Hating crime and inhumanity

Hating Crime and InhumanityHave you of all time lost person that you love and care really much? A friend, schoolmate, neighbour or your kid who returned to God due to an accident or bad luck? Worst, killed because of his or her differences! Matthew Shepard, a victim of hatred offense, was one of them! He was merely an ordinary 21 old ages old male child when he was viciously anguished and murdered, all because he was homosexual! Harmonizing to Tiby, E. ( 2007 ) , hate offenses or biased-based discourtesies are flagitious Acts of the Apostless that occur when a culprit marks a mark due to his or her apparent rank in a certain societal group. Since 1990, the Numberss of hatred offense rates have been steadily increasing despite the fact that we are so called educated, unfastened minded and civilized. Its continued happening has caused President George W. Bush to subscribe into jurisprudence the Hate Crime Statistics Act in 1990 which was later amended by the Violent Crime and Law Enfor cement Act of 1994 as reported by Anderson, J. , Dyson, L. , & A ; Brooks Jr. , W. ( 2002 ) . The bar of hate offenses should get down with a better information aggregation, carry oning monolithic educational runs in cultural diverseness consciousness and racial tolerance, and in conclusion deprogramming hatred offense wrongdoers. First, the existent Numberss of hatred offense must be known to forestall hate offenses! Every twelvemonth, tonss of such instances remained in the dark because some illegal immigrants were unable to talk local linguistic communications and may be needed to be deported. Other than that, officers are non good trained or equipped with the cognition to manage hate offenses. Hence, some offenses are non recognized and reported as hatred offenses. Furthermore, rather a figure of people are really unwilling to describe such instances due to fear that such blasphemous promotion could do farther strain on race dealingss. Such jobs have created an inaccuracy in informations certification of hate offenses. For illustration, if existent figure of instances should be 100 but the reported instances is merely 50 which will indirectly forestall the affair from acquiring any attending from the populace! The deficiency of an accurate informations, reduces the effectivity of hate offenses bar attempts . ( Anderson, J. , Dyson, L. , & A ; Brooks Jr. , W. ,2002 ) In add-on to that, monolithic educational runs should be conducted in the sense of cultural diverseness consciousness and racial tolerance. Education must promote differences and tolerance. Everyone needs to be taught about multiculturalism and the parts by different ethnics and races. In the diary article â€Å" Preventing Hate Crime and Profiling Hate Crime Offenders † ( 2002 ) , Anderson, J. , Dyson, L. , & A ; Brooks Jr. , W. had claimed that such educational attempts should get down every bit early as the pre-adolescent phase. Besides, the coevals of diverseness consciousness and racial tolerance besides need to be promoted by spiritual groups and church folds and non merely sole for schoolrooms and jurisprudence enforcement scenes. Next, an exchange plan with other states should besides assist to increase the openness of the multicultural thought which provides pupils a deeper apprehension. All these should be done to guarantee the endurance of true humanity, love for on e another. Last, hatred offense wrongdoers are ought to undergo deprogramming. An extended guidance is considered necessary for them to get the better of and free off the â€Å" toxicants † of long-run indoctrination of hatred and segregation. Additionally, ex-offenders should assist to run such plans as they have priceless penetration into the heads of those who enduring from hatred and its associates. Traveling on, the absolute engagement of local section of instruction is indispensable in making a course of study to educate wrongdoers to unlearn hatred and advance self growing. Such course of study demands to be conducted from the frame of mention that force is either single or institutional. Ultimately, this would most likely transfuse love and kindness into their Black Marias while fring off the hate caused by misconstruing. In decision, people have their differences and defects as we are all lone worlds. Therefore, we should non know apart or transfuse hatred to others simply because of the differences that we all have! There is no inquiry that it will take a community broad attempts to cut down and forestall hate offenses from go oning. That is precisely why the jurisprudence enforcement community will and must play its function in this venture! Both the people and authorities should fall in custodies in eliminating hate offenses to forestall it from go oning to our future coevalss. As what people normally say, â€Å" Prevention is better than remedy † . Let us halt this inhumaneness from distributing by taking actions now.

