining the patterns of shift on the types of shift columns as shown below: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts They insist on higher wages Mereka menuntut kenaikan gaji Adjective to Noun Listing the types and the patterns of shift used by every student as shown below: Student A Types of Shift Amount Patterns of Shift Amount Level Shifts 14 Grammar to Lexis 14 Structure Shifts 10 Adj+N to N+Adj 10 Class Shifts 12 Adjective to Noun 9 Noun to Adjective 3 Unit Shifts 11 Word to Phrase 4 Phrase to Word 7 Intra-System Shifts 15 Plural to Singular 15 Stating the dominant types and patterns of shift. For example, the table above shows that the dominant type of shift is intra-system shifts while the dominant patterns of shift are grammar to lexis from level shifts, Adj+N to N+Adj from structure shifts, Adjective to Noun from class shifts, Phrase to Word from unit shifts, and Plural to Singular from intra-system shifts.

Effects Of Warm Up In Learning Second Language

Effects Of Warm Up In Learning Second Language The Effects of Warm up in Learning Second Language Abstract One of the ways to learn the language better is having a good warm up activity. This paper aims to investigate the effects of warm up as a class room activity in learning second language. It is going to have a critical study, and over view of some books and essays about this activity. This paper attends to provide the definition of warm up as an activity before the lesson. Then, it is going to discover that how could warm up affect the learning process? It is probably going to find that having a good warm up activity helps students to set for the new lesson. Key words: Warm up activity, second language, learning process Introduction Warm up is one of the good methods for ESL students to learn the second language better. This paper introduces the concept of warm up as an activity which attracts students attention and helps them to focus on the topic. Literary review An interesting way of starting a lesson could be using activities called warm-up activities or ice-breakers (Robertson Acklam, 2000). Teacher could start warm up activity by using some games, asking questions and having discussions which all should be related to the topic or lesson. A warm up activity could help a teacher to recognize the different types of students learning style. According to CÃ ¡rdenas (2001), Students learn best when they can address knowledge in ways that they trust. They will learn best through doing rather than reflecting. Therefore, teacher could use different styles like play, demonstration, discussion, and totally we could say by action. A warm up activity helps students to put aside any distractions which are in their mind and focus on topic, and it helps ESL students to think in target language. According to Peterson (2010), Beginning your lesson plans with a five minute warm up can serve to focus your students on the topic, open up creative thinking and help to apply the learning in new ways. Purpose of the study This paper assesses the impact of warm up on ESL students and aims to examine the effects of this activity on the learning process. It is going to examine these questions: 1) what are the effects of warm up activity? , and 2) how could warm up affect the learning process? Which offers two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. Therefore, this paper is going to explore the answers of these two questions and then it will discover which hypotheses are right. Method In advance this paper mentions two questions which are going to explain in this section. This paper by using critical review about warm up provides the following answers to these questions; 1) What are the effects of warm up activity? This paper propounds five important effects for warm up which are explained below. 1) Create a friendly environment. A brief warm up activity can build a relationship between the students and the learning materials (Hasan Akhand, 2013).Warm up works as an ice breaker; it helps students to be comfortable with the environment and their classmates. 2) Attract students attention. Walqui (2006) states, by focusing students attention on the main ideas, teacher first prepares the students for engaging them in interactive tasks to practice (p.169). A five or ten minute warm up attracts the students attention toward the lesson and besides being physically in the class it helps them being mentally in the classroom, too. 3) Activate the students background knowledge. Rumelhart (1980) states, we comprehend something only when we can relate it to something we already know-only when we can relate the new experience to an existing knowledge structure (as cited in Carrell, 1983, p.82). Students might forget the things which they have learned from the last class or session. Hence, a warm up activity could activate their background knowledge; things they already know or learned. 