History of the English Language Essay Example | Topics and Well Written Essays - 500 words

History of the English Language - Essay Example did not take place overnight since the language developed over hundreds of years with influences from many different languages therefore it has interesting origins. The English language began to form with the arrival of three Germanic tribes who invaded Britain in the fourth century. The three tribes were the Angles, the Saxons and the Jutes and came from the northern areas of Germany. The Celtic language speakers of Britain were repelled by the invaders to areas of Wales and Scotland (Wells, 1982). At the same time, the language of the Angles tribe became the predominant language of the region from which the words England and English are taken (English Club, 2006). The language developed into what we know as ‘Old English’. This language would be difficult if not impossible for us to understand since there would be many more modifications to the language before it would develop into modern English. Even so, many of the words we use in English today have their roots in Old English. For instance words like Strong and Water come from Old English even though they are in common use today (Wells, 1982). In 1066, the same tribes were conquered by William the Conqueror who came from the area of Normandy which is in modern day France. He and his forces spoke a version of French which was used in the royal court while the lower classes spoke English with a mixture of French words. This version of English came to be known as Middle English and was used by Chaucer to write his Canterbury tales. It is difficult for modern speakers of English to understand or read this language but it does show how French words came to be accepted in English use (English Club, 2006). Modern English as we see it today has two distinct periods of development, the first is the early period which lasted from 1500-1800 where changes were made in pronunciation, character use and many more words were added to English. With the coming of the Renaissance, words from classical languages found

The South Beach Diet Essay Example | Topics and Well Written Essays - 500 words

The South Beach Diet - Essay Example The foods allowed in this phase are starchy carbohydrates, seafood, lean beef/poultry/pork, fruits, dairy (yogurt, milk fat free), vegetables (barley, black-eyed peas, pinto beans, sweet potatoes, yams, onions, and carrots), sweet and chocolates which are semi-sweet and soy products. Agatston believed that that hunger cycles in an individual are triggered by carbohydrate rich food which the body can digest quickly, creating a spike in blood. Such foods include the heavily refined sugars and grains that make up a large part of the typical Western diet. The South Beach Diet eliminates these carbohydrate sources in favor of relatively unprocessed foods such as vegetables, beans, and whole grains which are good sources of carbohydrates. The South Beach Diet eliminates the trans-fats and discourages saturated fats. The foods which contain bad fats may not contribute to hunger cycle but they contribute to LDL cholesterol and heart diseases. Thus the South Beach Diet replaces these bad fats with foods rich in unsaturated fats and omega-3 fatty acids which contribute to HDL cholesterol and provide other health benefits.