An investigation of code-switching in English classes at the University of Danang- College of Language Studies

Bilingual speakers usually tend to switch some words or phrases from one language to another during conversation, which is called â€Å"code-switching†. According to Heather Coffey, code-switching is the practice of moving between variations of languages in different contexts. Code-switching is also intentionally or unintentionally practiced frequently in class. This research will focus on code-switching practice in class of both teachers and students in Danang University- College of Language Studies, how it is performed, what effects it might create as well as some suggestions for this problem. Techniques for this research such as observations, interview and taking of field notes are used as means of data collection.Chapter 1: Introduction 1.1 Problem statementEnglish ranks second in top 10 Most Spoken Languages in the World. In Vietnam, learning English now is becoming more popular than ever before. For those who know English, they tend to mix the two languages, i.e. English and Vietnamese, in conversation. Code-switching, the practice of moving back and forth between two languages or between two dialects or registers of the same language, therefore is inevitable and sometimes unconscious, especially when they are having English classes.For example, in an English class at Danang University- College of Language Studies, a teacher says: â€Å"Cà ¡c em là  m bà  i  writing rá »â€œi submit cho cà ´ qua mail.†, and students ask: â€Å"Deadline là   khi nà  o vá º ­y cà ´?† Those are just two in tons of code-switching that can be found in English classes. The frequency of finding code-switching practice inside classrooms is very high and it is worth paying attention to work on. That is the reason why I would like to take on this problem to investigate. 1.2 Research rationaleNowadays, English is an obligatory subject at school, a means of international communication, and a second language in our society. Our college, the College of La nguage Studies, offers official, integrated and advanced language training, of which the strength is English. Moreover, students who study English are better prepared and have larger vocabulary since they are taught English at high schools. Finally, it is not only students but also the teachers that code-switch in class for many reasons.Therefore, the finding of code-switching between English and Vietnamese is much higher than in other languages. By carrying out this study, I hope that it will help the students and the teachers as well be aware of code-switching in class and through some general suggestions for this issue, they can find specific solutions to avoid the drawbacks and make code-switching an effective tool for learning and teaching English. 1.3 Research scopeCode-switching is a broad topic since it occurs in many aspects of our lives. However, in this research, I only focus on code-switching in English classes performed by teachers and students of Danang University- Col lege of Language Studies- Department of English because I think it is more practical and feasible. Therefore, the process of interviewing and observation will take place in some English classes and some notes are also taken from the Internet. All the participants taking part in this study are required to use Vietnamese as their mother tongue, and English as their second language.1.4 Aims and objectivesThe study explores the use of code-switching in English classes at the College of Language Studies. Specific objectives are set as follows: Examine the frequency of code-switching found in these classes Investigate the  fluency and accuracy of the participants who apply code-switching in their classes Investigate the purposes and reasons for the practice of code-switching in classes Present an array of the influences of this practice1.5 Research question– What is likely to be the frequency of the practice of code-switching in English classes? – What are the reasons and purposes for code-switching in English classes? – What are the effects that code-switching might create and what can be done to make it a useful tool for teaching and learning English?1.6 HypothesisFirstly, it is hypothesized that the frequency of code-switching among bilinguals is very high because of a number of reasons. It may occur because there are no equivalent words, to convey intimacy, to avoid being overheard or understood, to add emphasis and some other reasons. Such reasons were anticipated in the findings of Nguyen Ha Quyen (2011). In addition, Walid M Rihane (n.d) also provided five reasons for code-switching, which are solidarity, social status, topic, affection and persuasion.Secondly, there is a tendency of practicing code-switching in class more, especially amongst students since they are encouraged to use English in classes; their vocabulary and grammar, however, is sometimes not enough to express their feelings or ideas. This may cause some effects such as words and phrases are applied in the wrong way, some students might transcribe some words to the accents and dialects that they are familiar with and so on.Chapter 2: Literature Review2.1. Previous studies 2.1.1 Code-switching in conversationCode-switching is one of the major issues in bilingual research. According to Milroy and Muysken (1995), the switches occur in different ways, sometimes the switching occurs between the turns of speakers in a conversation, sometimes between utterances within a single turn and sometimes even with in a single utterance. Nguyen Ha Quyen (2011), also investigated code-switching in conversation of Vietnamese teenagers, she pointed out that â€Å"to some people, Code-switching has become a habit and most time occurs subconsciously when speaking with people at the same age† and that â€Å"code-switching should be viewed from the perspective of providing a linguistic advantage rather than an obstruction to communication.