The Flea By John Donne Essay - 1497 Words

Poems are very interesting pieces of literature, and can sometimes be hard to understand. To be able to understand poems, it is important to look at the physical parts, the intellectual parts, and how they shape the poem. The author John Donne has written many poems that could be interpreted in many ways, and are analyzed by many people in the United States and around the world. John Donne’s â€Å"The Flea†is a good example of a poem that can be analyzed for its physical and intellectual parts, and how they work together to make the poem what it is because it is descriptive, and can be interpreted in many ways. First, it is important to look at the physical parts of a poem. Donne’s â€Å"The Flea†is comprised of three stanzas, and twenty-seven lines total. The poem talks about a lover and a beloved, and how the love that the lover feels is requited by the beloved. This poem differs from sonnets in the way that the love in a sonnet is unrequited, but the love in this poem is requited, as was talked about in class. In the first stanza, there are nine lines, and each line rhymes with the line after it. For example, line three rhymes with line four at the end with the words â€Å"thee† and â€Å"be.† This continues for the rest of the stanza the last three lines of the stanza in which all three rhyme with the words â€Å"woo,† â€Å"two,† and â€Å"do.† This rhyme scheme is also shown throughout the rest of the poem. In each stanza, the last three line are indented to show that they are a little moreShow MoreRelatedThe Flea By John Donne883 Words   |  4 PagesJohn Donne was a contemporary of Shakespeare. His writing career occurred during the Renaissance. Poems about seduction were common during this era. The Flea by John Donne was a poem about a man urging his love interest into a sexual union with him by way of reason. In this time, premarital sex was considered a great sin and could get someon e in a lot of trouble. The flea in this poem was used as a symbol of love and romance. A flea was one of the things that would least likely be used to describeRead MoreThe Flea By John Donne997 Words   |  4 Pagesâ€Å"The Flea†, by John Donne is a raunchy romantic poem that explains the speakers unyielding love that is represented by an insect. Using the insect to seduce his beloved after they both get bitten by the insect. As the speaker seduces his beloved, he involves her beliefs and values, intending to get his way with her no matter what it takes. But she doesn’t give in to his manipulation. As you read more deeply into the poem, we can also see the larger and symbolic meanings of this poem. For exampleRead MoreThe Flea By John Donne1558 Words   |  7 Pagesâ€Å"The Flea† Essay â€Å"The Flea† by John Donne when looked at briefly is simply a poem about a man trying to seduce a woman into participating in pre-material sexual relationship with him. However, â€Å"The Flea† constructs many more important arguments than simply that one. The poem touches on religion, love, and sex in a non-romanticized way, contrasting the normal glamorized stance seen in most of poetry. Most of John Donne’s poems have either romantic themes or religious themes; â€Å"The Flea† has both. ItRead MoreThe Flea By John Donne1314 Words   |  6 Pagescliches about love such as, cheeks like roses or, hearts pierced by the arrows of love.. John Donne, a well known poet of that time period writes many poems about love, but none using all those tired, worn out cliches. Donne brings his poems to life using vivid imagery and elaborately sustained metaphors known as conceits. (The Norton Anthology of English Literature, Vol. B 1260). In Donne s poem The Flea the reader gets to see more of a funny and amusing love poem, while his poem A Valediction:Read MoreThe Flea By John Donne1354 Words   |  6 Pagesmost notably that of intimacy. In John Donne’s poem â€Å"The Flea,† extended metaphor is used to explain that the act of intimacy does not matter whether it is performed before or after marriage. Also, explicit imagery is noticeable through the poem and outlines the underlying taboo topic being discussed. Another important detail, the flea within the poem is not only used as a comparison in the extended metaphor, but also as a symbol of innocence. In â€Å"The Flea,† Donne plainly spites the acceptance ofRead MoreThe Flea By John Donne Essay923 Words   |  4 Pagesimpression of â€Å"The Flea,† one does not expect an erotic love story. The title suggests a tiny insect may be the main focus of the poem, but this assumption proves to be incorrect. Using intense metaphors, imagery, symbolism, and alliteration to perform his argument, the speaker is attempting to woo a lady in a rather repulsive romantic comedy approach. Throughout the couplets, the flea is personified and becomes symbolic of a much greater meaning. Although John Donne’s â€Å"The Flea† obviously discussesRead MoreEssay on The Flea by John Donne2357 Words   |  10 PagesThe Flea by John Donne â€Å"The Flea†, a witty poem of seduction and conceit, taken from John Donne’s â€Å"Songs and Sonets† is the poem that I have chosen to compare to â€Å"Song†, another poem of John Donne’s where he is passionately pleading with his wife not to be disheartened about his departure abroad. Both poems which belong to â€Å" Songs and Sonets†, written around the time of the 16th century, show that their title suggests they are both short poems, following the traditional form of a sonnetRead MoreThe Flea by John Donne Essay1059 Words   |  5 PagesThe Flea by John Donne In the poem The Flea, by John Donne, the speaker uses a peculiar analogy in order to persuade his beloved to engage in premarital intercourse with him. The poem is composed of three stanzas that tell a story in chronological order about a flea that has sucked the blood of the two subjects. It tells the reader how the speaker attempts to persuade his beloved not to kill the flea because it is their marriage bed and then tells of how the womanRead MoreThe Flea By John Donne And Easter Wings1412 Words   |  6 PagesIn the poems, â€Å"The Flea† by John Donne and â€Å"Easter Wings† by George Herbert use the literary device of a metaphor to convey the meaning of the poems. The use of metaphor by these two authors are essential to the themes of the poems. Metaphors are used to compare two different subjects to explain the poem. The metaphors in these poems draw from the central themes to help the reader understand the deeper meaning of the poem. â€Å"The Flea† uses the metaphor of the flea to explain the relationship of theRead MoreAnalysis Of The Poem The Flea By John Donne1033 Words   |  5 Pagesnoticeable influence. For example, in the poem, â€Å"The Flea†, by John Donne, initially it referred to a flea biting the speaker but as the reader proceeds further the perspective changes from this flea into the larger picture, which is a humorous little debate whether the speaker and his beloved will partake in premarital sex or not. Donne chose to word the poem in a format very similar to Frost’s definition of poetry. Donne begins using the flea as an analogy and this translates into the persuasive

