Diversity in Gender and Governance

Diversity in Gender and Governance Tuan Pham   Anh Quynh Nguyen INTRODUCTION In the past, women could only be at home and do the household chores while the majority of men went to work. They did not have the rights to work. However, this orthodox view has been changed. In todays society, more and more women are going to work than ever before. The figures from Statistics Canada (2017) show that more than 9 million women in Canada have jobs at the end of 2016. As it can be seen, the number of females in the labor force increased substantially. Not only do women work as employees but they are also employers as well. They hold many important positions in companies such as chiefs, managers, members or the chairman of boards. In Canada, women hold 21.6% of board seats in the Financial Post 500 in 2016 (Catalyst, 2017). According to Catalysts research, it shows that the percentage of women directors in many developed countries has been increasing significantly. For example, in Australia, it represents 23.4% of women on boards in June 2016, which almost tripled than that of 2009. Growth in the number of women allows companies to grow faster and become more successful. As a business student, we are interested in the contributions of women to the economy. They play an important role in developing the firm values. Dr. Mijntje Lu ¨ckerath-Rovers (2011) has investigated that enterprises with female managers run better than those with men only. Moreover, women can bring their unique skills, which male counterparts cannot, to diversify a wide range of the boards expertise (Kim and Starks, 2016, p. 270). They suggest that diversity in gender enhance higher firm values. Even though society makes an endeavor to fight for gender equality, there is no sign that this controversial issue will disappear. In this paper, we provide more in-depth evidence that the presence of women on boards develops companies performance actively and effectively based on personal research and surveys. We will also answer one of the fundamental questions: Will gender dive rsity be encouraged in the future? How would it change: in a good way or bad way? DEFINITION The Dictionary of Business in 1996 (as cited in Walt and Ingley, 2003, p. 219) indicates that diversity in boards is a mix of human capital, where human capital is represented as the skills and knowledge absorbed by a person through the process of learning and experience. In the context of governance, diversity is described as the composition of the board and the combination of the different qualities, characteristics and expertise of the individual members in relation to decision-making and other processes within the board (Là ¼ckerath-Rovers, 2011, p. 493). Therefore, one of the aspects of diversity is gender on boards. This paper only focuses on gender diversity for several factors. First, gender diversity is one of the major topics which has been fiercely debated for a long time. Secondly, gender is the most easy distinguished demographic characteristic compared with age, nationality, education or cultural background (Là ¼ckerath-Rovers, 2011, p. 493). Eventually, our research aims to show that diversity in gender makes all the difference in firm performance. BACKGROUND According to a 2017 statistical analysis conducted by Statistics Canada, among women in the labour force, approximately 94% of them are employed (full-time and part-time). This proves that the labour force changed rapidly and there are more rights for women than ever before. European countries now appear to take the lead in the number of women directors (Catalyst, 2017). This survey also shows that many countries, such as Norway, Iceland, Finland and Sweden, are using quotas and setting targets to expanding the number of women on boards. However, in some Asian countries, there are only a tiny number of female directors. Catalysts research series, The Bottom Line, indicates that the more women on boards a company has, the better financial results they receive.   For example, Companies with the most women board directors had 16% higher Return on Sales (ROS) than those with the least, and 26% higher Return on Invested Capital (ROIC) (Catalyst, 2017). WOMENS CONTRIBUTIONS TO CORPORATE BOARDS According to the research in 2013 on gender diversity in SP 1500, which is a stock market index of US stocks made by Standard Poors, about a quarter of its firms still have no female directors. With data from the ISS RiskMetrics and the Bureau of Labor Statistics, other smaller firms include SP 600 SmallCap, SP 400 MidCap, and SP 500 indices, the proportion of women on their boards just makes up by a small percentage (only 37%, 21% and 7% respectively have no women on their boards). However, surveys report that women are rated higher than men on the emerging leadership qualities of many aspects. As reported by the 2009 SEC Final Rule No. 33-9089 Proxy Disclosure Enhancements, there are in total 16 functional types recommended as critical skills: Financial, Mergers and Acquisitions, Accounting, International, Operations Technology, Marketing, Risk Management, Human Resources, Research and Development, Sustainability, Corporate Governance, Regulatory/Legal/Compliance, Political/Govern ment, Strategy and Leadership. Results show that adding women directors can enlarge diversity in corporate boards. Women are found to possess more uncommon expertise than men, which are four out of five least reported board skills (Research and Development, Human Resources, Risk Management, Sustainability, and Political Government). This shows that female directors can contribute both unique skills and expertise that are currently in distinction in the corporate boards, which can develop the heterogeneity of board skills. As a result, women directors can increase the value in corporate boards and enhance boards advisory effectiveness by adding these skills. Gender diversity is therefore related to higher firm value, and better director heterogeneity of expertise can increase the development in corporate boards.    