4) Think in English and focus on the topic. Kay (1995) claims that warm ups are different types of activities which help the students begin to think in English, review previously introduced materials and become interested in the lesson (as cited in Velandia, 2008, p. 11). A warm up activity could help ESL students to start thinking in second language and forget any distractions and focus on the new topic or lesson. 5) Increase students participation. Warm-up activities like joke, game, and puzzle establish a positive learning environment and make the students comfortable to participate in the classroom (Joshi, 2006). When a teacher uses warm up, because of its enjoyable and interesting feature, students attends to participate or take place in that activity. Students like to be involved in such an amazing warm up activity; it builds a sense of community inside them. Now this paper answers the second question which is: 2) How could warm up affect the learning process? Learning process is facilitated through building a positive relationship with the students. A fun or interesting class largely depends on the teachers as their personality and teaching method motivate the students to raise a positive attitude towards learning (Krishnan Hoon, 2002). Because of all those effects that warm up activity has on ESL students, it is obvious that warm up task could affect the learning process, too. Following is a diagram which displays the effects of warm up task briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the purpose of the study, states two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. The first one is acceptable because it is correct and actual, but the second one is reject able because it could help students to put away any distractions but when we use warm up activity, it is a review of what they learned. Hence, they could not forget whatever they learned. In sum up, this paper gets to the point that warm up activity is the best way for thinking in target language, setting for the new lesson, focusing on the topic, and attracting the attention. Therefore, it should be short, interesting, related to the topic, and be at the students level or slightly above (i+1) to have their effect in learning the second language. References Akther, A. (2014). Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from http://dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf?sequence=1 Hasan, M. K., Akhand, M. M. (2013). Strategies for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 (2), 1-14. Retrieved from http://www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. Khodareza, M. (2012). The Effects of Warm-up Tasks on the Iranian EFL Students Writing Ability. Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. (2010). Warm-Up Exercises. [Online] Available: http:// www.TeachingJobs.com (September 17, 2010) Velandia, R. (2008). The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from http://www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159- 180. Retrieved from http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. (2006). Diversity in Lecture-Delivery. Journal of NELTA, 11 (1-2), 1-151. Retrieved from http://nelta.org.np/uploads/files/2006.pdf Krishnan, L. A., Hoon, L. H. (2002). Diaries: listening to ‘voices’ from the multicultural classroom. ELT Journal, 56 (3), 227-239. Retrieved from http://eltj.oxfordjournals.org/content/56/3/227.full.pdf+html?sid=c6d03ada-4f81-4786- 819c-78335f7f594a CÃ ¡rdenas, M. L. (2001). Responding to Childrens Learning Styles. How, 8, 17-22. Robertson, C., Acklam, R. (2000). Action Plan for Teachers a guide to teaching English. London, UK: BBC World Service. Kay, C. (1995). Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. (1983). Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign language, 1 (2), 81-92. Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

James Baldwin Essay -- essays papers

James Baldwin Another Country and Go Tell it on the Mountain are two of James Baldwin's most analyzed novels. Some see both novels as great additions to American literature, while others criticize Baldwin's unique writing style used in both works. Another Country has been called a true American classic, and also a literary failure. At any rate, it is an extremely controversial novel filled with controversial characters. The majority of the novel is filled with either talk or fornication, and at least halfway through the novel the talk takes over and begins to control it. Baldwin's Another Country is divided into categories. These categories, including black/white, hetero/homosexual, and male/female are constantly brought up throughout the novel. The novel is divided into three sections and covers four narratives. Each narrative focuses on two characters, and the eight main characters interact throughout the novel. All of the pairs focus on the categories that were mentioned before. Rufus Scott and Leona make up the first pair of characters. Rufus is a black jazz ...