Narrative Story The Turning Point - 1793 Words

My Story Narrative – â€Å"The Turning Point† It’s been a long hard road arriving at where I am right now. I believe that everyone can say that in one way or another their life has been difficult. One event in my life truly shaped the person I have become by overcoming it, but it could have sent me down a spiral into disaster. Let me tell you about my story. I grew up in a single parent home with my mother and also had a great amount of support from my grandparents. What my family knew was athletics, so what they taught me from the time I could pretty much walk was how to throw, catch, and shoot a ball. It turns out I was a natural. Was I the next Jordan, Jeter, or Randy Moss? That was still to be determined, but unlikely. Unfortunately, my dreams would be put on hold as the one person in my life who I truly looked up to, my grandfather, had passed away from a heart attack. He was the one father figure that I had in my life. He kept me grounded. Without him I felt lost. Where could I go? What could I do? I did what I always did. I went to the playground with my ball and played for hours. This was and continues to be a major theme in my life. It is my release from all of the pain and the negative thoughts that rip through my mind. It is where I free myself. I continued at a young age to develop a work ethic on the field and court. The first sport my talent started to stand out was in basketball. I was taller and more skilled than all of my peers. I wasShow MoreRelatedAnalysis Of Fahrenheit 451 By Ray Bradbury921 Words   |  4 PagesNora Ephron said, â€Å"structure is the key to narrative†. I strongly agree with this statement, for an unorganized essay leads to chaos and misunderstanding. The narrative structure includes exposition, rising action, climax, falling action, and resolution. The narrative structure was evident in the novel Fahrenheit 451 by Ray Bradbury. The exposition includes the basic introduction and background information that sets the time, situation, and place of the story. At the beginning of this novel, a futuristicRead MoreMe and You and Memento and Fargo by J.J. Murphy1640 Words   |  7 Pages Structure in any form of narrative is vital, whether it be in films, books, theatre, etc. It is a frame for a story to work within. While there is a traditional method and formula to structuring a film narrative, filmmakers all over the world have experimented with breaking the norm and trying new ways to structure a film. It tested the viewer’s notion of what structure is and how a narrative can be told. It was also new and something that audiences were not used to. Even now, a film thatRead MoreNarrative Structure of Pulp Fiction1304 Words   |  6 Pagesthrough three separate but interrelated storylines. There is one story that constructed by three distinct stories. At the beginning of the sequences, titles are shown on the black screen which provides a recognizable source for narration.The first story-Vincent Vega and Marsellus Wallace’s wife- is about Vincent Vega (John Travolta) who is responsible for spending time with his boss Marsellus Wallace’s wife, Mia (Uma Thurman). The second story -The Gold Watch- is about the espace of prizefighter ButchRead MoreFahrenheit 451 By Ray Bradbury918 Words   |  4 Pagesread them. As the story progresses, Montag learns the truth behind why books are outlawed and flees his city to join the last remnants of age-old scholars. To progress the story and help the reader easily understand the events, Bradbury uses certain steps to write his book. The novel â€Å"Fahrenheit 451† possesses all o f the steps of narrative structure, which includes the exposition, rising action, climax, falling action and resolution, creating a sense of intensity throughout the story that erupts inRead Morenarrative essay1321 Words   |  6 PagesNarrative Essay A Brief Guide to Writing Narrative Essays Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author s values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present. When you re writing a narrative essay, loosen up. After all, you re basically just telling a story to someone, something you probably do every day in casual conversationRead MoreEssay on Structure and Style of To Sir, with Love1013 Words   |  5 Pagesstudents while keeping within the rules of the academic environment. Thackeray’s is caught in a dilemma when his teaching strategies are proved ineffective as his students display childish behavior and play disrespectful pranks upon him each day. The turning point of the film is marked by the students burning a sanitary pad in the classroom one morning. Thackeray seems to have given up on the kids when he rushes out of the room in frustration, but he returns once he figures out that it’s the sense of beingRead MoreAlice Walker s Beauty : When The Other Dancer Is The Self849 Words   |  4 Pagesan effective narrative essay, this can include interesting and consistent dialogue, attention to details, particularly sensory details, and the story in which the author decided to write about. These are all things that help Alic e Walker’s Beauty: When the Other Dancer is the Self become an effective narrative essay. As with anything though, there are things that could have been improved such as the amount of things she attempted to talk about and how long it took to explain the point of the paperRead MoreRomanticism In Fredrick Douglass1385 Words   |  6 PagesCritics struggle to fit Douglass’s narrative into a literary genre, some believe it fits within the realm of Romanticism while others argue his narrative belongs under Realism. In nineteen century America, the African American voice was missing from literature. Slave narratives were not taken seriously and most slaves were not taught how to read or write. Douglass’s was a self-taught slave his narrative was a game changer Douglass was considered an intellectual and respected by most as a reputableRead MoreGod s Plan For Humanity Essay1535 Words   |  7 Pages and even, a foreshadowing of God’s dealing with sin and deat h through the coming Messiah King. What is more, God is the main character throughout the entire compilation of books because his purposes and promises are woven into every piece of the story. The significance of the Pentateuch cannot be overstated within the life of a follower of Jesus. Just as Gary Schnittjer says, â€Å"The Five Books of Moses were the writings most read, most studied, and most quoted by the New Testament writers, and anyRead MoreSlavery Is The Act Of Owning Slaves810 Words   |  4 Pagesto end slavery, words were one of their greatest weapons. A famous abolitionist, Fedrick Douglass wrote, Narrative of the Life of Frederick Douglas, an American Slave, which advocated the movement for slavery to be abolished in America by exposing the true horrors of slavery and the effects it had on people. Douglass opened the eyes of Americans to the reality of slavery. Douglass’s narrative was targeting south slave owners, however, overall his audience was whites. Abolitionist believed that reading

Systems Documentation and Internal Controls for More Pty Ltd

Question: Discuss about theSystems Documentation and Internal Controls for More Pty Ltd. Answer: Introduction The development of the organizations had been largely dependent on the implication of the effective and improved development schemes (Singh, Mindel Mathiassen, 2016). The integration of the processes would be formed for forming the development of the operations. The evaluation of the project would integrate the deployment of the effective and improved analysis of the processing and development. The following analysis in the report had formed the evaluation of the Ransomware Cyber Attack in May 2017 and it would evaluate the development of the some control strategies for implying the safety and security of the operations and development of the system integration and development. Overview of Revenue Cycle The revenue cycle had been deployed for ensuring a cyclic process for integrating the development of improved operations (Colwell, 2015). The revenue cycle of Motherboards and More Pty Ltd is developed for forming the improved integration of the ERP system with the functions of the organization. The sales in the organization are carried on credit and the customer places their order through the website, email, or by telephone. The orders are collected from the warehouse and it would result in forming the development of the issues and integration of the operations for forming the accurate processing of customers information. The order is loaded in the dock by following the customers name alphabetically (Ameri, Sadeh Didehkhani, 2015). The perpetual inventory is formed for managing the customers data and developing the smart management of the data. The system generates the sales invoice for payment process. The system is implied for developing the integration of the operations and form ing the accurate payment system (Kilic, Zaim Delen, 2015). The customers are asked for payment only after the employees enter correct quantity of materials supplied to the customers. It helps in ensuring that customers would be billed for the actual items sent to them. The request is stacked in the dock by following the client's name sequentially. The unending stock is shaped for dealing with the client's information and building up the brilliant administration of the information. The framework produces the business receipt for installment process. The framework is suggested for building up the mix of the operations and shaping the precise installment framework (Carmen Marius, 2016). The clients are requested installment simply after the workers enter adjust amount of materials provided to the clients. Identification of the Issues and Development of Control Strategies Internal Control Weaknesses of Revenue Cycle of Motherboards and More The internal control weakness of the Revenue Cycle Motherboards and More Pty Ltd are unable for managing the huge number of customers, wrong delivery of the items to the customers, delay in deliveries, and lack of physical count of stock. According to Long et al. (2013), the management of the warehouse had been largely disrupted and it had resulted in forming the issues of the operations for Motherboards and More Pty Ltd. The issues have been raised due to the unsymmetrical and slackness of operations in the organization. Impact of Weaknesses of Revenue Cycle of Motherboards and More The impact of the weaknesses of unable for managing the huge number of customers, wrong delivery of the items to the customers, delay in deliveries, and lack of physical count of stock are, Delay in Providing Services to the Customers of Motherboards and More Pty Ltd Decrease in number of customers due to fall of customer satisfaction No insight on the stock maintenance Control Strategy for Motherboards and More Revenue Cycle The control strategy for the organization is developed for forming the appropriate solutions in implying the effective processes. The optimized control strategies for Motherboards and More Revenue Cycle includes, Integrated CRM and ERP System for management of information Stock Management System for the analysis of the companys stock Overview of Ransomware Attack The Ransomware Attack was initiated in April, 2017 and it had affected a huge number of people and organizations (Titcomb McGoogan, 2017). The attack was initiated by Shadow Breakers (a group of hackers and cyber criminals) and it had affected almost whole of the globe. The attackers have targeted the organizations using Legacy system for impacting their operations and functions. The attackers had launched a malware named WannaCry for encrypting the data and information of the computer system. The data and information would become useless for the users and it would make those unavailable for the users. The hackers have demanded the initial ransom of the $300 for decrypting the files that had been encrypted (Kettley, 2017). The organization would have to pay the sum of money for being able to access the information. The attack was initiated from Europe and later on spread to Russia, China, India, Egypt and many other countries. Review of Appropriate Controls The appropriate controls required for protecting the data and information of Motherboards and More Pty Ltd from Ransomware Cyber Attack are given below, Update of Security functions: The update of the security functions like firewall, authorization, and authentication function in the organization for the operations. The security functions would be implied for forming the development of the privacy of operations and it would form the protection of the data from external infiltration. Implementation of IDS/IPS: The implementation of the IDS/IPS would be developed for forming the accurate protection of the network from the infiltration and virus attack. The IDS/IPS would be implemented for the forming the security of the network. Conclusion It can be concluded from the assignment that the integration of the processes would be formed for forming the development of the operations and processes of the organization. The revenue cycle of Motherboards and More Pty Ltd was developed for forming the improved integration of the ERP system with the functions of the organization. The internal control weakness of the Revenue Cycle Motherboards and More Pty Ltd were unable for managing the huge number of customers, wrong delivery of the items to the customers, delay in deliveries, and lack of physical count of stock. The attack of Ransomware could be mitigated by using update of security functions and implementation of IDS/IPS. References Ameri, M., Sadeh, E., Didehkhani, H. (2015). Presenting Management Model of Relationship with Electronic Customer (e-CRM), Customer Satisfaction and Loyalty.Turkish Journal of Scientific Research. Vol,2(2), 44-52. Carmen, R., Marius, S. (2016). Customer Loyalty Using Customer Relationship Management.Management Strategies Journal,31(1), 285-288. Colwell, J. (2015). Tech tools to aid with revenue cycle management.Medical economics,92(23), 54-54. Kettley, S. (2017).What is ransomware? How the global cyber attack is holding companies ransom.Express.co.uk. Retrieved 20 September 2017, from https://www.express.co.uk/life-style/science-technology/822003/ransomware-what-is-cyber-attack-Petya-virus-Wannacry-UK-Ukraine-WPP Kilic, H. S., Zaim, S., Delen, D. (2015). Selecting The Best ERP system for SMEs using a combination of ANP and PROMETHEE methods.Expert Systems with Applications,42(5), 2343-2352. Long, C. S., Khalafinezhad, R., Ismail, W. K. W., Rasid, S. Z. A. (2013). Impact of CRM factors on customer satisfaction and loyalty.Asian Social Science,9(10), 247. Singh, R., Mindel, V., Mathiassen, L. (2016, January). IT-Based Revenue Cycle Management: An Action Research into Relational Coordination. InSystem Sciences (HICSS), 2016 49th Hawaii International Conference on(pp. 3152-3161). IEEE. Titcomb, J., McGoogan, C. (2017).Cyber attack: Latest evidence indicates 'phishing' emails not to blame for global hack.The Telegraph. Retrieved 20 September 2017, from https://www.telegraph.co.uk/technology/2017/05/15/nhs-cyber-attack-latest-authorities-warn-day-chaos-ransomware/