†2.1.2. Why do peop le code-switch?Code-switching often happens with bilinguals and there are many reasons for this. Walid M Rihane (n.d) argued that code-switching is motivated by five main factors, which are solidarity, social status, topic, affection and persuasion. Some research has also found that people code-switch to emphasize or clarify a particular point, to reinforce a request, to substitute a word or to express a concept that does not have a direct equivalent in other language. Specifically, Nguyen Ha Quyen (2011), provided some factors that influence code-switching, such as: – No equivalent words in Vietnamese.2.1.3 Code-switching in the classroomCurrently, there has been several research on this field. Ehsan Rezvani (2011), in the research â€Å"Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation† proved that â€Å"code-switching is a readily available and frequently applied strategy for foreign language teachers in classroom interaction and cla ssroom management†, â€Å"although the teacher enjoyed high English proficiency levels, they did not maximize the target language (i.e. English) in their classroom interactions†. In addition, Bulelwa Ndabeni (2002) argued in her research â€Å" An investigation of Code Switching in different learning areas in a grade seven class† that â€Å"code switching has an important role to play in the school classroom, but more longitudinal studies are needed on the implications of code-switching†.She noted that â€Å"we must also be careful of the other negative side of classroom code switching†; â€Å"teachers should be aware of the importance of code switching in the classroom, but they should not use it as an avoidance strategy†. In my research, therefore, I will present some general suggestions to make code switching more useful in English classes. Chapter 3: Methodology and procedures3.1 Research methodI propose a qualitative study using question naires, observation and in-depth interview methods. Specifically, I would like to use questionnaires to collect the data. One of the major advantages of this method is that it provides possible anonymity and avoids embarrassment on the part of the respondents. It can be easy to gather a large amount of information to analyze. However, using questionnaires also brings some drawbacks. Therefore, I would also choose natural observation, which involves observing behavior as it takes place in the environment. In this case, the environment is inside the classroom of English classes. Observation is a useful strategy.For Saurab, â€Å"It is the primary mode of acquiring knowledge about the environment†. This method will help the researcher avoid the wide range of problems that is usually found if using questionnaires. For example, when having questionnaires delivered to the respondents, the researcher might not always get accurate or complete answer, or respondents may answer in ways that correspond to what is socially desirable. In addition, in-depth interview is used as well. This is a powerful data collection method. The biggest advantage of this method is that there is time for the respondent to further develop and give reasons for his or her point of view- without being influenced by the opinion of other respondents.3.2 Description of population and sampleThe participants of the study are teachers and students of The University of Danang- College of Language Studies- Department of English. Those participants, especially students, come from different cities and provinces. The gap of facilities needed to learn English, therefore, may exist amongst the students. Furthermore, the participants are required to use Vietnamese as their mother tongue, and English as their second language.The chosen  type of sample is simple random sample, i.e. each unit in the population has an equal chance of being selected. According to Natalie Andrew, â€Å"freedom of human b ias and classification error remains one of the biggest advantages simple random sampling offer† and â€Å"if done right, simple random sampling results in a sample highly representative of the population of interest.†3.3 Data CollectionInformation will be collected by observing randomly some English classes with Vietnamese teachers. These classes could be for first year or even final year students, since even first year students study integrated English. The researcher will record the date or take some notes. Furthermore, as mentioned above, questionnaire will be used as one of the method to collect the information. The questionnaires will include both closed and open questions and they will be delivered to random classes in the college. In addition, some interviews are also conducted to find out the ways and the reasons for code-switching. The interviewer will ask some closed and open questions and then probe for elaboration. In this way, data will be collected by tak ing notes.3.4 Instrument for data analysisThere will be some instrument needed for data analysis. For interview, it is needed to have a computer and a recorder apart from notes. The computer is to type and edit questions and answers and to save the information after the interview. It is used to design the questionnaires as well. It is also necessary to have a simple calculator to figure out the frequency of the practice of code-switching through its occurrences. In some cases, Microsoft Excel is used as a tool to help the researcher analyze faster and more accurately.3.5 Data analysis and expected findingsData collected will be dissected by logical and statistical techniques to correspond to the followings: the frequency of using code-switching in English classes of both teachers and students, the purposes and the ways of practicing code-switching. The researcher will count the occurrence of code-switching in the data collected, then identify the frequency. Information from the inte rview and questionnaires will be analyzed mainly to get the reasons and manners of performing code-switching in classes. Finally, the researcher makes a report to present the findings.