Management Functions :: essays research papers

Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview II.  Ã‚  Ã‚  Ã‚  Ã‚  Current Technology Assessment III.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Analysis A.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Defined B.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain and the Customer C.  Ã‚  Ã‚  Ã‚  Ã‚  Technology Supporting Business Functions in the Value Chain D.  Ã‚  Ã‚  Ã‚  Ã‚  Technology and Partnering Activities IV.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract Defined   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in History   Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in the Business Perspective   Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Regional issues with Social Contracts V.  Ã‚  Ã‚  Ã‚  Ã‚  Global Issues VI.  Ã‚  Ã‚  Ã‚  Ã‚  Managing Changes VII.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion Overview   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1991, Microsoft Corp. became the first software company to create its own computer science research organization. Microsoft has developed into a unique entity among corporate research labs, balancing an open academic model with an effective process for transferring its research to product development teams. Microsoft recognizes that to create the foundation for future technology breakthroughs, it is necessary to support long-term computer science research that is not bound by product cycles† (http://www.calibex.com/serv/calibex1/buyer/outpdir.jsp?search=microsoft+products). Today, the world-renowned scientists of Microsoft Research make up one of the largest, fastest-growing, and most highly respected software research organizations in the world — one that will help define and redefine the computing experience for millions of people for decades to come† Microsoft offers a variety of products such as operating systems, business/personal management software, multi-media software, databases, and exchange servers. They also provide help centers online and provide services over the telephone to help you with any problem you are having with their products (http://support.microsoft.com/default.aspx?LN=EN-GB). Value Chain Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Before you can discuss Microsoft’s value chain, you must first understand what a value chain is. According to the Internet Center for Management and Business Administration, Inc., the value chain can be described as: A way to analyze the specific activities through which firms can create a competitive advantage by modeling the firm as a chain of value-creating activities. (QuickMBS.com) The article further describes the value chain as maintaining five primary activities (Inbound Logistics, Operations, Outbound Logistics, Marketing & Sales, and Services). The goal of these activities is to â€Å"create value that exceeds the cost of providing the product or service, thus generating a profit margin.† (QuickMBS.com) The primary activities can be defined as: â€Å"Inbound logistics include the receiving, warehousing, and inventory control of input materials. Operations are the value-creating activities that transform the inputs into the final product. Outbound logistics refer to the activities required to get the product to the customer, including warehousing, order fulfillment, etc. Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc. And Service, defined as activities that maintain and enhance the product’s value including customer support, repair services, etc.† (QuickMBS. Management Functions :: essays research papers Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview II.  Ã‚  Ã‚  Ã‚  Ã‚  Current Technology Assessment III.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Analysis A.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Defined B.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain and the Customer C.  Ã‚  Ã‚  Ã‚  Ã‚  Technology Supporting Business Functions in the Value Chain D.  Ã‚  Ã‚  Ã‚  Ã‚  Technology and Partnering Activities IV.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract Defined   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in History   Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in the Business Perspective   Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Regional issues with Social Contracts V.  Ã‚  Ã‚  Ã‚  Ã‚  Global Issues VI.  Ã‚  Ã‚  Ã‚  Ã‚  Managing Changes VII.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion Overview   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1991, Microsoft Corp. became the first software company to create its own computer science research organization. Microsoft has developed into a unique entity among corporate research labs, balancing an open academic model with an effective process for transferring its research to product development teams. Microsoft recognizes that to create the foundation for future technology breakthroughs, it is necessary to support long-term computer science research that is not bound by product cycles† (http://www.calibex.com/serv/calibex1/buyer/outpdir.jsp?search=microsoft+products). Today, the world-renowned scientists of Microsoft Research make up one of the largest, fastest-growing, and most highly respected software research organizations in the world — one that will help define and redefine the computing experience for millions of people for decades to come† Microsoft offers a variety of products such as operating systems, business/personal management software, multi-media software, databases, and exchange servers. They also provide help centers online and provide services over the telephone to help you with any problem you are having with their products (http://support.microsoft.com/default.aspx?LN=EN-GB). Value Chain Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Before you can discuss Microsoft’s value chain, you must first understand what a value chain is. According to the Internet Center for Management and Business Administration, Inc., the value chain can be described as: A way to analyze the specific activities through which firms can create a competitive advantage by modeling the firm as a chain of value-creating activities. (QuickMBS.com) The article further describes the value chain as maintaining five primary activities (Inbound Logistics, Operations, Outbound Logistics, Marketing & Sales, and Services). The goal of these activities is to â€Å"create value that exceeds the cost of providing the product or service, thus generating a profit margin.† (QuickMBS.com) The primary activities can be defined as: â€Å"Inbound logistics include the receiving, warehousing, and inventory control of input materials. Operations are the value-creating activities that transform the inputs into the final product. Outbound logistics refer to the activities required to get the product to the customer, including warehousing, order fulfillment, etc. Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc. And Service, defined as activities that maintain and enhance the product’s value including customer support, repair services, etc.† (QuickMBS.