Political Effects Of The Renaissance Essays - Medieval Philosophy

Political Effects of the Renaissance History has shown us how civilizations evolve over time. Broadly interpreted, the age of Diocletian marked a decisive stage in the transition from the classical, the Greco-Roman, civilization of the ancient Roman Empire to the Christian-Germanic civilization of the early Middle Ages. Similarly interpreted, "the age of the Renaissance marked the transition from the civilization of the Middle Ages to the modern world"(Ferguson 1). Therefore, the Renaissance is the beginning of the modern world and modern government. In law the tendency was to challenge the abstract dialectical method of the medieval jurists with a philological and historical interpretation of the sources of Roman Law. As for political thought, the medieval proposition that the preservation of liberty, law, and justice constitutes the central aim of political life was challenged but not overthrown by Renaissance theorists. They contended that the central task of government was to maintain security and peace. Machiavelli maintained that the creative force (virtj) of the ruler was the key to the preservation of both his own position and the well-being of his subjects, an idea consonant with contemporary politics. Italian city-states were transformed during the Renaissance from communes to territorial states, each of which sought to expand at the expense of the others. Territorial unification also took place in Spain, France, and England. The process was aided by modern diplomacy, which took its place beside the new warfare when the Italian city-states established resident embassies at foreign courts. By the 16th century, the institution of permanent embassies spread northward to France, England, and the Holy Roman Empire. Renaissance churchmen, particularly in the higher echelons, patterned their behavior after the mores and ethics of lay society. The activities of popes, cardinals, and bishops were scarcely distinguishable from those of secular merchants and political figures. At the same time, Christianity remained a vital and essential element of Renaissance culture. Preachers, such as San Bernardino of Siena, and theologians and prelates, such as Sant'Antonino of Florence, attracted large audiences and were revered. Moreover, many humanists were concerned with theological questions and applied the new philological and historical scholarship to the study and interpretation of the early church fathers. The humanist approach to theology and scripture may be traced from the Italian scholar Petrarch to the Dutch scholar Desiderius Erasmus; it made a powerful impact on Roman Catholics and Proteezts. Some medievalists contend that the inflated eloquence and dull neoclassicism of much humanist writing undermine the claim that the Renaissance was a turning point in Western civilization. Although these contentions are valid to some degree, the Renaissance clearly was a time in which long-ezding beliefs were tested; it was a period of intellectual ferment, preparing the ground for the thinkers and scientists of the 17th century, who were far more original than the Renaissance humanists. The Renaissance idea that humankind rules nature is akin to Sir Francis Bacon's concept of human dominance over nature's elements, which initiated the development of modern science and technology. Medieval notions of republicanism and liberty, preserved and defended with classical precedents by Renaissance thinkers, had an indelible impact on the course of English constitutional theory and may have been a source for the conception of government espoused by the Founding Fathers of American constitutionalism. Above all, however, "the age of the Renaissance marked a decisive stage in the transition from Middle Ages to the modern world"(Ferguson 1). --- Works Cited Morgan, Michael. Classics of Moral and Political Theory. Indianapolisis: Hacket Publishing Company, 1992. 417-419. Ferguson, Wallace. The Renaisance. New York: Harper & Row Publishing Inc., 1963. 1-29

Puerto Rico Essays (569 words) - Americas, Spanish West Indies

Puerto Rico The Caribbean before the landing of Columbus served almost as a bridge between the north coast of South America and Florida for the Amazonian tribes in the south and the north american inhabitants. When Christopher Columbus on his second trip in 1493 landed in Puerto Rico and claimed it for Spain, he found the island populated by as many as 60,000 Arawak or Taino indians, which for the most part, were friendly compared to the Carib indians in some of the more southerly islands which were warlike and to some degree cannibalistic. The conquest of the island didn't take long, and the peaceful Tainos were put to the task as slaves for the purpose of mining the gold that was found on the island. The gold didn't last long and in 1511 there was an uprising of the Tainos, who up to this point had believed that the Spaniards were Gods, and took a soldier by the name of Sotomayor and dunked him head first in a river for several hours to see if he would die. Just in case, they had prepared a feast for the Spaniard if he came out alive. However, it wasn't the Spanish sword that took most of the lives of the Arawaks, but the diseases that were brought from Europe and for which the indians had no defenses. In 1508 the first governor arrived, Juan Ponce de Le?n (who is more famous as the searcher for the fountain of youth and discoveror of the state of Florida). The island remained Spanish despite harassment and numerous conquest attempts by buccaneers and pirates and English and Dutch expeditions. To defend the island against these threats, two forts, El Morro and San Crist?bal,were built to guard the approaches to San Juan harbor. Defense of these forts foiled attempts by Sir Francis Drake in 1595, by another English fleet in 1598, and by the Dutch in 1625 to capture Puerto Rico for their respective empires. The defeat of the British in 1797 finally thwarted that country's designs on the island, and the Spanish colony was kept intact. During the 16th to the 19th century Puerto Rico was characterized primarily by underpopulation, poverty and neglect by Spain. It was mainly a garrison for the ships that would pass on their way to or from the other and richer colonies. During this time as much as 10 or 11 years would pass between the arrival of ships from Spain and as trade with other countries was prohibited, the island reverted to contraband trading with ships from England, Netherlands or whomever would trade for the main produce of the island, which at that time was ginger. This peasant agriculture continued until the early 19th century, when Spanish law was changed to allow unrestricted trade with the neighbors. The 19th century in Puerto Rico was characterized by a series of strict if not brutal military governors which stifled the independence movements in Puerto Rico that were shaking the foundations of its other American colonies. Slavery and the importation of slaves reached its peak, with the need for workers on the sugar and coffee plantations. Slavery, however, never reached the alarming proportions of freemen to slaves as it did on the other colonies or even on parts of the United States. While in Haiti in 1789 the slaves comprised 90% of the population and in Jamaica 85%, in Puerto Rico in 1834 the census established that 11% of the population were slaves, 35% were colored freemen and 54% were white. It was only until 1873, however, that slavery was finally abolished in Puerto Rico. History Essays