DIFFERENCE BETWEEN MEN AND WOMEN AS DIRECTORS Although some studies have found that men and women as directors and leaders do not differ in the way of thinking, orienting tasks and other people, women actually learn how to be a leader more easily than men. The reason for which is that girls are likely to be raised with a more egalitarian way than boys, this could affect the way they participate in their life. Also, as stated above, women have more unique skills than men, which translates into their relatively greater use of participative leader style. Another reason could be that gender stereotypes have somewhat affect female leaders to be more competitive in firms. They would care more about follower expectations and be more interested in complying with it. There are differences between men and women as both board directors and top leaders. As top leaders, men and women tend to have no difference in ages and qualifications. Nevertheless, female directors are more independent due to their better multi-directorships. According to research in Norway, 45% of female directors and 37% of male directors are outsiders. While female directors with an average age of 47.16 years and an average of 1.63 qualifications, male directors hold only average 52.7 years have 1.18 qualifications (Wang and Kelan, 2012, p. 456). The result shows that women are not only younger but also more educated than their male colleagues. It also reports that one female director in firm has 10 qualifications in average, while that number of other directors is just 3. Men as directors do not have as many resources through serving multiple boards as women, and are less likely to be outsiders than women. Female directors are reported to be younger and have more qualification s than male directors, while there is no significant difference between male and female as CEOs in some specific aspects such as age, qualifications and experience within the boardrooms and the corporations. The gender gaps and the differences between female and male leaders and directors are also affected by gender quota. As stated in www.wikigender.org, gender quotas are used to create equal representation among gender within legislation contribute to the promotion of gender equality, and ease the access of women into positions of government. Gender quotas were first introduced in some public sector entities in the 1980s and were extended in 2003 under legislation requiring at least 40% of women on boards of public limited companies (known as ASA), inter-municipal and state-owned enterprises (Sorsa, 2016). The enactment of the mandatory gender quota became one of the researchers studies since its introduction in Norway in 2005 (Wang and Kelan, 2012, p. 451). According to Ahern and Dittmars report in 2011, even though the increasing number of women was found to boost the boards strategy and effectiveness, this has led to the surge in the number of inexperienced women in corporate boards , which could damage the firms performance. However, Matsa and Miller (2011) found that there are positive effects of gender quota on firms, especially on the reductions of workforce and the rise in relative labor costs, compared with a matched sample in Scandinavia countries without gender quotas. The outcome shows that the gender quota in Norway created only a few experienced women as top leaders on their boards based on a number of proxies for influence, such as leadership and multi directorships, though this country has been increasing a large number of women in their firms (Seierstad and Opsahl, 2011). Despite the fact that there are no specific differences between the way women and men lead, gender diversity is still an important factor on boards and it may influence female directors contributions to board decision-making processes (Nielsenand and Huse, 2010). At the same time while having a female leader in the boardroom can make female directors easier to feel comfortable about expressing their opinions, male leaders show respect and openness towards views raised by women (Wang and Kelan, 2012, p. 451). They also report that female leaders not only enhance the effectiveness of board decision making but also benefit the operation of the organization. Female board chairs had more qualifications than their male counterparts during the pre-quota period, but this difference vanished after the gender quota had been enacted. This shows that female and male board chairs have similar levels of interlocks and are equally like to be foreigners (Wang and Kelan, 2012, p. 451) during the post -quota period. However, compared the pre- with the post-quota period, female board chairs seem to be more likely to have independent qualifications, more experience and less board interlocks, while male board chairs are older and more experienced after the full compliance of the gender quota in 2008. The average tenure of female board chairs in the pre-quota period, which is 2.04, is significantly lower than the one in the post-quota period (2.98), and female board chairs are more likely to be foreigners in both periods (Wang and Kelan, 2012, p. 451). This shows that Norwegian firms have talented female top leaders locally, not importing them from other countries. Results shown in these tables indicate that female directors are likely to be more independent and younger and have more qualifications than their male counterparts. Differences in independence status, age and qualifications