What or who changed my life

Becoming a 16 year old mother changed my life Becoming a 16 year mother changed my life In more ways than one. I was totally blown away knowing that would have to devote my time, love, energy, smile, and money to another human being. Motherhood at such a young age was not a box of chocolate. In fact, it is a continuous fun, exciting, and overwhelming learning experience. Nevertheless, being a full-time mother, student. And wage-earner assisted in the astonishing mother I am today.It was a normal sunny fall school morning in September of 1993, when I first deiced for the second month in a row I hadn't had my menstrual cycle. Menstrual cycles in my world were unpleasant, heavy, unbearable, and caused me to blackout. Noticing another month without my cycle certainly raised a red flag. However, I continued on about my school day. In the blink of an eye the month of October was here. At this point I am feeling alarmed and fearful. After a few weeks pass by, I start to feel very Ill.I bega n to feel activity Inside my stomach. In this case, feeling punch kicks, rolls, and wiggles were very uncomfortable. My first thought was I have got to e pregnant! The following morning, while getting ready for school I began to vomit all over myself. As I jumped up I experienced an episode of syncope. As I recovered from this distasteful experience, I cleaned myself up and headed to school. So for the next four months, I felt terrified to tell my parents, siblings, and even my closest peers what I've been experiencing.Pregnant at 16 year's old was not a dream of mind, but a high school junior with determinations, super athletic skills, and potentials. I played softball, volleyball, track-star, and captain of the cheer-squad. With all my happenings, I hardly had time to gain weight. I mastered being pregnant, while continuing my education without anyone noticing. Until one Friday evening in February of 1994. I was getting ready for a movie date when my 12 year old twin brother spoil ed my evening. Chad Christopher comment was mommy Shanty' has a big stomach Like those women In church!My mother stepped In my room and elect to pop the question. Shanty' are you pregnant? I was truly petrified. In response I quickly shouted mol I proceeded with my date night. After I'd returned home, my mother pop the question again. Shanty' are you pregnant? The look in her eye was appalling. I stared in silence. Her words to me were what's done in the dark will come to light. At this point I advised her that it may be a possibility. So within the week she made an appointment to see the family Physician. It turns out I was 7 h months pregnant.After receiving the distraught news of my life, I fell to my knees and started to cry uncontrollably knowing that this human being would be here in less than three months. I was not ready to be a 16 year old mother. I had plans to attend Nicholls State, majoring In Pediatrics' after graduation. With no time to spare I had to prepare for a dra stic life changing encounter. For the next, two and a half months I felt relieved, excited, blue, and disappointed all at the same time. My mother suggested that I seek employment.I continued to go to school every day, do my house chores May 9, 1994. I was awakened by severe stomach cramps. I yelled to my mother in anguish. I advised her that I was in a lot of pain. She rushed into my room to assist me out of bed and we headed to the hospital. University hospital was our first stop. Nurse Sonny assigned me to a private room to monitor my contractions. I was there approximately three and a half hours before being released even though I was in excruciating pain. I was only dilating two centimeters for the past three hours.Nurse Betty advised me that in order for me to be hospitalized I would need to be at least three centimeters. The next four hours were the most uncomfortable and dreadful situation a teenage girl could experience. Around 7 a. M. I noticed blood in my panties. We hopp ed in the car and headed to the nearest hospital, despite being pulled over by N. O. P. D. For speeding. We yelled, there's a baby on the way! Upon arriving to Charity Hospital on May 9, 1994 within minutes Share L. Was born at 7:AAA. M. To Williams and Blancher. The moment I laid eyes on my baby girl was absolutely amazing.I didn't know how to feel nor react to what had Just occurred. I knew right then that this experience would make me see the world in a different light. I realized that I am someone's mother. Becoming a teenage mother changed my whole look on life. After our release from the hospital we were ready to conquer the world. On my way home all I could do was contemplate on all of the responsibilities that comes with being a mother. One of my life changing experiences as a 16 year old mother was learning how to love, nurture, care and provide for a human whom I'd carried for nine months.In the midst of all my new and exciting challenges, school was still in session. Just for a few more weeks. My five teachers were gracious enough to combine my lessons and allow me to finish out the school year. Without a doubt my education was very important to me. As the next few weeks crept by, I was slowly getting use to anytime feedings, diaper changes, playful moments, and continuing my education. Thoughts and emotions about how baby Ronnie will impact my life forever loud seem to cross my mind quite frequently.I would regularly stare at her and think to myself no more partying, selfishness, sleeping in, and playing cards were a part