Models Of Organizational Performance Example

Models Of Organizational Performance Example Models Of Organizational Performance – Coursework Example Models of organizational performance Organizational performance management normally ensures that a company’s resources are properly being utilizedto make sure that the company’s goals are met. This paper is going to compare the European Foundation for Quality Management (EFQM) and the balanced scorecard. The EFQM is designed to aid organizations attain business excellence via continuous improvement and management of processes aimed at engendering broader use of the best practice activities. The balanced scorecard on the other hand expresses a strategy for an organization as a set of goals that can be measured from the view of the investors, external stakeholders, owners and even organisation itself. Both models are similar in that they have been able to attain commitment and sponsorship of entire management teams. They have also been able to introduce management processes that are â€Å"embedded† and which utilize outputs to drive continued improvement and renew and refresh the Balanced Scorecard over a period of time.2. A company may use various performance measurements ways to evaluate its customer satisfaction which include perspectives such as; innovation and financial perspectives, internal business and customer’s perspectives. It is true that several organizations depend on their customers for profits, and thus most companies will evaluate their staff based on how they perform with their customers. 3. Two examples of quality indicators that a company can use include; performance improvement and accountability. Thus a basic set of performance measures will reveal the number of units in service that has been delivered. More complicated sets of measures will provide this primary information and so much more. A proper set of performance measures will reveal how well a given service was provided, at what quality level and its effect on customers. Work Cited K.Gopal, Kanji. Measuring Business Excellence. New York: Routledge, 2012.

Public Relations - interview with a facility manager of the nursing Essay

Public Relations - interview with a facility manager of the nursing home - Essay Example So I presented myself in Mr. Russell's chamber in the nursing home. He appeared to be an amicable man of perfection and he answered all my questions with patience. According to Mr. Russell, Mother Mary Nursing Home was very small as its former infrastructure is concerned. There were just 20 beds and 2 chambers for doctors. Today the whole scenario presents above 200 beds and 15 private chambers for the doctors. Like any other nursing home or hospital there are both outdoor and indoor facilities. People can come for personal check ups by the physicians who attend the outdoor section. On the other hand, there are also facilities for the patients who are directly admitted in the nursing home. As a Facility Manager, it is Mr. Russell's duty to look after whether the patients are getting all the facilities for which the authority has promised to them. He mentions some of the facilities that are unique in this nursing home and he further adds that these unique features have helped the nursing home to ensure its popularity. First of all there is an insurance facility every patient, which is very rare in the nursing homes. The patient can apply for the insurance with a certain amount of money that has to be deposited in the nursing home bank. This also helps the patients to get facilities in case they are admitted in future. Insurances are also helpful if someone from their families is admitted there. Mother Mary Nursing Home keeps all the tracks of the past records of the patients who are admitted here. These computerized records are very helpful to the doctors in case someone is admitted again in the future. Physicians can get all the details about the medical history of the patient and this helps in the process of diagnosis. There is free breakfast in every morning for the patients and tea and coffee for the visitors. The nursing home authority makes it a point so that no issue regarding the hygiene of the patient can be raised. The foods are healthy and applicable for all the patients no matter what disease they are suffering from. There are also special arrangements for the patients whose conditions are more critical than the others. All the patients are kept in separate rooms and there is no dormitory in the nursing home where privacy of the patients may get disturbed. Attendants are very regular in their job. All the rooms are cleaned up from time to time. Hygiene is in the culture of the nursing home and this is why patients are highly satisfied with the kind of services they are provided with in this organization. Politeness and cooperative nature of the attendants is focused so that the patients never feel lonely in this building. This homelike situation is the main thing which has brought success to Mother Mary Nursing Home. When asked about the financial expenditure of the nursing home Mr. Russell clearly said that they always try that services from this organization should be within the reach of the middle class people who arrive here for treatment. Of course some of the bills may seem to be expensive to them but when someone looks back to the kind of atmosphere and extra facilities which he/she had

What is policy Essay Example | Topics and Well Written Essays - 2250 words

What is policy - Essay Example Considerable manifestations of policy and power are usually apparent when things remain the same or when issues are not discussed or are intentionally suppressed. This way, policy can be expressed in silence, intentional or unplanned. Policy is whatever institutes, firms, and governments have arranged to do during a particular period. According to Colebatch (2009), policy is a term that can be employed in various circumstances and by diverse groups to justify what governs them in the way they think about what the world should be and how they should act. Colebatch has gathered a number of definitions of policy: use of power to attain objectives; a purposive path of action; a predictable program of objectives, values and practices; a path of action by government aimed to attain particular outcomes. An important thing is that a policy ought to have an objective. Colebatch (2009) claims that policy articulates itself in three manners: order, authority, and expertise. Hogwood and Gunn (1984) suggested numerous meanings for policy concept more than 20 years ago (as cited in Potucek & Vass, 2003). Their argument is that the concept of policy is variously employed to express a label for a field of activity, such as education policy as an expression of a broad function, as a program, and as both output and result. On the other hand, Wedel and others (2005), as cited in Rizvi and Lingard (2010), have suggested that policy refers to â€Å"a field of activity, such as education policy† (p. 4). They claim it is a particular proposal, government legislation, a general program and what governments attain. Consequently, a public policy defines the actions and positions taken by the state consisting of a range of institutions sharing the crucial features of authority and collectivity. According to the dictionary, policy refers to principles, directions and rules created or adopted by an institution to attain its prolonged goals. Policy is usually identical with decisions,

Male Intimacy Friendship Article Example | Topics and Well Written Essays - 500 words

Male Intimacy Friendship - Article Example Studies conducted recently have shown that men usually do not have same-sex friendships that are satisfying as the ones of the women. Michael McGill adds to this by saying that to say men possess no intimate friends appear too harsh on the surface, but the data indicate that it is almost the truth†¦their relationships with the other men are superficial even shallow. It has been noted that intimacy is absent in the connection of friendships found among men and they are dissatisfied with these types of friendships. This article explores the intimacy concept particularly among the adult male friendships by examining comradeship, which is a form of male friendship. Strikwerda further gives an account of both the nature and value of intimacy and the obstacles to it followed by a focus on the intimacy process. Male friendships are compared to the friendship of young children engaging in a parallel play. The individuals do not really interact but merely play at a side-by-side distance. This type of companionship is very enjoyable but lacks intimacy. This friendship is not impoverished, but the truth is that if more is invested in it then it will lead to hunger for something more.aring of given kinds of experiences examples being the ones during those of soldiers in trenches, teenage boy, and sailors on a voyage, and this type of friendship provides a mutual self-disclosure occasion among the males. A characteristic that is highlighted to play a vital role in comradeship is loyalty. The war situation depicts the comrades’ loyalty as being abstract and not personal terms. Gray is quoted to say that comrades become loyal to each other in a spontaneous manner, and with no need for the reasons. He further argues that the loyalty, however, is fragile because it is not connected necessarily to the feeling of one belonging and spontaneous liking.