Field Observation Report

Field Observation Report of Introduction to Public Speaking On the basis of my ambition to one day become a political figure in the United States government, I was obliged to observe Introduction to Public Speaking, COM 110. Dr. Jason Ingram teaches Introduction to Public Speaking on Tuesdays and Thursdays from 6:00 pm to 7:15 pm in the College of Communications on North Campus.I conducted my observation of COM 110 on September 8 and 10. According to the course syllabus, the main goal of this class is to educate students on the fundamentals of public speaking in order to advance critical reasoning skills and gain the ability to present a well-constructed speech (Ingram, course syllabus). The main concept of my study was to learn how reading, writing, and speaking were entailed in this course’s curriculum.COM 110 dignifies the meaning of effectively communicating a message to a particular audience group as a purpose for creating various types of speeches and strategies. It is e mbedded in the field of communication and the discipline of the social sciences. This course incorporates applications of strategic planning and critical thinking for supporting arguments, the determinants of the rhetorical situation, and audience awareness used to enhance communications skills for use in any public environment.Through the practice of organizing the speech, reading and researching proven techniques and strategies for effectively communicating a message to the audience, and applying concepts in speeches and conducting peer reviews for future benefit, students are able to hone exceptional speaking techniques that they can later resort to in interviews, public forum, or any other oral aspect in their professional career. By taking advantage of the opportunity to observe Dr.Ingram’s class on two separate occasions, through interviewing a undergraduate and the professor himself, and by examining how public speaking impacts various careers, I came to grasp the noti on through an assortment of ways why this course is an exceptional representation of its field and discipline. After a short amount of time observing Dr. Ingram’s class, I came to comprehend how COM 110 helped students develop strong oral and critical thinking skills. This class can generally be classified as mainly a presentation-based class with some occasional lectures focusing on key concepts.The main educational purpose of lecture-based days was to reinforce the content involved in the chapters that were assigned for homework the previous class. Dr. Ingram carried out this theme by having open class discussions on specific material and generalized public speaking topics. He stated in his syllabus that every class was an opportunity for someone to voice their opinions, to actively participate in an effort to create an intellectually stimulating learning environment and to ask questions or request additional information on material that is unclear (Ingram, Course Syllabus) .The professor also encouraged small group work in order to learn the fundamental format of how speeches were traditionally conducted. The two class days that I attended however, focused primarily on presentations. Dr. Ingram commenced class by reviewing the rubric as criteria for which impromptu speeches were based off of. Prior to handing out topics to the students, he encouraged all of them to stand up and babble or recite mostly consonant-based phrases like sally sells sea shells down by the sea shore in an attempt to warm up their mouths for speaking.Once the students were fully capable of projecting their voices he assigned topics accordingly to the people who had signed up to present for that particular day. He allowed them to choose one topic out of three possible categories written on note cards. After the student chose the topic, he or she was given a maximum of eight minutes to prepare for the speech. During this time frame the professor strongly encouraged that the stude nts go into the hallway so that they could carefully formulate a plan to successfully present their impromptu speech to the class.Dr. Ingram also suggested reading the newspaper or other news-based text in order to have an additional source to relate the topic back to. Once the preparation time ceased, the students had three to four minutes to present their topic to the class referring to nothing but a few note cards. Each of the speeches were critiqued by two of their fellow classmates in an effort to relay to the student how they could effectively improve their presentation style for the future.This structure based upon which learning critical thinking and strategic skills are applied to presentations with the addition of receiving feedback from other students allows the presenter to truly build their communication skills. The class objectives of COM 110 are â€Å" to understand elements of the rhetorical situation characterizing public speaking; advance well-supported arguments using sound reasoning and evidence; craft messages for various types of audiences; construct effective feedback for peers and for self-improvement; and understanding some of the persuasive strategies at work in political messages,† (Ingram, Course Syllabus).Dr. Ingram addresses these course goals through an array of methods upon each class meeting. The best technique that he used for carrying out