International Human Resource Management in Japanese Firms Essay Example for Free

International Human Resource Management in Japanese Firms Essay During the 1980s, commentators and researchers of almost every stripe witnessed what was invariably seen as a miracle: the juggernaut Japanese economy. It seemed a perfect system, with all cylinders-from the political coordination of the economy through industrial structure and interfirm interactions to human resources management practices and cooperative relationships on the shop floorclicking at high, flawless speed. In the mindset of the time, one question quickly followed: How could the American economic system, with all its contrasting warts and imperfections, hope to compete against this titan? Now, little more than a decade later, that sighting of a miracle has been downgraded rather substantially. In the words of a Fortune analyst (Powell, 2002), Being compared to Japan these days, economically speaking, is about as low as it gets (p. 91). The reasons for this decline are varied but include many of the same factors that supposedly accounted for its ascendance. Now, Keeley pulls back the curtain even more, exposing a system seemingly trapped in neutral. Keeley, a Westerner fluent in Japanese and professor in international management at Sangyo University in Japan, is well positioned to reveal the inner workings of the Japanese corporation, particularly its international human resources management (IHRM) practices, without the infatuation that marked many of the earlier reports. The inescapable conclusion from this volume: These practices create almost insurmountable competitive disadvantages. In addition, Keeley provides a deep look at the tenets of Japanese culture, the management and personnel practices tied to that culture, and the resulting business practices and organizational dynamics that characterize the modern Japanese corporation. In the process, he also offers up a compelling argument for diversity, not simply as an affirmative action accounting of staffing, but rather as a mindset of inclusion and involvement. For all those who read about the Japanese miracle of the 1980s, this book is an important corrective and should go on your reading list. It can also be recommended to anyone interested in the cross-cultural application or transfer of management or human resources practices, or organizational behavior in a global environment. Keeley launches his analysis with the observation that the greatest challenge Japanese companies face in expanding their foreign direct investment is how to integrate host country national (HCN) managers into the management process of their oversees subsidiaries as well as that of the parent companies themselves (p. ). The reasons why such integration is important are clear and simple: competitive advantage in a global economy requires that a multinational company (MNC) be able to tap the talents of local HCN managers; to do this, the MNC must be able attract, retain, and develop talented HCN managers. Absent this, the MNC will forfeit local expertise as well as violate host country antidiscrimination laws, something for which Japanese MNCs have a certain notoriety. More specifically, Keeley argues, the IHRM practices of Japanese MNCs are their Achilles heel, and this is due to the fact that the Japanese system of management is so culture dependent that it is difficult to incorporate nonJapanese into the system, making internationalization of their organizations problematic. (p. 9) This theme is examined more fully in Chapter 2, looking at the issues of cross-culture management and the importance of national culture on organizational dynamics. For example, using Hofstedes (1991) national cultures variables, it is the work group-not the individual-that is the foundation of the Japanese organization. Japanese management techniques, such as lifetime employment, consensual decision making, and rewarding group members equally, are built upon the group. In Chapter 3, Keeley examines the three HRM practices that characterize the larger, global Japanese MNC: lifetime employment, a senioritybased wage system, and company-dominated unions. He also discusses the unique leadership role played by the personnel department. It is in this context that he reviews other distinctive features, like the long work hours of Japanese managers and the after-hours workgroup socializing that follows. Contending that this practice is essential to Japanese management, it is not common elsewhere, and Japanese managers find it difficult to manage without it. In this chapter, Keeley also does a good job reviewing the key traits of Japanese culture that so affect their HRM practices, including: strong ethnocentrism; an emphasis on the responsibilities of a (corporate) household (like paternalistic familism); harmony and loyalty in the context of vertically defined relationships; and the rigid separation of public face from private, personal feelings. Keeley also discusses how educational institutions are used as recruiting sources for corporate staffing. Although aspects of his review of Japanese culture, history, and institutions may be familiar to some, the coverage of Japanese IHRM practices in Chapter 4 is probably not. According to Keeley, Japanese firms were slow to move into investing in foreign sites and facilities, and it was not until the 1990s that Japan became a major foreign investor. Even so, only 8% of its manufacturing capacity was moved off shore, relatively small compared to the 17% for U. S. and 20% for German firms. On a continuum of IHRM practices, ranging from ethnocentric operations at one end to fully open and integrated global operations at the other, most Japanese firms would be classified as ethnocentric. Further, management positions in Japanese subsidiaries are invariably filled by native Japanese. Over the last 30 years or so, Japanese firms have consistently employed three to four times as many parent country nationals (PCNs) in manager jobs as have U. S. or European subsidiaries. Ethnocentric IHRM practices are also found in such other conditions as lack of local decision-making autonomy, demands for selecting and training PCN managers, substantial communication problems between PCN and HCN managers in Japanese subsidiaries, and even the pariah treatment that repatriating PCN managers experience when returned to Japan. In Chapter 5, Keeley continues his close and critical look at the interactions between culture and organizational behavior by examining communication and decision-making practices. This analysis is supported by the findings of his survey of Japanese subsidiaries in Singapore, Malaysia, and Australia in 1994 and 1996, as presented in Chapter 6. In the final chapter, Keeley draws out the implications of his analysis. HCN managers play a limited role in the management of local subsidiaries, with most decisions made at headquarters in Japan and communicated directly to the Japanese managers on site without local HCN manager involvement. These conditions make working for a Japanese subsidiary unattractive to many ambitious HCN managers, putting Japanese firms at a relative competitive disadvantage in the labor market. More generally, Japanese management practices are difficult to transfer to foreign operations and indeed may actually impede efficient and effective local operations. Both Japanese culture and their business operations create formidable barriers to effective integration. In short, Japanese MNCs seem tuck in an ethnocentric mode of operation that virtually dooms them to long-term mediocrity in the global economy. Keeley concludes that in order for them to succeed in a global economy, Japanese companies must transcend their ethnocentric attitudes and IHRM policies and practices and look at diversity, not as a defeat, but as a strength. Although some firms have recently begun to acknowledge this, most show little interest. International Human Resource Management offers an abundance of information and insight into the global HR operations of Japanese firms. In addition, it also provides an intriguing, more general assessment of the challenges involved in managing cross-culturally and the importance of effective diversity management. The book is well written. The frequent use of acronyms, like HCN and PCN, eventually becomes easy to follow. Though I found Chapter 6 on the authors own research somewhat anticlimatic, all in all this is a fascinating tour book and is recommended without hesitation.