of my life style. But how wonderful, ambitious, eager, and a powerful role model of a mother I plan to become. Regardless, of what life threw my way. I believe becoming a mother was only the beginning of many accomplishments. Vive experienced many difficult days as a young mother. Such as, late work hours, keeping up with school lessons, exhaustion, being Judged by peers, and unable to be an average teenager. Spending my money on diaper's, formula, and clothing was a game changing experience.I wore several different hats at an early age. For example, a superdome, mentor, chef, teacher, nurse, bodyguard, and chauffeur. Knowing that my pride and Joy would be admiring me, kept me motivated and enthused to finish high school and go on to higher learning. Sharron is a 20 year old ambitious, loving, childless, young lady trying to pursue her nursing dream. As a 16 year old mother there were many obstacles and barriers to overcome. The constant encouragement from my daughter and parents abetted me in becoming the woman and mother I am today.

Genesis Essay

Genesis gives me a lot of insight to â€Å"the beginning†. As I have read the Book of Genesis, it gave me total but not complete insight of how things were in the past to get where we are now according to the scriptures. What really intrigues me was how the human identity was formed because many ideas are said that we come from animals and evolved over time another, also is said that we come from the Lord himself, lastly one is said that we come from even nature. This chapter in this book showed me a lot and how the world was created and how things like family, the natural world and the covenant was brought upon us. The book of Genesis refutes the opening verses says that there are many believers and disbelievers of God(s); Such as atheism which believes there is no God at all, Pantheism believes that all is God, Polytheism believes that many god exist, materialism which is matter is eternal, humanism which is man is the measure, and naturalism which is nature is ultimate. O.T Allis says and believes that He (God) is the creator of both! Primeval History shares how Israel’s purpose by going through God’s redemptive program and messianic lineage from Eden to Abraham. The first two chapters of Genesis describe God’s original creation. (Yates, 55) The world is a place that was created by God according to the book of Genesis. The pinnacle of God’s creation was said to be â€Å"Man†. But in the creation it tells us how original creation was impacted so negatively by sin in the world he created. Adam and Eve were a good example of this, it was said to us since we were little that they plagued the world by giving into the devil himself and eating the apple off the tree when God asked them not to. Which they were issued a punishment, which they wouldn’t have eternal life, and they would have to suffer together and grow old and die. They had kids and their (Adam and Eve’s) descendants rebelled against God just like their parents. I believe that this is how human relationships were formed. God had little sorts of ways to manipulate people to bring his word about and how to connect with people. He chose to use the FLOOD to connect with Noah because as sin approached its epic proportions as human race became involved more and more. Noah stood out as a righteous man who walked with God every step of the way, which God went to him and told him to build a arch because he was going to flood the world and everything in it to restore creation. The creation of human government with the power of capital punishment was a deterrent to prevent humanity to regress back to violence. Genesis 1-11 on these topics it mostly shows me that the world mostly grew on Sin. Sin was a big time factor we had growing up from Adam and Eve and their descendants. This teaching regarding Adam and Eve shows how their sinful acts of rebellion against God. This goes to show how people in everyday life disobey God or break the Ten Commandments. Genesis 1-11 teaches me that human relationships should involve man and women. Not man and man or women and women. Adam and Eve were created to show the world a human relationship. Adam and Eve also showed me human Identity they were the first human’s created. Adam was created as a symbol of God himself with the Hebrew word Adam known for â€Å"Mankind† and Eve is known for â€Å"To Live†. Chapters 1 through 11 teach how the world’s creation, the mankind of origins and what the Hebrews thought about in the creation of the world. The story of Adam and Eve tells the myth of the truth about our mankind. The last chapter says that there was only one language that God put in because of what people built in the babel tower. Genesis of the Babylonian Exile, added the story of anthropologists developing languages over thousands of years and created new languages and evolved older languages. Which seemed to develop the story of the Tower of Babel. (Yates, 59) This changes my view of the world because in the first passage it is said that God created heaven and earth. Before he created those things he existed prior to making those two. The book only speaks of one God; it shows the creation of the Lord by making the universe. Since, he created heaven and earth, he must be above his creation. The Book of Genesis is given readers an accurate understanding and interpretation of the world. This should teach individuals how they look at the world. Through all these teachings I understand that the world portrays God in many ways and they do not even know it!