Convolutional Codes Simulation Using Matlab Computer Science Essay

Convolutional Codes Simulation Using Matlab Computer Science Essay Abstract: In order to reduce the effects of random and burst errors in transmitted signal it is necessary to use error-control coding. We researched some possibilities of such coding using the MATLAB Communications Toolbox. There are two types of codes available Linear Block Codes and Convolutional Codes. In block coding the coding algorithm transforms each piece (block) of information into a code word part of which is a generated structured redundancy. Convolutional code uses an extra parameter (memory). This puts an extra constraint on the code. Convolutional codes operate on serial data, one or a few bits at a time. This paper describes basic aspects of Convolutional codes and illustrates Matlab encoding and decoding implementations. Convolutional codes are often used to improve the performance of radio and satellite links. Key words: Convolutional codes, error-control coding, radio and satellite links. 1. Introduction Convolutional codes are commonly specified by three parameters (n,k,m): n = number of output bits; k = number of input bits; m = number of memory registers. The quantity k/n called the code rate, is a measure of the efficiency of the code. Commonly k and n parameters range from 1 to 8, m from 2 to 10 and the code rate from 1/8 to 7/8 except for deep space applications where code rates as low as 1/100 or even longer have been employed. Often the manufacturers of convolutional code chips specify [1] the code by parameters (n,k,L), The quantity L is called the constraint length of the code and is defined by Constraint Length, L = k (m-1). The constraint length L represents the number of bits in the encoder memory that affect the generation of the n output bits. The constraint length L is also referred to by the capital letter K, which can be confusing with the lower case k, which represents the number of input bits. In some books K is defined as equal to product the of k and m. Often in commercial spec, the codes are specified by (r, K), where r = the code rate k/n and K is the constraint length. The constraint length K however is equal to L 1, as defined in this paper. Even though a convolutional coder accepts a fixed number of message symbols and produces a fixed number of code symbols, its computations depend not only on the current set of input symbols but on some of the previous input symbols. In general, a rate R=k/n, k  £ n, convolutional encoder input (information sequence) is a sequence of binary k-tuples, u = ..,u-1, u0, u1, u2,à ¢Ã¢â€š ¬Ã‚ ¦, where . The output (code sequence) is a sequence of binary n-tuples, v = ..,v-1, v0, v1, v2,à ¢Ã¢â€š ¬Ã‚ ¦, where . The sequences must start at a finite (positive or negative) time and may or may not end. The relation between the information sequences and the code sequences is determined by the equation v = uG , where is the semi-infinite generator matrix, and where the sub-matrices G i , 0 £ i £ m, are binary kXn matrices. The arithmetic in v = uG is carried out over the binary field, F 2 , and the parts left blank in the generator matrix G are assumed to be filled in with zeros. The right hand side of v= uG defines a discrete-time convolution between u and , hence, the name convolutional codes [2]. As in many other situations where convolutions appear it is convenient to express the sequences in some sort of transform. In information theory and coding theory [3], [4] it is common to use the delay operator D, the D-transform. The information and code sequences becomes and They are related through the equation , where is the generator matrix. The set of polynomial matrices is a special case of the rational generator matrices. Hence, instead of having finite impulse response in the encoder, as for the polynomial case, we can allow periodically repeating infinite impulse responses. To make the formal definitions for this case it is easier to start in the D-domain. Let F 2((D)) denote the field of binary Laurent series. The element contains at most finitely many negative powers of D. similarly, let F 2[D] denote the ring of binary polynomials. A polynomial contains no negative powers of D and only finitely many positive. Given a pair of polynomials x(D), y(D)Æ’Å ½ F 2[D], where y(D) ¹0, we can obtain the element x(D)/y(D)Æ’Å ½ F 2((D)) by long division. All non-zero ratios x(D)/y(D) are invertible, so they form the field of binary rational functions, F 2(D), which is a sub-field of F 2((D)). A rate R = k/n (binary) convolutional transducer over the field of rational functions F 2(D) is a linear mapping which can be represented as v(D)=u(D)G(D), where G(D) is a k X n transfer function matrix of rank k with entries in F 2(D) and v(D) is called the code sequence corresponding to the information sequence u(D). A rate R = k/n convolutional code C over F 2 is the image set of a rate R = k/n convolutional transducer. We will only consider realizable (causal) transfer function matrices, which we call generator matrices. A transfer function matrix of a convolutional code is called a generator matrix if it is realizable (causal). It follows from the definitions that a rate R = k/n convolutional code C with the k X n generator matrix G(D) is the row space of G(D) over F((D)). Hence, it is the set of all code sequences generated by the convolutional generator matrix, G(D). A rate R = k/n convolutional encoder of a convolutional code with rate R = k/n generator matrix G(D) over F 2(D) is a realization by linear sequential circuits of G(D). 2. Convolutional encoder simulation The Convolutional Encoder block encodes a sequence of binary input vectors to produce a sequence of binary output vectors. This block can process multiple symbols at a time. If the encoder takes k input bit streams (that is, can receive 2k possible input symbols), then this blocks input vector length is L*k for some positive integer L. Similarly, if the encoder produces n output bit streams (that is, can produce 2n possible output symbols), then this blocks output vector length is L*n. The input can be a sample-based vector with L  =  1, or a frame-based column vector with any positive integer for L. For a variable in the MATLAB workspace [5], [6] that contains the trellis structure, we put its name as the Trellis structure parameter. This way is preferable because it causes Simulink [5] to spend less time updating the diagram at the beginning of each simulation, compared to the usage in the next bulleted item. For specify the encoder using its constraint length, generator polyno mials, and possibly feedback connection polynomials, we used a poly2trellis command within the Trellis structure field. For example, for an encoder with a constraint length of 7, code generator polynomials of 171 and 133 (in octal numbers), and a feedback connection of 171 (in octal), we have used the Trellis structure parameter to poly2trellis(7,[171 133],171). The encoder registers begin in the all-zeros state. We configured the encoder so that it resets its registers to the all-zeros state during the course of the simulation: The value None indicates that the encoder never resets; The value On each frame indicates that the encoder resets at the beginning of each frame, before processing the next frame of input data; The value On nonzero Rst input causes the block to have a second input port, labeled Rst. The signal at the Rst port is a scalar signal. When it is nonzero, the encoder resets before processing the data at the first input port. 3. Convolutional decoder simulation 3.1. Viterbi Decoder The Viterbi Decoder block [7], [1] decodes input symbols to produce binary output symbols. This block can process several symbols at a time for faster performance. If the convolutional code uses an alphabet of 2n possible symbols, then this blocks input vector length is L*n for some positive integer L. Similarly, if the decoded data uses an alphabet of 2k possible output symbols, then this blocks output vector length is L*k. The integer L is the number of frames that the block processes in each step. The input can be either a sample-based vector with L  =  1, or a frame-based column vector with any positive integer for L. The entries of the input vector are either bipolar, binary, or integer data, depending on the Decision type parameter: Unquantized Real numbers; Hard Decision 0, 1; Soft Decision Integers between 0 and 2k-1, where k is the Number of soft decision bits parameter, with 0 for most confident decision for logical zero and 2k-1, most confident decision for logical one. Other values represent less confident decisions. If the input signal is frame-based, then the block has three possible methods for transitioning between successive frames. The Operation mode parameter controls which method the block uses: In Continuous mode, the block saves its internal state metric at the end of each frame, for use with the next frame. Each traceback path is treated independently. In Truncated mode, the block treats each frame independently. The traceback path starts at the state with the best metric and always ends in the all-zeros state. This mode is appropriate when the corresponding Convolutional Encoder block has its Reset parameter set to On each frame. In Terminated mode, the block treats each frame independently, and the traceback path always starts and ends in the all-zeros state. This mode is appropriate when the uncoded message signal (that is, the input to the corresponding Convolutional Encoder block) has enough zeros at the end of each frame to fill all memory registers of the encoder. If the encoder has k input streams and constraint length vector constr (using the polynomial description), then enough means k*max(constr-1). In the special case when the frame-based input signal contains only one symbol, the Continuous mode is most appropriate. The Traceback depth parameter, D, influences the decoding delay. The decoding delay is the number of zero symbols that precede the first decoded symbol in the output. If the input signal is sample-based, then the decoding delay consists of D zero symbols. If the input signal is frame-based and the Operation mode parameter is set to Continuous, then the decoding delay consists of D zero symbols. If the Operation mode parameter is set to Truncated or Terminated, then there is no output delay and the Traceback depth parameter must be less than or equal to the number of symbols in each frame. If the code rate is 1/2, then a typical Traceback depth value is about five times the constraint length of the code. The reset port is usable only when the Operation mode parameter is set to Continuous. Checking the Reset input check box causes the block to have an additional input port, labeled Rst. When the Rst input is nonzero, the decoder returns to its initial state by configuring its internal memory as follows: Sets the all-zeros state metric to zero; Sets all other state metrics to the maximum value; Sets the traceback memory to zero; Using a reset port on this block is analogous to setting the Reset parameter in the Convolutional Encoder block to On nonzero Rst input. 3.2. APP Decoder The APP Decoder block [8] performs a posteriori probability (APP) decoding of a convolutional code. The input L(u) represents the sequence of log-likelihoods of encoder input bits, while the input L(c) represents the sequence of log-likelihoods of code bits. The outputs L(u) and L(c) are updated versions of these sequences, based on information about the encoder. If the convolutional code uses an alphabet of 2n possible symbols, then this blocks L(c) vectors have length Q*n for some positive integer Q. Similarly, if the decoded data uses an alphabet of 2k possible output symbols, then this blocks L(u) vectors have length Q*k. The integer Q is the number of frames that the block processes in each step. The inputs can be either: Sample-based vectors having the same dimension and orientation, with Q  =  1; Frame-based column vectors with any positive integer for Q. To define the convolutional encoder that produced the coded input, we have used the Trellis structure MATLAB parameter. We tested two ways: The name as the Trellis structure parameter, for a variable in the MATLAB workspace that contains the trellis structure. This way is preferable because it causes Simulink to spend less time updating the diagram at the beginning of each simulation, compared to the usage in the next bulleted item; For specify the encoder using its constraint length, generator polynomials, and possibly feedback connection polynomials, we used a poly2trellis command within the Trellis structure field. For example, for an encoder with a constraint length of 7, code generator polynomials of 171 and 133 (in octal numbers), and a feedback connection of 171 (in octal), we used the Trellis structure parameter to poly2trellis(7,[171 133],171. To indicate how the encoder treats the trellis at the beginning and end of each frame, its necessary to set the Termination method parameter to either Truncated or Terminated. The Truncated option indicates that the encoder resets to the all-zeros state at the beginning of each frame, while the Terminated option indicates that the encoder forces the trellis to end each frame in the all-zeros state. We can control part of the decoding algorithm using the Algorithm parameter. The True APP option implements a posteriori probability. To gain speed, both the Max* and Max options approximate expressions by other quantities. The Max option uses max{ai} as the approximation, while the Max* option uses max{ai} plus a correction term. The Max* option enables the Scaling bits parameter in the mask. This parameter is the number of bits by which the block scales the data it processes internally. We have used this parameter to avoid losing precision during the computations. It is especially appropriate for implementation uses fixed-point components. 4. Conclusions In these work we have constructed and tested in Maple convolutional encoders and decoders of various types, rates, and memories. Convolutional codes are fundamentally different from other classes of codes, in that a continuous sequence of message bits is mapped into a continuous sequence of encoder output bits. It is well-known in the literature and practice that these codes achieve a larger coding gain than that with block coding with the same complexity. The encoder operating at a rate 1/n bits/symbol, may be viewed as a finite-state machine that consists of an M-stage shift register with prescribed connections to n modulo-2 adders, and a multiplexer that serializes the outputs of the adders.