between men and women as directors did not change after the full compliance in Norway in 2008. Women in the post-quota period are more experienced, have more board interlocks and are more likely to be foreigners than those in the pre-quota period, while male directors seem to be more independent in the pre-quota period than in the post-quota period. The differences between male and female directors also result from gender quota. After the legislation for gender quota in Norway was enacted in December 2005, the Norwegian seemed to be under the pressure of hiring more female directors and therefore it resulted in the large number of inexperienced and low-educated female directors in corporate boards. Figures in Table 2 indicate that the average number of females qualifications decreased than that of male directors. This means that the female directors in sample firms need to have a wider range of qualifications to achieve the fixed gender quota. The effects of gender quota on characteristics of directors in Norwegian firms have reflected that there was no difference between male and female directors, with respect to independence, age and qualification in 2001 and in 2010 (which was 5 years before and after the enforcement of gender quota). However, the differences in age and qualifications seemed to have widened over the period fr om 2003 to 2005, while that in independence seemed to be narrowed over the same period. Firms may have recruited younger but less independent female directors with more qualifications when they had the choice of voluntarily increasing the number of female directors on their boards. Therefore, age and qualifications somewhat have contributed to help corporate governance because the newly nominated female directors would have lacked the experience and independence to monitor firm management well (Wang and Kelan, 2012, p. 460). CONCLUSION With gender equality, having females on boards is an indisputable fact. The heterogeneity among companies is related to higher firm value. The profits women can make for companies are much higher than those without women on boards. We can see that the relationship between gender diversity and governance are likely to be positive. There are several journals, articles and research that show the contributions of women to developing firm value. However, diversity in gender on boards has both positive and negative effects on governance. The question of the relationship between gender diverse boards and firm value has generated considerable debate as well as analyses with conflicting findings and conclusions (Kim and Starks, 2016, p. 270). For example, the impact on decision-making and financial performance related to gender diversity is complex because there are other factors that affect the firms conduct. Moreover, getting companies to commit and change their perceptions would be no easy task. In many countries, their thoughts have not changed since feudalism. For instance, it is difficult to put up with the presence of female directors in Asian companies. They think that having women on boards can waste their money, which leads to a reduction of their productivity because of several reasons: maternity leave, lower retirement age, etc. From our study, we emphasize the mechanism through which director heterogeneity improves firm performance. More female directors on boards can make female employees dedicate themselves to work and improve the performance of the firms (Là ¼ckerath-Rovers, 2011, p. 507). She also proves that companies are more successful in making use of the whole talent pool for competent directors instead of only half of the talent pool. As a consequence, the increase or decrease in the firm value depends on companies choices. REFERENCES Adams, R. B., Ferreira, D. (2009). Women in the Boardroom and Their Impact on Governance and Performance. SSRN Electronic Journal. doi:10.2139/ssrn.1107721 Ahern, K. R., Dittmar, A. K. (2011). The Changing of the Boards: The Impact on Firm Valuation of Mandated Female Board Representation. SSRN Electronic Journal. doi:10.2139/ssrn.1364470 Catalyst (2017). Quick Take: Women on Corporate Boards Globally. Retrieved from http://www.catalyst.org/knowledge/women-corporate-boards-globally Kim, D., Starks, L. T. (2016). Gender Diversity on Corporate Boards: Do Women Contribute Unique Skills? American Economic Review, 106(5), 267-271. doi:10.1257/aer.p20161032 Là ¼ckerath-Rovers, M. (2011). Women on boards and firm performance. Journal of Management Governance, 17(2), 491-509. doi:10.1007/s10997-011-9186-1 Matsa, D. A., Miller, A. R. (2011). A Female Style in Corporate Leadership? Evidence from Quotas. SSRN Electronic Journal. doi:10.2139/ssrn.1636047 Sorsa, P. (2016). Gender quotas for corporate boards do they work? Lessons from Norway. Retrieved from https://oecdecoscope.wordpress.com/2016/03/08/gender-quotas-for-corporate-boards-do-they-work-lessons-from-norway/ Statistics Canada (2017). Full-time and part-time employment by sex and age group. Retrieved from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/labor05-eng.htm Statistics Canada (2017). Labour force characteristics by sex and age group. Retrieved from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/labor05-eng.htm Walt, N., Ingley, C. (2003). Board Dynamics and the Influence of Professional Background, Gender and Ethnic Diversity of Directors. Corporate Governance, 11(3), 218-234. doi:10.1111/1467-8683.00320 Wang, M., Kelan, E. (2012). The Gender Quota and Female Leadership: Effects of the Norwegian Gender Quota on Board Chairs and CEOs. Journal of Business Ethics, 117(3), 449-466. doi:10.1007/s10551-012-1546-5 Wikigender. (n.d.). Debate on Gender Quotas. Retrieved from http://www.wikigender.org/wiki/debate-on-gender-quotas/