Discrimination in the workplace Essay

Discrimination in the workplace is a common behavior that occurs in all occupations and industries. It can occur whether you work for a large or small organization, you’re a boss, or just starting out. In an ideal world people would be equal in rights, opportunities, and responsibilities, despite their race or gender. In the world we live in, however, we constantly face all kinds of neglect based on different attributes. All over the world, certain people treat others with prejudice because of particular features they possess. Unfortunately, this happens even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This phenomenon is called workplace discrimination; not every unfair behavior at work, however, can be assessed as discrimination. So, what exactly is workplace discrimination? Basically, it can be defined as a less favorable treatment towards an individual or a group of individuals at work, usually based on their nationality, skin color, sex, marital status, age, trade union activity, or other defining attributes (Australian Human Rights Commission). It can appear as a denial of certain rights, negligent treatment, intentional underestimating of a worker’s personality or work results and achievements, and so on. A person can be discriminated by their employers, or by their coworkers as well. Discrimination can result into severe psychological consequences for the victim, such as emotional stress and anxiety. Discrimination often causes an employee to leave the workplace, resign from a position, or in severe cases, to commit suicide or act violently against the discriminators. Workplace discrimination can take more open and threatening forms, which are known as workplace harassment. It occurs when an employee is made to feel intimidated, insulted or humiliated, based on such features as race, ethnic origin, gender, physical or mental disability, or on any other characteristic specified under legislation (AHRC). The two most radical forms of workplace harassment are the application of physical violence, or sexual harassment; women are especially exposed to this kind of discrimination. Workplace violence can take several forms: the direct exercise of physical force against a worker that causes or could cause injuries to the worker; an attempt to exercise such physical force; or a statement or behavior that a worker can reasonably interpret as a threat to exercise physical force (Ontario Ministry of Labor). Sexual harassment can  take the form of obscene jokes and allusions; intrusive body contacts; inappropriate gestures, or even direct actions aimed at sexual contact. There are several ways to deal with workplace discrimination; such measures can be held both on the individual and on the collective level. Individuals who have experienced discrimination or harassment at work, are recommended to stand firm under verbal attacks, remain confident about their own abilities and judgments, and try not to stay alone with the abusive person (UnionSafe). At the same time, collective measures can be taken as well. They usually include calling for a meeting in a quiet confidential place in order to admit and discuss the problem; complaining to competent authorities; developing respective policies together with sanctions applied in case there is an infringement enacted by workers. Unfortunately, we do not live in a perfect world, and not all people can enjoy equal opportunities and rights. This refers not only to our personal lives, but to our working environment as well; employees can be discriminated and abused because of certain features they possess, such as the color of skin, their ethnicity or gender, age, marital status, disabilities, and so on. To eliminate workplace discrimination, both individual and collective preventive measures should be made. References â€Å"What Is Workplace Discrimination and Harassment?† Australian Human Rights Commission. N.p., n.d. Web. 05 July 2013. . â€Å"Preventing Workplace Violence And Workplace Harassment.† Ontario Ministry of Labor. N.p., July 2011. Web. 05 July 2013. â€Å"Bullying and Harassment in the Workplace.† UnionSafe. N.p., n.d. Web. 05 July 2013. . Discipline & Discharge An employer may not take into account a person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information when making decisions about discipline or discharge. For example, if two employees commit a similar offense, an employer many not discipline them differently because of their race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. When deciding which employees will be laid off, an employer may not choose the oldest workers because of their age. Employers  also may not discriminate when deciding which workers to recall after a layoff. Harassment It is illegal to harass an employee because of race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to harass someone because they have complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. Harassment can take the form of slurs, graffiti, offensive or derogatory comments, or other verbal or physical conduct. Sexual harassment (including unwelcome sexual advances, requests for sexual favors, and other conduct of a sexual nature) is also unlawful. Although the law does not prohibit simple teasing, offhand comments, or isolated incidents that are not very serious, harassment is illegal if it