Fast Food vs Organic Essay

Have you ever sat and back and wondered why there are so many obese people in the U. S.? You would think that with all of the buzz about organic foods that we have available, that we would slowly be getting better with our weight as a country. Unfortunately the reality of the situation is organic food are expensive and with the way the economy is today many people are working on a budget and simply cannot afford to splurge on the organic items. So now that we know that lets look at the second half of that equation, Fast Food! Now as much as people criticize the fast food industry it’s convenient and like the name says fast. Now days most people do not want to come home after a long, hard day of work and slave over the stove to cook a hot meal for their family. However what they don’t realize is how much that food is poisoning us. Take McDonalds for example, it has been brought to the public’s attention just what goes on when they are making their food. The food looks like food that you would make in your kitchen, but it is actually manufactured. French fries use to be made by potatoes peeled in the back room and cut into strips. Today they are made in large factories, frozen and processed. Some of the ingredients are very fatty. Even though they have said that they â€Å"were† injecting the chicken nuggets with a pink dye, people are still running to the franchise for their food. I am not judging anyone by any means just stating my observations. Now if you think about it most families probably spend about $100 a week on fast food. Why would so people spend so much money on fast food you ask? Its simple it’s easy, and it’s convenient and inexpensive. Compared to other foods it’s something that working people and ordinary people can go out and enjoy. The design of a fast food restaurant is very well thought out. We form our eating habits as children so they try to nurture clients as youngsters. It’s very important that the fast food companies make sure that their fast food meals for children are healthier. In contrast the benefits of eating organic foods are great and if you can afford them should definitely take advantage of them. The are good for both the earth and the environment. The animals are living stress-free, free-grazing on the land and not being manufactured in deplorable living conditions. Organic farmers use less energy, less water resources, and NO pesticides. Organic farmers’ soil stays rich in content, moisture and nutrients due to careful management of land and using only natural organic matter to grow their crops. When industrialized agriculture arrives in farming communities, many farmers are forced out of business. Each month dozens of new pesticides, show up in local supermarkets and stores. Because they are advertised heavily are purchased and used and thus the destruction of the earth continues slow and steady. Organic farmers, live cleanly. Free of pesticides and toxins.

Advanced Internet Application Development

The page you create should alternate between a summary display and an editor display. When the user first arrives on your page, show a summary list of contacts in a Greedier. In It, each name has an edit link beside it. 2. When the user presses an Edit link or button, open an edit screen so the user can change the name or contact Info for person listed by the link. When doing this, hide the summary information.The user should get a screen much like this: There should be no screen flicker when the summary panel is hidden and the edit anal is displayed. 3. You are welcome to design your own Implementation, but one way accomplish the page Is to create an paternal and Insert two Panel controls as Illustrated here: Copyright 02014 Doug Steel. All rights reserved. This material may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder.Page 1 4. This is an Ajax assignment, so there is no need to create persistent storage u sing a database. 5. Upload your assignment to the MIS. Cull. Deed server for grading. Please contact our ABA manager, Chris Ware, if you need help accessing your account. Submission Turn In your assignment on the MIS server (mils. Cull. Deed) on or before the due date. Late assignments are accepted but they accrue late penalties of 20 points (20 percent) per day after a 24 hour grace period.Assignments submitted more than 5 days after the grace period earn a grade of zero. Please note: 0 Assignments must be submitted on the Web server. (Instructions for accessing the server are at the bottom of the server home page at http://mils. Cull. Deed. ) Assignments turned in via e-mail or thumb drive will not be graded. Page 2 prohibited from â€Å"pre grading† or telling you about mistakes before you submit your work.Grading Criteria The grader will consider the following attributes of the project you submit 0 The project should compile and run without generating error messages 0 The code should be neat, organized, and easy to follow 0 Your submission should have a few comments in the code that explain what is to be accomplished and how it will be accomplished. 0 The program should meet the specifications spelled out in the problem statement. It should produce the correct output for a given input Page 3

Words for Sellers and Makers

Words for Sellers and Makers Words for Sellers and Makers Words for Sellers and Makers By Mark Nichol Several venerable words serve as the base for compounds that refer to people who make or sell things: monger, smith, and wright. Here’s a review of those compounds. Monger, stemming from Old English mangere, meaning â€Å"broker,† â€Å"merchant,† or â€Å"trader,† has been used since medieval times, though for hundreds of years, thanks to the low social status of peddlers, compounds based on this term have had an unsavory connotation. A costermonger sells apples and, by extension, any wares, from a cart; coster comes from Anglo-French or Old French and denotes a particular type of apple with ribs, protuberances (similar to those on a Red Delicious apple. A fishmonger is a seller of seafood, and an ironmonger hawks metal wares. Flà ¦scmangere (â€Å"fleshmonger,† referring to a butcher) did not survive Old English. The term whoremonger was coined to refer to someone who sells sex- a pimp- although it later extended to anyone who purchases the services of prostitutes or otherwise consorts with them. The root has also been associated with people who peddle emotions and ideas: A fablemonger is a liar, a fearmonger or scaremonger is someone who foments anxiety, a gossipmonger spreads rumors or other tidbits about mutual associates, a hatemonger encourages animosity, and a warmonger agitates for bellicose behavior. In Old English, smith referred to a worker in metal, whether someone who crafted practical objects or jewelry; it might originally have even applied to carpenters and craftsmen as well. Most traditional -smith compounds allude directly to the metal worked: goldsmith, silversmith, and tinsmith are transparent, but a whitesmith dealt with pewter, and blacksmith probably referred to the soot and grime associated with working iron and various combinations of it and other alloys; blacksmiths, as the most common of ironworkers, were often referred to simply as smiths. Weaponmakers were represented by the now-obsolete term bladesmith and the later construction gunsmith. Someone who made locks and keys was called a locksmith; that term now refers to those who repair locks or force them open when keys go missing or break off in the lock. The root word was later whimsically attached to tune to denote a songwriter and to word to refer to a writer. Wright, from Old English and meaning â€Å"worker,† was applied specifically to someone who builds things; several compounds that include wright refer to vehicles or their components, including cartwright (cart probably originally referred to wickerwork, an early material used for the body of a cart, chariot, or wagon), wainwright (wain is a cognate of wagon), and wheelwright. A millwright, meanwhile, built mills and mill machinery; like locksmith, the term was later more closely associated with those who maintain equipment rather than make it. A builder of marine vessels was (and still is) called a boatwright or a shipwright. Mason, from the Old French term masson, is represented in brickmason and stonemason. Freemason originated as a term referring to one of a traveling guild of stoneworkers; it now survives as the informal name of a fraternal society. Several theories for the origin of free compete: It may be from the French word frà ¨re, meaning â€Å"brother,† referring to the traditional fraternal nature of masons, or from the fact that they worked on free-standing stones, or because they were independent contractors. Several of these terms survive as surnames: Smith, Mason, Boatwright, Cartwright, and Wainwright. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?44 Resume Writing Tips10 Functions of the Comma