Gothic Architecture :: essays research papers

Gothic and Romanesque Style Arch. Represented primarily through cathedrals, Romanesque and Gothic styles of architecture were some of the few symbols of civilization in the poverty stricken and often depressing Middle Ages. These cathedrals represented faith, dedication, and cooperation; a sane place in a world of anarchy. Gothic and Romanesque styles of architecture were related in various ways, yet they also contrasted in style in some ways. Romanesque and Gothic architecture, although having many similarities, also have many differences. This may be due to the fact that lifestyles changed in the time between these two eras of architecture. Romanesque architecture was designed to be more for protective purposes than for any aesthetic quality. The walls of Romanesque cathedrals were built very thickly, so as not to be destroyed by invaders. Gothic, on the other hand, had thinner walls and worked towards a more artistic approach. Gothic cathedrals have many more buttresses than Romanesque cathedrals. Gothic cathedrals were also designed with statues and sculptures on them such as the gargoyle, which also served as a rain spout. Romanesque cathedrals had few windows, as the walls of the cathedrals were very thick and made the placement of windows extremely difficult. This lack of light seemed also to project the general mentality and lifestyles of the people of the Middle Ages. To brighten the cathedrals, they often added many wall paintings and mosaics. Contrary to Romanesque architecture, Gothic had many stained glass windows, which spread colored lighting, giving a feeling of peace. They also depicted biblical figures in the windows. Gothic style used many flying buttresses and pointed arches, while Romanesque used rounded arches for added support to the heavy construction of the walls and ceilings. In conclusion, Romanesque and Gothic styles of architecure helped to show

Macbeth: A Tragic Hero? Essay -- English Literature Essays

Macbeth: A Tragic Hero? A Tragic Hero is a common figure in many of Shakespeare’s works. A Tragic Hero is usually a figure of royalty, fame or greatness. This person is predominately good, but falls from prominence due to personality flaws that eventually lead to self-destruction. Macbeth’s major flaws are his ambition and impressionability. Due to their flaws, a Tragic Hero’s actions are often atrocious and cause them to battle with their conscience after their desires have been accomplished. These battles with their conscience evoke empathy from the audience. A Shakespearean Tragic Hero will always lose their life in the end of the play as a result of re-establishment of what is good in the play. In Shakespeare’s Macbeth, the title figure of the play can be seen as the Tragic Hero. There are many factors which contribute to the decline of Macbeth. The three main factors which contribute greatly to Macbeth's degeneration are the prophecies which were told to him by the witches, Lady Macbeth’s influence and ability to manipulate Macbeth's judgment, and finally Macbeth's long time ambition which drove his desire to be king. Macbeth's growing character decays from a noble man to a violent individual. When the play begins, Macbeth’s greatness is already established. Macbeth has already earned the title of Thane of Glamis and will soon become the Thane of Cawdor. The fact that he has these titles demonstrates to the reader that Macbeth is good and an important figu... Macbeth: A Tragic Hero? Essay -- English Literature Essays Macbeth: A Tragic Hero? A Tragic Hero is a common figure in many of Shakespeare’s works. A Tragic Hero is usually a figure of royalty, fame or greatness. This person is predominately good, but falls from prominence due to personality flaws that eventually lead to self-destruction. Macbeth’s major flaws are his ambition and impressionability. Due to their flaws, a Tragic Hero’s actions are often atrocious and cause them to battle with their conscience after their desires have been accomplished. These battles with their conscience evoke empathy from the audience. A Shakespearean Tragic Hero will always lose their life in the end of the play as a result of re-establishment of what is good in the play. In Shakespeare’s Macbeth, the title figure of the play can be seen as the Tragic Hero. There are many factors which contribute to the decline of Macbeth. The three main factors which contribute greatly to Macbeth's degeneration are the prophecies which were told to him by the witches, Lady Macbeth’s influence and ability to manipulate Macbeth's judgment, and finally Macbeth's long time ambition which drove his desire to be king. Macbeth's growing character decays from a noble man to a violent individual. When the play begins, Macbeth’s greatness is already established. Macbeth has already earned the title of Thane of Glamis and will soon become the Thane of Cawdor. The fact that he has these titles demonstrates to the reader that Macbeth is good and an important figu...