the course objectives was by having the students perform different types of speeches for the rhetorical situation and receiving feedback on their performance. Over the course of the semester the professor plans to have the students present a wide variety of topics through the use of impromptu, informative, persuasive, and call to action based speeches.He encourages that students dress accordingly for their speech so that they are able to place more emphasis on the specific message they are conveying to the audience. Since COM 110 is an introductory-based course, the 23 students in my session were comprised primarily of freshmen and sophomores. The small class size signifies that the learning environment is much more active and participation-based than traditional introductory courses. Most of the students that attended the class were seeking differing majors but needed a communications elective in order to fulfill the General Education Program (GEP) requirement.Since this course was an introductory class, the professor did not require the students to have any prerequisites or prior knowledge of public speaking. Aside from the students majoring in radically different subjects, they all had the common goal of wanting to develop exceptional public speaking skills for their future careers. In addition to conducting a comprehensive observation on COM 110, I had the opportunity to gain insight from a sophomores’ perspective of the class along with how the student planned on utilizing these skills in his future career.In addition to this, I also conducted an int erview with Dr. Jason Ingram to learn how his past experience helps to inform the students about all the intricacies of public speaking. I first interviewed Michael Esposito, who is currently a sophomore in computer programming. When asked about why he originally signed up to take COM 110 he bluntly stated that it was â€Å"a required course in order to graduate with a Bachelor of Science in Electrical Engineering,†(Esposito).After hearing this I was inclined to discover his initial impressions and experiences on the class. He enlightened me by explaining that â€Å"the class seems to be of appropriate difficulty for an introduction class, but is graded more on an artistic basis instead of the effectiveness of each speech,† (Esposito). Based on his personal experience, he felt that in order to meet these expectations a student must first master the task of feeling comfortable in front of the class while simultaneously conveying his or her thoughts in an appealing way.W hen asked what skills he deemed were required to be successful in the class he responded that â€Å"confidence and logical reasoning are the most important traits used in speaking in order to convince the audience that the speaker is not wasting their time,† (Esposito). He emphasized that if the speaker presented a flawless argument or appeared meek in any form that they were deemed unqualified for the speech and deserved to be tuned out by the audience. After hearing this, I was intrigued to find out how exactly he planned to benefit from taking COM 110.He reveled to me that he planned to use this class in order to â€Å"convey his engineering ideas to lawyers, politicians, and administrators without using so much jargon that only another engineer could understand,† (Esposito). He went on to inform me how everyone can benefit from taking COM 110 since the traits acquired from the class are universally sought after by a virtually every employer. Once I had an idea how the students in COM 110 planned to apply their communication skills for their future, I opted to find out how the lecturer honed his past experience to educate the undergraduates about public speaking. I interviewed Dr.Jason Ingram, the instructor of COM 110, who holds an MA and a PhD in communication and is an assistant professor in the College of Communication. In an effort to discover why Professor Ingram teaches his class slightly different from other COM 110 classes, I questioned him about his past experiences in communication. He inherently told me that he has â€Å"been the assistant director of debating and held several debate summer workshops in the past,† (Ingram). To my surprise the focus of his research was largely based off of rhetorical and cultural studies. He focused on how the application of political values affected ommunication through observing works in popular culture with a rhetorical point of view (Ingram). In addition to his past experience, I was inte rested to find out how Dr. Ingram incorporated reading and writing into a communication-based class. He informed me that the reading material assigned for homework built a strong foundation for being able to conduct a speech for the rhetorical situation. He also explained that the only writing assignment aside from constructing speech formats was a topic proposal paper where the student was to use their creativity and perform a speech on a topic that they deemed either interesting or educational.Even though COM 110 stresses the importance of developing critical thinking skills for communication, it is imperative to understand how it is applied to various careers. Any student at NC State can expect to benefit from the skills that one acquires in this class. Regardless of career, public speaking is viewed as a vital component of communication where