is so frequent or severe that it creates a hostile or offensive work environment or if it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim’s supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. Harassment outside of the workplace may also be illegal if there is a link with the workplace. For example, if a supervisor harasses an employee while driving the employee to a meeting. Prohibited Employment Policies/Practices Under the laws enforced by EEOC, it is illegal to discriminate against someone (applicant or employee) because of that person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to retaliate against a person because he or she complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. The law forbids discrimination in every aspect of employment. The laws enforced by EEOC prohibit an employer or other covered entity from using neutral employment policies and practices that have a disproportionately negative effect on applicants or employees of a particular race, color, religion, sex (including pregnancy), or national origin, or on an individual with a disability or class of individuals with disabilities, if the polices or practices at issue are not job-related and necessary to the operation of the  business. The laws enforced by EEOC also prohibit an employer from using neutral employment policies and practices that have a disproportionately negative impact on applicants or employees age 40 or older, if the policies or practices at issue are not based on a reasonable factor other than age. 2. Which federal laws cover language discrimination? Title VII of the Civil Rights Act of 1964 is a federal law that protects individuals from discrimination based upon national origin and race. Some courts and governmental agencies have said that discrimination based on language is a form of national origin discrimination because primary language is closely related to the place a person comes from. So if you are being discriminated against for using that language, or because of characteristics having to do with that language, that is considered essentially the same as if you were being discriminated against because of your national origin. This area of the law is still developing, however, so you should also consult with a local attorney for more information. 6. Can I be asked not to speak my native language at work or to speak English only? A rule requiring employees to speak only English at all times on the job may violate the law, unless an employer shows it is necessary for conducting business. If an employer believes the English-only rule is critical for business purposes, employees have to be told when they must speak English and the consequences for violating the rule. Any negative employment decision based on breaking the English-only rule will be considered evidence of national origin discrimination if the employer did not tell employees of the rule, except in several western states as noted below. In California, as of January 1, 2002, there is a specific legal provision which makes it illegal for an employer to adopt or enforce a policy that limits or prohibits the use of any language in any workplace, unless both of the following conditions exist: (1) the language restriction is justified by a business necessity; and (2) the employer has notified its employees of the circumstances and the time when the language restriction is required to be observed and of the consequences for violating the language restriction. â€Å"Business necessity† is defined as â€Å"an overriding legitimate business purpose such that the language restriction is necessary to the safe and efficient operation of the business, that the language restriction  effectively fulfills the business purpose it is supposed to serve, and there is no alternative practice to the language restriction that would accomplish the business purpose equally well with a lesser discriminatory impact.† In the states of Alaska, Arizona, California (but the above state law still applies), Hawaii, Idaho, Montana, Nevada, Oregon, and Washington, there is a court decision that requires one of the following two circumstances for an employee to challenge a â€Å"speak-English-only† policy in the workplace under federal law: the rule is applied to employees who speak no English or who have difficulty speaking English; or the policy creates, or is part of, a work environment that is hostile toward national origin minority employee s. If, initially, an employee is able to show that either of those conditions applies, the employer must show some â€Å"business necessity,† a sufficiently compelling and clearly job-related need, for the policy. Even if the employer does demonstrate business necessity, the policy is still illegal if there are less discriminatory alternatives to the policy that achieve the same goals just as effectively. At this point, although the law on language discrimination continues to evolve, employees in the U.S. but not in these states do not have to show either of the two conditions. The mere existence of a policy, whether or not it affects or targets national origin minority employees, is evidence of discrimination which may only be overcome by the employer’s business necessity. In Nebraska, a statute called the Protections for Non–English Speaking Employees Law offers several protections for workers whose primary language