The Woman In Black Sound Analysis

The Woman In Black Sound Analysis How Sound is Used in The Woman In Black I saw a production of the play The Woman In Black at the Theatre Royal in Windsor. The play is set in England in Victorian times. This play really put me on the edge of my seat in some scenes and terrified the life out of me in others, the sound in the play really did go a long way to achieving this. Sound is very important in this production as it creates tension, makes the play nerve-shredding and really helps to tell the story as the stage is set as a minimalistic stage so the sound is vital to the story telling. The director (Robin Hearford) hired Rod Mead as the designer of sound. One scene Rod Mead uses sound effectively is where Kipps was sleeping at Eel Marsh house. The sound used here was non-diegetic and was a low rhythmical thudding. Thiss was a very good use of sound as it created an eerie atmosphere. This sound was played from speakers positioned around the audience to make the audience feel involved in the play. I thought this was a great use of sound as it really created a sense mystery and the audience didnt know what would happen next. Rod Mead used sound effectively in many ways. Often he used it to legitimise the location of a scene for example in the graveyard where Jerome and Kipps are paying their respects to Mrs. Drablow. There was a recorded sound of ravens which is a noise associated with death and hauntings. The non-diegetic sound was played from speakers which were behind the actors. This makes it realistic for the audience because Rod Mead is making us use our senses to make us more in depth and into the story, its making the audience experience what The Actor, who in this scene is playing Kipps, experienced. This is clever as it builds tension because it is bringing the audience deeper and deeper into the story and is enhancing the separation from the real world and as it was a minimalistic stage setting the sound was really important as it was the main sense the audience had to picture the scene.I thought this was a brilliant use of choosing to place the sound and it really supported the action that wa s going on, onstage. Also there is a reverb on the vicars voice. This is implying that the church was mostly empty and makes the audience wonder about why Mrs. Drablow was so unpopular. Another way sound is used effectively is in the office scene where Kipps and Jerome are talking at Jeromes desk. In this scene Rod Mead uses non-diegetic sound really well to create an extremely clear atmosphere. In the background there was the sound of the busy market place, which include the voices of traders, the footsteps of people walking through the market and in the office there were sounds of light murmuring from employees and chairs being moved etc. This was very smart from Rod Mead as it gave the sense that the audience were really in an office scene and it drew the audience in to the story. These distant sound effects had been mixed cleverly to create a background and atmosphere for the scene. I think this was a very good way of supporting the action of this scene and I think it really helped the audience paint a picture in their heads. Near the start of the play when Kipps and Sam Dailey are in the train, Rod Mead creatively uses non-diegetic to give real sense of the atmosphere of the train carriage. If you listened, you could hear sound effects that had been mixed cleverly to create a background for the scene. There were sounds of the steam puffing out of the steam engine, the clickety clack of the wheels rolling away on the track, and the gentle hum of the engine. These sounds were amplified around the room with a speaker at the front.This was a very clever technique as it gave the impression that we were really in a train carriage in these scenes. I thought this was a brilliant use of choosing where to place the sound. It also gave a brilliant atmosphere for the upcoming jump scare because it involved you in the play and it felt as if you were actually there on the train and it seemed normal. So when the climax, a loud train horn (which was recorded sound coming out from the speakers), accompanied by a straw ge lled rotating gobo, which simulated a passing train, actually came it was extremely scary because it came from nowhere and was a sudden unexpected shock. Also there was very little on so the location and the atmosphere was created through sound. So in conclusion, I can see how recorded music as well as live and recorded sound effects are all used together to communicate and tell the story of The Woman In Black, Robin Hearford and Rod Mead clearly worked together well to help one another and the overall effect was fantastic.