Linguistics and their realationship to Teaching Essay

Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include ‘selection’, ‘grading’ and ‘presentation’ as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teacher’s understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E. M. Hatch). The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i. e.  linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as they’re first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K. C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J. T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J. W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W. M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H. G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .†? Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).

Apples and Oranges: a Comparative Essay

Apples and Oranges: A Comparative Essay Is the old adage â€Å"you can’t compare apples and oranges† correct? Besides being food, both of these produce items have much in common. They both are located under the Fruits and Vegetable category of the Canadian Food Guide; they are both spherical in shape, making them fit in the palm of your hand; and they both have a considerable amount of moisture under their skin. However, in both nutritional value and aesthetic appearance the orange far out weighs the lowly apple. Although, according to the Canadian Food Guide, a serving of apples and a serving of oranges are both considered one equal serving within the Fruits and Vegetables category, the nutritional value of oranges is far superior to that of apples. First, oranges have a higher concentration of vitamin C. This vitamin is essential in strengthening and maintaining a healthy immune system. Thus, the greater the vitamin C—within reason—the greater the functioning and resilience of our immune system. Furthermore, peeling an orange often requires extreme dexterity and excellent hand-eye coordination. Thus, when eating an orange one is not only receiving an excellent dose of vitamin C, one is also practicing hand-eye coordination and honing his/her dexterity. On the other hand, apples, although a good source of vitamin C lack the concentration that is obviously present in oranges. Thus, when eating an apple it seems that the apple’s nutritional value is simply calorie intake—fuel for the body. While this function is necessary, oranges ‘play double duty’. They provide us with calories at the same time as helping us to fight viruses and disease. Furthermore, eating an apple only requires a strong jaw and teeth. It does not help us to practice transferable skills such as dexterity. While the nutritional value of the fruits we consume is important, their aesthetic appearance is of greater concern. The appearance of an apple is pleasing; its symmetry, shine, and contours emulate marble sculptures. However, there is one essential flaw in the aesthetic of the apple. It lacks a strong and invigorating aroma. When an apple is bitten, it emits a deep musky smell, one that is unique but in no way mood-changing. Oranges, when peeled emit a heavy citrus scent which, studies have shown, help us to become re-energized. Perfumers have even attempted to capture this scent in their colognes, body washes, and au de toilets. But no synthetic concoction can truly mimetic the revitalizing effects of citrus. The very prestigious study of aromatherapy has verified the mood-changing effects of the citrus scent; â€Å"citrus is often used by psychologist to treat patients with depression with some promising results† (Fakes 2). Thus the orange combats both diseases of the body and diseases of the mind. Although there are many superficial similarities between apples and oranges, oranges are of greater nutritional and aesthetic value. Apples are valuable in their caloric value and their appearance, but they lack both the concentration of vitamin C as well as the revitalizing citrus effects. Therefore, perhaps the old adage is correct: â€Å"You can’t compare apples and oranges†.