is not English. The law applies to employers that employ 100 or more workers and recruit or hire non–English-speaking workers residing more than 500 miles from the place of employment, and where more than 10 percent of the employers’ workforces are non -English-speaking and speak the same non-English language. Employers must provide non-English-speaking workers with required written information about the job and obtain the person’s signature on a statement acknowledging having received that information before hiring. Employers are required to provide bilingual employee interpreters to assist non-English speaking workers in carrying out their job responsibilities and to provide them with information on community services. Employers are also required to transport employees who quit within 4 weeks back to the locations from which they were recruited. More people in the workforce are claiming discrimination over  their English-speaking ability or foreign accents, according to federal officials.Workplace discrimination complaints based on national origin — which often involve language ability — rose by 76 percent from 1997 to 2011, when more than 11,800 complaints were lodged with the U.S. Equal Employment Opportunity Commission. The EEOC attributes the trend to a more ethnically diverse labor force — about 45 million Americans speak a language other than English at home. Civil-rights advocates say workplace environments have grown more hostile in states enacting tough new immigration laws. It is a common dilemma: employees complain about co-workers speaking other languages at work, conflicts arise, teamwork suffers, and morale issues begin invading the organization. These complaints usually center on an employee’s perception that it is rude for co-workers to speak another language at work, that such actions are intended to be deliberately exclusive and to make other employees feel uncomfortable. Employees feel they are being talked about, laughed at or even plotted against. Yet, Title VII protects employees from national origin discrimination, and therefore, employers must allow employees to have conversations in their native languages, unless there is a reasonable business need to require English-only rules during working hours. So what can HR do to resolve this conflict when English-only rules do not apply, such as during break times and lunches, and for businesses that cannot justify such a policy? First, educate employees on discrimination laws and work to f oster inclusion. Start with presentations on national origin discrimination and show the correlation between native languages being allowed in the workplace and the law. Work to create a presentation that shows common misconceptions on both sides and engenders respect for each other. Employees should be well informed of the company’s discrimination policy, which should also include the use of languages and guidance on what would constitute discriminatory or harassing behaviors. It should be communicated to all employees that failure to abide by the company’s policy and its expectations may result in disciplinary action, including termination. HR must also search for ways to ensure that inclusion is an integral part of the company’s culture. Providing a cohesive environment where everyone is respected and valued is vital to ensuring organizational success. Employees may find it  easier to assume that others are deliberately speaking a foreign language to hide something rather th an to take the time to understand another’s point of view. Conversely, always excluding employees from conversations by using another language can be unprofessional, unfair to co-workers and not in the best interests of the employer. Diversity and inclusion training should include awareness of cultural differences and the challenges non-native-English speakers may currently or once have faced, such as trying to fit into a new culture, being understood when conducting daily activities and being accepted and included at work. Employees also need to respect those fluent in more than one language. These individuals are able to speak English, but at times choose to speak to others in another common language. This is a natural way of sharing a part of their heritage while providing enjoyment in speaking a language that they both share. Finally, the organization’s management must â€Å"walk the talk† and be ready to address situations that affect their teams or jeopardize the employer’s goals and vision for the organization. SHRM HR Knowledge Center As a professional member of SHRM, you can receive free, exclusive access to the HR Knowledge Center. Our advisors have many years of HR experience and a wide variety of resources to assist you with your HR questions. You may reach the Knowledge Center at (800) 283-7476, Option #5 or by using the HR Knowledge Center Request Form. Express Requests The HR Knowledge Center has gathered resources on current topics in HR management. Click here to view and request information. Obtain reuse/copying permission – See more at: http://www.shrm.org/templatestools/hrqa/pages/whydosomeemployeesreactnegativelytootherlanguagesatwork.aspx#sthash.961esjei.dpuf Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating  diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of the situation will be. Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of†¦