Madness and Insanity in Shakespeares Hamlet - Hamlet, the Melancholy

Hamlet, the Melancholy Hero  Ã‚     Ã‚  Ã‚   The reader/viewer finds in Shakespeare’s tragedy Hamlet that the protagonist is a melancholy type; this quality remains with him from beginning to end of the tragedy. And this melancholy hero will be the subject-matter of this essay.    Harry Levin explains in the General Introduction to The Riverside Shakespeare how the dramatist employs imagery in the play to enhance the melancholic dimension of the hero:    The sphere of Shakespeare’s images is so vast and rich in itself that it has been investigated and charted for clues to his personal temperament. But though we can follow up associations of thought through his image-clusters, these are subordinated to his controlling purposes as a playwright. The imagery fulfills a structural and a thematic function, linking together a train of ideas or projecting a scheme of values. It enhances the strain of melancholy in Hamlet by dwelling on sickness and decay. . . (14).    The depressing aspect of the initial imagery of the drama is described by Marchette Chute in â€Å"The Story Told in Hamlet†:    The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father (35).    Horatio and Marcellus exit the ghost-ridden ramparts of Elsinore intending to enlist the aid of Hamlet. The prince is dejected by the â€Å"o’erhasty marriage† of his mother to his uncle less than two months after the funeral of Hamlet’s father. There is ... ...999. Rpt. from Introduction to Hamlet, Prince of Denmark. Ed. Philip Edwards. N. P.: Cambridge University P., 1985.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Shakespeare: Modern Essays in Criticism. Rev. ed. Ed. Leonard F. Dean. New York: Oxford University P., 1967.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.         