Counterproductive or deviant behaviours in organisations Essays

Counterproductive or deviant behaviours in organisations Essays Counterproductive or deviant behaviours in organisations Paper Counterproductive or deviant behaviours in organisations Paper Counter productive or deviant behaviours in organisations have continued to thrive and having huge financial costs to many businesses. There are various factors that cause work deviance or counterproductive work behaviour (CWB) like lack of trust between manager and employees, unfair treatment, rewards system and the need to revenge after a perceived unjust or unfair treatment. The management has many ways of reducing these deviant behaviours despite their prevalence. The manager should set an example; establish trust, treat workers with respect and dignity and fair compensation systems. Counterproductive or deviant behaviour in organisations Counterproductive work behaviour can be simply described as the behaviours by members of an organization that counter the Organization’s rightful interests. In other terms counterproductive work behaviour (CWB) can be seen as consisting of deliberate actions by workers that could harm an organization or its stakeholders. CWB can be demonstrated through acts of physical aggression against people or less violent forms conduct like verbal aggression and any other type of maltreatment directed toward individuals. It includes damage and abuse of organizational possessions or assets, performing work the wrong way, or even failing to inform managers about faults and other job problems for example, a machine failure, and issues of absenteeism for example reporting as sick when not. It also includes acts of violence, deviance reprisal and revenge (Jones, 2009). Organizational or work deviance can be referred to as the employees’ voluntary or calculated behaviours that violate the norms of an institute, and in the end threatening or jeopardising the welfare and interests of an organization and its members at large. Workplace deviance can group into production, political, property deviance and personal aggression. Production deviance involves violating quality and principles that direct product reliability. It occurs when workers infringe the values of quality and measure when producing a product or a service, for example, wasting resources, or deliberately working at a snails pace. Political deviance takes place when employees demonstrate preferential treatment to particular stakeholders, placing others at a disadvantage, for example undercharging preferred customers. Property deviance is depicted through the destruction or acquisition of the business assets without company consent for example by stealing products or filling expense accounts. Lastly personal aggression entails unfriendly or aggressive behaviour which could harm the reputation of the organisation like having off-putting cost for the targeted customers. It also includes coercion tactics like verbal abuse or sexual harassment (Raven Rubin 1976). Work deviance and counterproductive work behaviour can be influenced by a number of issues which could be personal or organisational. The management influences the working conditions, the terms of employment, working hours, means of rewards and payment, the general feelings of the employees through the language that they communicate to them (and in this case abusive supervision), the level of motivation, methods of correction and termination of employment and the level of trust and justice that they demonstrate in the treatment of employees. Many of the factors emanate from the organizations management despite the fact that there are other factors that influence work deviance or counterproductive work behaviour (Ajzen, I. 1991). The first managerial issue influencing CBW and work deviance is the terms of rewards to the employees. Depending on the organization’s design, reimbursement and remuneration system on several instances can promote employees tendency to have deviant behaviours. In other cases competition for higher rewards can be basis of employees looking out for themselves and to have the notion that devious actions are necessary to be able to have an upper hand over their co-workers. In organisations where employees’ compensation is partly determined upon by gratuities or commissions or in other cases better employees’ recognition with clientele, can most likely trigger unexpected behaviours that workforce can come up with under the pretext of having a business meeting to achieve the set sales targets and consumer satisfaction. According to research there are many instances of the association sandwiched between commissions and gratuities and cases of deviance in the workplace. Studies of employees in marketing and sales positions in a number of industries such as real estate, insurance, banking, automobiles, financial service and other sectors whose income is based on commission, indicated high incidences of workplace deviance, ranging from giving false information on meeting quotas, undercharging customers for services offered and overstating expense accounts. Although to the managers’ main idea behind commission based remuneration is to persuade employees to sell a high level of products and establish high consumer service and fulfilment, workers will engage deviant behaviours to get financially rewarded and at the same time sell and gratify the client (Litzky et al 2006). Another factor that can initiate work deviance is the ambiguity about job performance where there is lack of information on the roles and uncertainty on the expectations of the management which ultimately leads to perceived job stress. This leads to feeling of ambiguity on how their roles are defined, their responsibilities and expected behaviour in certain situations. The results are negative job responses, low turnover, stress, low job performance and other indications of deviance. This mostly happens to individuals who have limit spanning jobs like accountants, insurance professionals and customer service representatives and in this case when managers pressure employees to do what it takes to satisfy consumers this amounts to job ambiguity, and they may deviate hoping the managers will condone. At the same time there is direct conflict between management policies and customer satisfaction and the employees are left in a dilemma (Lewicki et al 1998). Another key factor that encourages CWB and deviance is abusive supervision and unfair treatment or organizational injustice. Supervisors and managers who inflict various forms of non-physical hostility to their subordinates like loud outbursts, abusive language, threats, belittling and undermining them cause psychological distress and indisposition to work among employees. Unfair treatment comes in when employees feel that the rules that have been established to increase efficiency and service quality are unjust and especially if they impede their abilities to do their jobs. Employees can perceive organizational justice in two ways: interpersonal justice that influences the degree to which the organizations treat employees with understanding, respect and dignity and informational justice referring to the apparent sufficiency of explanations managements give about measures and outcomes that have an effect on employees. If employees perceive injustice of any of the two they may resolve to CWB to diminish their supportive behaviours to evade exploitation (Bennett Robinson 2000). When managers violate trust in their employees, they are likely to do the exact opposite of the instructions of the manager when he goes out. Some managers think that workers cannot be dependable to act morally or in the top interest of the business. Lack of trust is displayed in incidences like when managers harshly reprimand employees in the face of clients or colleagues and the employee feels humiliated for being scolded in public,. In such cases the trust existing between the managers and his workers is broken, and collegiality dwindles. Employees feel that their manager could not have confidence in them to perform their jobs appropriately. Trust between employees and the managers is a double-edged sword: the existence of trust can improve the connection and raise performance, however when violated it may also lead to worse cases of deviant behaviours (Edwards Bagozzi 1998). The most evident reason for counterproductive or deviant behaviours is revenge directed toward the managers or the management. In an attempt to restore their dignity, employees hit back or discipline the manager even if they will not gain directly from being involved in a deviant behaviour. In most cases connection between alleged injustice and unfairness reflect fundamental desires to revenge. Employees seeking to avenge use CWB as their tool. According to research, some even sacrifice the monetary gain to get an opportunity to castigate the unjust individual. In such cases employees in an attempt to get back at their supervisor or organization may get involved in activities that increase expense or affects the quality of product or services and general sales (Folger Cropanzano 1998). Apart from the managerial issues there are factors like the social pressure to conform and emotional or personal status of the employee. Social pressure to conform in organizations where there are organization norms may push members to comply to avoid punishments for non-conformity. In a workplace that exposes employees to undue pressure may push them to deviant behaviours. In another example where a group of workers for example sales representatives have deemed some deviant behaviours acceptable they will definitely coerce new employees to conform to the same habits, for example cheating in sales (Giacalone Greenberg 1997). On individual factors some employees may not have emotional stability or they may be going through circumstances or have personal traits that would push them to work deviance. Such factors like low emotional stability, low agreeableness, external locus of control and cynicism are some of the personal traits which can be solved by personal counselling. Age may at times affect the tendency of individuals engaging in deviant behaviours. Financial pressures may also tempt an employee to get involved in counterproductive or deviant behaviour (Jones, 2009). The management can institute measures that could minimize counterproductive or deviant behaviour. To start with they should provide fair and adequate compensation to employees. Adequate reward system will ensure employee satisfaction and will reduce their chances of wanting to steal from the organization. For example if a pay system involves profit sharing it should done promptly and consistently (Giacalone Greenberg 1997). Managers should create an ethical climate through leading by example. The workers perception of their organizations climate influences their tendency of deviant or ethical behaviour. Managers must model ethical behaviours to enable employees to perceive a connection between honesty and success. The personnel manager hired should be of high ethical values. The values of honesty should be set by example themselves because in some instances some practices seem acceptable to the managers and thus employees take it is a norm for example failure to disclose some information when selling a policy to a customer (Bennett Robinson, 2000). Organizations should create policies and procedures of rules and rewards regarding counterproductive behaviours. This can be done by adopting and communicating policies that concern the subject. It should as well spell the behaviours and specify the consequences of such actions and information communicated on hiring. There should also be a policy of punishing he offenders to ward off prospective behaviours. However in implementing such policies the organization should not establish surveillance which would portray lack of trust (Jones, 2009). Managers should establish a trusting relationship with employees based on mutual respect and trust. Managers can employ relational psychology between them and their employees. The kind of psychological agreement that managers build up between their workers will determine their employees’ attitude and behaviour. If employees look at their employers’ confidence as mutual, relational psychological contracts are prone to establish commendable levels of participation and devotion by workers. Supervision styles that replicate low levels of regulation and high levels of trust motivate employees to conduct themselves responsibly (Litzky et al 2006). Finally, managers should treat employees with respect, trust and dignity, because they will be less likely to be counterproductive if employers are respectful and sensitive to their needs. Related to this, is the attempt to enrich their jobs by increasing job autonomy and increasing their responsibility in decision making. This will show that they are appreciated and respected (Giacalone Greenberg 1997). In conclusion, there are various reasons as to why employees have counterproductive and deviant behaviour like stealing, overstating expenses or giving the wrong information on sales among much other behaviour. Most of these are related to the managers and therefore they are still within the control of the management or organization. Therefore managers can reduce such behaviours by treating employees with respect and dignity, setting standards for ethical climate and establishing trust between them and having a fair compensation system. References Ajzen, I. (1991). Organizational Behaviour and Human Decision Processes. The theory of planned behaviour. 50, 179–211. Bennett, R. J Robinson, S. L. (2000). The development of a measure of workplace deviance. Journal of Applied Psychology: 85, 349–360. Edwards, J. R Bagozzi, R. P. (1998). A general approach for representing constructs in organizational research: Organizational Research Methods, 1, 45–87. Folger, R. , Cropanzano, R. (1998). Organizational justice and human resource management. Thousand Oaks, CA: Sage. Giacalone, R Greenberg, J. (1997). Antisocial behaviour in organizations. Thousand Oaks, London: Sage Publications. Jones. A. (2009). Organizational behaviour: Journal of Organizational Behaviour. 30, 525–542. Lewicki, R. J. , McAllister, D. J. , Bies, R. J (1998). Trust and distrust: New relationships and realities. Academy of Management Review, 23(3): 438–458. Litzky, B. E. , Eddleston, K. A. , Kidder, D. L. (2006). How Managers Inadvertently Encourage Deviant Behaviours. The Good, the Bad, and the Misguided: 91-99. Raven, B. H Rubin, J. Z. (1976). Social psychology: People in groups. New York: Wiley.