Anthropological Approaches to the Study of Language Systems

Anthropological Approaches* to *The* Study of Language S*ystems Language: The arbitrary vocal symbols human beings use to encode and communicate about their experience of the world and of one another. Linguistics: the scientific study of language Linguistic anthropologists study how language is formed and how it works, the history and development of language and the relationships between language and other aspects of culture Throughout time a change in language through modern technology All human beings have language it varies in terms of its nature and all language is equally sophisticated and complex All human beings have the capacity to learn language Children who are isolate and not socialized till the age of 6 cannot learn language (feral children) Communicative competence Linguistic Anthropology Focuses on the mechanics of language, including: Phonology (phonetics): the general study of the sounds used in speech by means of an internationally recognized system of symbols to represent the various phonetic sounds of speech. Syntax: the study of the manner in which minimum units of meaning (morphemes) are put together into phrases or sentences. Or, what English speakers call grammar. Historical Linguistics Studies the relationships of languages to one another and reconstructs how languages change over time. Includes an analysis of how the phonology of language changes over time (dialects, pidgins, creoles, and new languages). Includes an examinations of potential universals in linguistic principles of classification (are there universal classifications for colours? ) 12 different languages before European contact, why is that important? Because that means that there were people living in the North America for a very long time. It was so diverse! Specialized field that studies the relationship between language and culture. SapirWhorf Hypothesis: all human experience is to some extent, mediated through culture and language. Objects or forces n the physical environment become labelled in language only if they have cultural significance, and language systems themselves (vocabulary and syntax_ influence speakers perceptions of the world. How do Anthropologists study language? {text:list-item} {text:list-item} Proxemics: the study of the use of space in communication. Ex. Talking too close for comfort. Handshaking etiquette. Discourse Analysis:the analysis of a stretch of speech or other form of communication l onger than a sentence and united by a common theme. Often concerned with relations of power and inequality in language use and knowledge production. Ex. Global warming, refusing to use the word in communications. The way the language gets used in power relationships is important. Unique Design Features of Human Language *Openn*ess: the creative capacity of human language Displacement: the ability to talk about absent, abstract or nonexistent objects of subjects Arbitrariness: no universal link between particular linguistic sounds (sings) and particular linguistic meanings (signified). Duality of Patterning: arrangement of sounds(phonemes) is not random, but systematically patterned to create meaning bearing unites (morphemes). Prevarication: the ability for linguistic messages to be false or to violate convention. Lies, animals are not able to lie. Forms of Communicative Competence Linguistic Competence: human ability to learn correct assemblages of phonemes, morphemes and syntax (or grammar) Communicative Competence: human beings ability to learn culturally appropriate speech patterns. Much of communicative competence involves learning inter-textual codes. The concept of inter-textuality essentially states that meaning depends on our knowledge of linguistic and symbolic codes.

How Effective Are Various Methods in Reducing Recidivism Essay

Prison, non-custodial sentences and rehabilitation seem all failed in reducing recidivism; however, there is little and limited evidence to support non-custodial sentences, as well as some people think if rehabilitation could be implemented effectively, it would work. Although the advantage of prison is keeping our society from dangerous people, when it comes to reducing recidivism rate, the effect of prison is disappointing. The public usually think that imprisonment is safer for communities; however, it appears powerless to deter inmates from committing crime again. In the article, â€Å"Study shows building prisons did not prevent repeat crimes†, Fox Butterfield (2002) cites a large-scale study of recidivism from the Bureau of Justice Statistics, which investigated up to 272,111 former prisoners in 15 states during the first three years after being released. It found that 67% of inmates broke the law again in three years right after their release in 1994. It is surprised that it does not make any difference to recidivism rate which was studied in 1960’s, and it is even 5% higher than the study done in 1983. In addition, it indicated that the more rearrest records a criminal has, the higher recidivism rate he has. The inmates who have more than 15 prior arrests have 82. 1% of recidivism rate. Nevertheless, according to Emily Kingham’s article (2006), she believes that prison forces offenders to regret and reflect on their behaviour; as for the reason that criminals cannot reject the temptation of committing new crime is because of inadequate provided support. In spite of this, some experts have admitted that prison does not work in terms of reducing recidivism rate (Considering the alternatives 1978; Finckenauer 1988). Some limited evidence has shown that non-custodial sentences may decrease recidivism; regardless of some experts being sceptical about their desired achievements. On the one hand, alternative sentences can help government save money and alleviate over-cramped number of criminals in prison (Considering the alternatives 1978). On the other hand, Kingham(2006) points out that alternative sentences do nothing but return prisoners to their original circumstances, which result in unawareness of their crimes and the onsequences. One study indicated that through one of alternative sentences, intensive probation, recidivism rate is less than 20%; however, the evidence maybe weak as the study has not been completely put into practice (Considering the alternatives 1978). Furthermore, in the Minnesota, alternative sentences have been successfully adopted to keep criminal rate not increasing, but it may not be convinced because of the source not being confirmed (Considering the alternatives 1978) . While some people argue rehabilitation is also failed in reducing recidivism rate, some authors counter that if government could support rehabilitation, recidivism rate would decrease. According to the article, â€Å"Prison†, James O. Finckenauer (1988) cites some studies, which shows that even though the government has already provided with good rehabilitation programmes, they cannot achieve reformatory of inmates. On the other hand, this position is contested by Joan Petersilis (cited in Butterfield 2002), a professor of criminology at the University of California at Irvine and an expert on parole, who says that state governments spent such little money on rehabilitation programs that inmates do not receive sufficient help with drug addition, work skill and preparation for a new life, which may lead increasing recidivism rate. Butterfield (2002) further cites the statement by Mr. Travis, who also argues that criminals return to crime.