Motivation in complex and multilevel learning environments

The development of human behaviour and acquisition is expected to be self-dependent and alone to the person. However, it is become impossible to disassociate this single acquisition procedure from the effects of the societal context, in which this acquisition takes topographic point or decimate the consequence of the instructor as the chief facilitator of this cognition building procedure. That the scholar will be successful in his modulating his enterprise is assumed and dependent on these immediate factors being able to stay changeless and supportive. Deci & A ; Ryan, while suggesting the theory of internalisation, argue that the more internally valued and regulated a behaviour is, the more it is expected as independent ( as cited, in Stefanou, Perencevich, DiCintio & A ; Turner, 2004 ) . The three human demands of competency, relatedness and liberty are identified as the critical facets of motive and hence optimum acquisition. This is echoed by Connell & A ; Wellborn and Skinner & A ; Belmont in showing their motive theoretical account as the degree of battle and a by-product of the above homo needs ( as cited in Veermans, 2010 ) . This battle is highly of import and its absence may be equated to miss of the largest individual ingredient to acquisition. This essay will give a reappraisal of some of the facets of regulation and prolonging acquisition and motive in larning environments. Learning procedure is a critical portion of human development and it is an activity to commence at quite an early age. The cognition acquired is indispensable and indispensable for pilotage through the societal environment. This cognition besides acts a footing for farther hereafter larning. Research has shown that, the kid ‘s head is non ‘tabula rasa ‘ and it is able to develop and heighten cognitive procedures that encompass linguistic communication, figure, facial acknowledgment and the immediate environment in which the kid finds itself ( Veermans, 2010 ) . The human memory plants in apparently simple, yet complex manner. The short term and long term memory exhibit how the human being understands stimuli and is able to enter them for future mention. The both finite and infinite functions of memory have a critical map and consequence at all phases of human development and acquisition. ( Veermans, 2010 ) Learning is a procedure that spans several degrees: what the instructor knows, the direction methods, the scholar reading and the scholars ‘ cognition scheme ( Veermans, 2010 ) . The effectual transportation of cognition from one degree to another is dependent on the systematic organisation of the content, the context and the care of good degree of involvement particularly on the portion of the scholars. The degree of larning results is dependent on the assorted degrees competencies of the portion of scholars. In consequence, similar stimulations can ensue in a multiplicity of reading and significance. The facet of liberty, as manifested in organisational, procedural and cognitive has serious deductions to the manner scholars of all degrees have partake in the acquisition procedure. This is chiefly because, larning is an independent procedure and scholars have to be self-determined, and possess the psychological demands of liberty, competency and relationship fulfilled in societal contexts ( Stefanou et al, 2004 ) The environment in which our scholars find themselves in at nowadays is characterized by a figure of challenges, many of which these scholars have no direct control over. Presence of motive, or its deficiency thereof, is an issue that scholars at all degrees have to cope with. Second, the larning context and environment is an of import factor in the success or failure in the success of the accomplishment of the acquisition aims. The environment can either support scholars in their pursuit of geting cognition, or it has a possibility of decimating their thrust to larn. Third, the instructors, the learning methodological analysis and pick of content are another set of factors that would necessitate to be addressed in order to advance a successful deep acquisition on the portion of the scholars.MotivationThe challenge for the current acquisition environments and the instructors is how to be receptive of their scholars ‘ varied motive degrees. Learners come into the schoolroom cont exts with different degrees of involvements and personal features. It is upon the instructors to hold a good apprehension of the single scholar and assist him/her to set to the schoolroom context and come to footings with the larning group. Since the acquisition group is non homogeneous in footings of their motive degrees, there is a possibility that some scholars will hold small or no involvement. On the other side of the continuum, there will be the group of scholars who will be excessively eager to larn. As a instructor, how do I promote more involvement to larn in these low motivated scholars? The presentation of the teaching-learning aims should be so merely clarified to them, so that the scholars find a relationship to the content at manus. In other words, there should be seen a relationship between the current learning stuff and the scholars ‘ stock of cognition ( entry behaviour ) and the future terminal calling ends. The current acquisition will be seen as a nexus and stepping-stone to the greater highs. Once the scholars set up a connexion, it becomes easier to use their problem-solving accomplishments to undertake the learning stuff. Equally, for those scholars who have adequate motive, the instructor has to assist make an environment that helps to modulate and prolong this motive till the terminal of the acquisition procedure. This is because, even great, extraordinary motive can be vulnerable to disappointment and disillusionment one time scholars fail to see the connexion between their yesteryear, nowadays and the hereafter larning enterprises.The Learning environmentThe acquisition environment is the basic substructure in which the whole acquisition procedure plays itself out. Therefore, this environment should be tailored to suit, support and sustain worthwhile relevant acquisition Sessionss. How can be tailored? Who is responsible for this structuring? It is fact larning starts off at an early age. In add-on, larning takes in many societal contexts, be it at school, place and other societal spheres. Lepola, Salonen, Varaus & A ; Poskiparta ( 2004 ) point out that grownups, parents and instructors have a alone duty of supplying an emotionally and intellectually stimulating context for kids, in fiting the scaffolding to learner ‘s competences and maximising the kids ‘s development. Apart from the place and society as a whole, the schoolroom remains the primary context in which larning through motive takes topographic point, with the purpose of geting and warranting thoughts, building