Article Review Example | Topics and Well Written Essays - 750 words - 6

Review - Article Example The main purpose of this article is, therefore, to provide information regarding integrity and reliability measures within healthcare institutions. It further looks at how they apply in a clinical setup. It will further outline the approaches used to collect relevant integrity and reliability data. Based on the Scientific Merit Rating Scale, this study has a rating of four. This rating is attributed to a single subject design that has more than three participants. Four people are part of the study research. The type of measurement is continuous with no calibration data of any kind; it has a reliability of over 80%. Several evaluators who were part of the research by using psychometrically sufficient instruments further confirmed the diagnosis. To collect the data, direct behavioral observation to show the reaction of various patients based on the types of treatments that they received was conducted. The responses showed that the patients could easily maintain their composure and record their conditions before commencing treatment; however, after the treatment their conditions changed, and they were no longer in a position to maintain their composure. The rate of this response was over 90%. The criterion for the various tasks was outlined using several specific details. The study showed an average procedural integrity score of 75%. This was determined using a checklist of various sessions. An SMRS rating of three can be given to the author if this article sessions. The three participants in this study had various conditions, and the nurses gave them distinct treatments to establish their independent reactions. Each change in the treatment process resulted in a different reaction in each patient. There were some common factors among the patients; all of them were ill and had the ability to fill in their reports at the beginning of the exercise. This study can be termed as being generalized.

Why is it important to pay attention in class Essay

Why is it important to pay attention in class - Essay Example Hence, instructors have a basic part in keeping learners on learning track (Driscoll 23). Regard less of the particular models of listening conduct that exist, most concur that listening or attention includes sensing, going to, deciphering, recollecting, and respond ­ing to boosts (the sights and sounds we listen to). Paying attention in classroom incorporates many things. Sensing alludes to our five faculties and the sum of the data audience members can pick up from them. The faculties of listening to and sight are most applicable to the present dialog of tuning in. When learners completely listen to anything, they first sense it by listening to it, seeing it, or both. In the classroom, there are various things learners can sense: the lawnmower outside, the two understudies talking and snickering in the back, the magnetic understudy in the following seat over, the person with the uproarious hack, and possibly the instructor. Add to the greater part of this tactile data any mental preoccupations: an alternate class in which a person may be battling, issues with money r elated help, nervousness about an approaching discourse, whats continuing throughout the weekend, issues with a beau or sweetheart, issues at work, issues with a flat mate or with family at home (Driscoll 41). Given this plenitude of accessible tangible jolts, it is clear that educators are not ensured their scholars consideration. Learners may have the capacity to sense every ­ thing, however they cant keep their concentrate on everything and thusly they must be particular in their consideration. Something must be yielded, and unless instructors are receptive to their understudies listening conduct it may be the instructors message that is disregarded. Educators ought to be mindful that consideration regarding classroom messages requires exertion and that consideration compasses are short when contrasted with the regular length of a lecture. Paying attention in classroom helps students to

Spirituality and Holistic care Essay Example | Topics and Well Written Essays - 1500 words

Spirituality and Holistic care - Essay Example old among the Australian adults is low (Dick, 2003), it remains a fact that there is a higher probability that individuals who suffer from at least one type of chronic illness may end up becoming partially or totally dependent on other people when performing their own activities of daily living (ADL) such as walking, bathing, dressing, and feeding. The family structures In Australia has significantly changed over the past twenty years. As reported by the Australian Bureau of Statistics (2007), it has been very evident that the number of divorce rates had increased whereas the marriage rates had decreased. Considering the high number of divorce, separation, and never been married cases, the number of elderly including the physically and mentally disabled individuals who continuously seek for a long-term care and treatment from the professional nurses has significantly increased over time. Managing chronic illnesses can be very time-consuming and inconvenient on the part of the patients’ family members. (Sawyer et al., 2003) For this reason, spirituality has considered as a principle of practice when rendering holistic care to the patients (Dyson, Cobb, & Forman, 2007). As part of the study, the student nurse will first discuss about the essential nature of spirituality as a core component of holistic care. Aiming to prove that the student nurse has gained a better understanding with regards to the role of nurses in supporting individuals spiritually when taking care of patients who are chronically ill, disabled, and/or dying; several real-life clinical examples wherein nurses should care for the patient will be provided in the study. Caring for the sick individuals is not limited to the administering of medications, symptom management, and personal care. When providing holistic care to the patients, it is essential for nurses to know that their health care practice should be delivered not only to the patient but also the patient’s family members. This

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e