interaction with the audience is used in order to create a connection (Zarefsky 7). Despite preconceived notions about public speaking bei ng a one way message system, it is quite the contrary.The speakers’ ideas are often tested by interacting with the audience, while the listeners’ knowledge and comprehension of the topic are refined through communication with the speaker (Zarefsky 7). As a result, public speaking is often viewed as a constant communication process where messages and gestures are often exchanged between the speaker and listeners (Zarefsky 7). Taking into account the importance of creating a connection with the audience in the rhetorical situation, one can say that public speaking has unparalleled value in every career.The preconceived notion of COM 110 by every student required to take it at NC State can be insignificant, however, it proves to have intrinsic value. This course not only teaches the fundamentals of public speaking but also represents the field of communication in a variety of manners. Through the use of developing critical thinking skills and applying them to the rhetoric al situation, increasing confidence in speaking in front of an audience, and creating a connection with the audience, students in COM 110 gain vital skills that aid in their quest to mastering all aspects of ommunication. Hence, COM 110 is a brilliant representation of the communication field that provides students with an extraordinary skill set for any career. â€Å"Cited References† Esposito, Michael. E-mail interview. 13 Sept. 2009. Ingram, Jason. Communications 110: Introduction to Public Speaking. Course Syllabus. Fall semester 2009. Ingram, Jason. Personal interview. 10 Sept. 2009. Zarefsky, David. Public Speaking: Strategies for Success. Boston: Pearson Education Inc, 2008.

Selfawareness and career management feedbaack Essay - 1

Selfawareness and career management feedbaack - Essay Example The essence of self-Management is self-awareness. You cannot manage anything without adequate and accurate information. The same applies to the management of self. I will be looking carefully at my MBTI results and analyzing them. Any single one of these instruments need not be accurate and sufficient in it self. If a combination of them is pointing me in a similar direction there could be something, which is of importance there. As such I would also look at the feedback that I have received from my colleagues. And then summarise these using the Johari window. I would however like to begin with what I call are my core cultural values. Core Cultural Values Theses are values, which have moulded me to what I am today, and make me function the way I do. Discovering them has been a journey, which is still in progress. The initial uncovering of these values began with me understanding something about my family of origin. My family is a close knit entrepreneurial family. One of the core val ues of my family of origin is family honour. Right and wrong have been important elements of my family. However when it comes to family honour they can be clouded. While I have seen that most of my friends in the west appear to look down on this. I see this as something that can be very comparable to the team ethic that is being increasingly talked about in the business studies arena and in corporate language. In my newfound western setting my belief then is that team goals must supersede individual goals. As my personality goes this is very difficult for me, and I have to remind myself that I have to function in this manner. This is difficult for me as seen from my timeline in appendix ‘1’. I have been a very successful student. Success in studies is an individual success, and defeat in academics is largely an individual defeat. As seen it is only in my adult life that I have started to enjoy and be good at sports. This has begun to moderate my individual yearnings. In dividual success in studies has worked well for me as it has enlarged family pride. Due to this it has been well supported by my family. In my adult life I have begun to step out of the family business and flap my wings in a more management type setting than my family entrepreneurial setting. I soon realize that I cannot take support from people around me for granted like in a family setting. I have to earn this support, and there was somewhat of a learning curve before I understood, that to get support you have to give support. This was somewhat foreign to me until I looked at my colleagues as team members. When I began to look at them, as family it became even easier. I am still very individualistic but realize that I need the support of those around me, which is not a given. It has to be earned. Earned by supporting them. The second aspect of core cultural values comes from my religious beliefs. My faith has been an integral part of me. While my belief is very fatalistic, it has still also taught me to believe that I can make a difference. Living with this two-sided tension has not been easy, until a friend pointed out that it is a good thing, which can cause me to mature very fast. I have tried to hold onto that explanation in recent times. While God is taking care of things in this world according to his plan that he wants me to make my contribution as well. This has caused me to come to an understanding that I cannot leave problems to be attended by