significance and intentionally making independent critical thought ( Stefanou et al. , 2004 ) . It will be of import that this learning environment provides the right tools ( stuffs, undertakings, schemes ) and the conducive ambiance for the scholar to experience free to experiment and seek out assorted picks and possibilities. In add-on, the larning context should besides supply a distinct connexion between pupil motive, instructional patterns and larning results ( Stefanou et al. , 2004 ) . The proviso of such an environment is exciting to a well-motivated acquisition head and freedom to seek out fresh and originative options greatly helps in the acquisition procedure. Well-tailored, the environment is able to prolong higher acquisition and resolution of complex undertaking becomes such an tickle pinking experience to these motivated and good provided scholars thereof. Here, a inquiry arises. How does the scholars adapt, from differentiated socio-economic backgrounds, to an intellectually balanced schoolroom context?The Teaching Style and Communication StructuresThe instruction manner and the communicating constructions are critical to making this balance and advancing a fulfilling, worthwhile, womb-to-tomb acquisition. As cardinal participants in a acquisition procedure, there should be a strong communicating channel between the instructors and the scholars. Teachers should take the taking function in orchestrating this duologue, by understanding the scholars ‘ demands, respond to scholars ‘ inquiries and supply their ain position and feedback to the scholars. Perry & A ; VandeKamp ( 2000 ) stress the importance of feedback. This basically gives scholars an chance and willingness to rectify their errors and be able to place effectual acquisition schemes for covering with larning troubles and bring forthing meaningful results. On the other manus, a free and democratic leading manner has a strong consequence in rising scholars ‘ motive, engagement and completion of the acquisition undertakings ( Stefanou et al. , 2004 ) . Learners should be made to experience that they are in control of their acquisition experiences, and they are free to show their feelings, thoughts and inquiries. This freedom of pick will widen to the solutions that the scholars will research. Once these scholars feel they are recognized, and are free to take part, contribute and explore, this creates a good relationship to the nucleus of the acquisition procedure and are more motivated to larn. Therefore, the instructors will hold to use a myriad of instructional schemes in order to prolong the scholars ‘ response and heighten the scholars ‘ continual engagement in the acquisition procedure. From the above, we can reason that the schoolrooms contexts can either facilitate or thwart the scholars ‘ drift in the cognition acquisition procedure. Authoritarian leading, coupled with menaces, rigorous deadlines and other signifiers of rating and surveillance restrict and impede the scholars ‘ engagement and cognitive development. ( Stefanou et al. , 2004 ) . Teachers has multifaceted function of learning, rating and implementing the direction of the schoolroom. In many cases, instructors have the function of implementing assorted signifiers of liberties. Stefanou et Al. ( 2004 ) place the three signifiers of liberty that these teachers are expected to set into topographic point. These are organisational, procedural and cognitive. From the research, Stefanou et Al. ( 2004 ) individual out cognitive liberty as the most of import signifier of liberty that should be emphasized in order to maximise the larning potency of the scholars. In consequence, the learning methods should reflect a batch of cognitive liberty, whereby instructors are deputing more infinite and chance for scholars to research their possible to undertake, and work out acquisition challenges with small direct aid from the instructors. It is through this manner that focal point on the ends of the undertaking will be maintained, by the scholars ‘ themselves. Stefanou et Al. ( 2004 ) give a word of cautiousness that the overemphasis on organisational or procedural liberty may take to cognitive overload and consequence in less critical thought. The overloading is seen in the inclusion of excessively many not-so-necessary processs and regulations, and there is a danger of these regulations assisting to deflect the end of larning. Since the primary function of acquisition is cognitive development, so the instructors should avail the scholar with more chances for critical thought through the justification of their acquisition picks and autonomous, independent formation of relevant significance. There is demand for larning environments that provide a distinct connexion between pupil motive, instructional patterns and larning results.Inequalities in EducationMany times, the inequalities in educational contexts are an outgrowth of the societal, cultural and economic inequalities that are apparent within the larger society. Therefore, societal cognitive constructions are constructed in interaction and human behaviour is greatly influenced by the context in which the person is situated ( Mehan, 1998 ) . Cases of teaching-learning patterns cabaling with society to propagate the differences, as seen in some trials, experiments and larning schemes, proceed to curtail, and repress the guiltless larning single into the same stereotyping and want of liberty to take cognitive chances. There is great demand of doing schoolroom contexts socio-culturally impersonal and compatible to all single scholars who pass through them. It is up to the learning organic structure to accommodate their learning methodological analysis in accomplishing a larning context that serves the involvements of all its scholars and that minimizes the effects of the entry behaviour differences of its scholars. The general and specific larning ends can be good achieved when there is a better apprehension of the relationship between societal construction, civilization and interaction and assisting to minimise the struggles that might originate thereof ( Mehan, 1998 ) . Going from the individualised acquisition and encompassing collaborative nature of acquisition, among the scholars and instructors, is one of the ways cognitive development can maximise. In this emerging scenario, critical thought, rational debate and the consensual procedure between experts ( instructors ) and novitiates ( scholars ) should be promoted ( Mehan, 1998 ) . In resonance with this position is ‘scaffolding ‘ , which stands out an indispensable manner of regulation and back uping acquisition and motive. The zone of proximal development involves the expert-teacher utilizing his/her regulatory accomplishments in identifying and finding the novice-learners ‘ demands and efficaciously seting the support to fit the scholars ‘ competences ( Lepola, Salonen, Varaus & A ; Poskiparta, 2004 ) .

Essay on Models of Disability

Essay on Models of Disability Essay on Models of Disability Essay on Models of DisabilityToday, diverse models of disabilities develop different concepts of disabilities and, therefore, offer different policies in relation to people with disabilities. In spite of the diversity of models and different approaches to disability, which they offer, there is no universal model that would take into consideration special needs of each patient with disabilities.Medical model of disability is grounded on the juxtaposition between normalcy and pathology. Patients with disabilities are treated as individuals with pathology, who have special needs and require treatment. Unlike other models, the Medical model focuses on the physical or mental health condition of individuals and deviations from the norm to a certain extent is disability. Therefore, individuals with disabilities are supposed to be treated with relation to their specific health problem (Hamre, et al., 2006). Unlike other models, the Medical model does not take into consideration social factor s that influence patients with disabilities. For example, the social environment of people with disabilities does not matter for the Medical model. Therefore, the Medical model suggest no assistance to patients in terms of the maintenance of their social relations and their integration into their community. Therefore, the Medical model focuses on the maintenance of the health of patients with disabilities minimizing the effect of disabilities on health of patients but not on their social life.Social Constructivist model holds the premise that the concept of disability is a social construct that means that disability is what makes individuals incapable to perform basic functions, which the individual is supposed to perform, according to existing social norms and beliefs (Bayton, 2001). The main idea of the Social Constructivist model is the creation of the social environment that is comfortable for people with disabilities. Unlike the Medical model, which focuses on health issues onl y, the Social Constructivist model focuses on social issues mainly and aims at helping people with disabilities to integrate into their social environment and be a part of their community.Sociopolitical or minority model views patients with disabilities as minority and their distinct feature is disability. As a result, unlike other models, the Sociopolitical model views all individuals with disabilities, regardless of their cultural or social background, as one social group, where people have a set of health problems, social problems and other issues caused by their disability status (Biklen, 1988). Therefore, unlike the Medical model and Social Constructivist model, the Sociopolitical model focuses on the treatment of people with disabilities as a solid social group focusing on their specific social and health problems. In a way, the Sociopolitical model combines elements of both Social Constructivist and Medical model addressing both social and health issues of patients with disab ilities.At the same time, along with the aforementioned differences, there are certain similarities between the three models mentioned above. These similarities uncover the imperfectness of these models in their understanding of disability and distinction of people with disabilities. In fact, the aforementioned models view patients with disabilities as a social group with certain health or social issues, which they confront. However, the problem is that these models fail to take into consideration the diversity of patients with disabilities. Each patient with disability has special needs. Even though each model recognizes those special needs, they do not offer the personalized approach to each patient with disability. Instead, they focus on their treatment as a distinct social group with certain health or social issues.