Affirmative Action: a Permanent Approach Essay example -- Essays Paper

favourable Action a Permanent Approach wholeness of the hottest debates in recent history has been the validity of a Civil Rights policy called affirmative action. The policy proposes preferential treatment to certain groups based on their minority status, giving them an advantage in job employment and some areas of education. The question asked most often is whether it is constitutional to give advantages to certain groups, excluding some, based solely on their race or ethnicity. It is up to our legal system to use strict scrutiny, or con alignration from every standpoint, to assess the issue, which is a cost-benefit test measuring whether a law that falls (according to the Court itself) squarely within the prohibition of the equal protection guarantee is justified by the especially important social gains that it will give (Rubenfeld, 1997.) Some claim that it will achieve justice, while others think that it promotes forms of discrimination and further separates our society i nto racial groups. I intend to outline a compromise between the opposing sides, the main goal of which is to utilize justice and equality in coming to a solution that includes every point of view. I tone of voice that this is necessary because minorities in America are at a lower placeprivileged, and for that reason some measures need to be taken, specifically in education, to induce social equalization. On one side of the controversy, many groups feel that affirmative action may be the first instance in our jurisprudence of a constitutional doctrine unconstitutional under itself, or that affirmative action is a constitutional document that is unconstitutional because it discriminates against a certain group of people, namely white males. These groups clai... ...er 10). Diversity in the workplace. The CQ detective Online, 7. http//0-library.cqpress.com.bianca.penlib.du.edu80/cqresearcher.Jost, Kenneth. (2001, September 21). Affirmative action. The CQ Researcher Online, 11, 737-760. http//0-library.cqpress.com.bianca.penlib.du.edu80/cqresearcher.Masci, D. (1998, January 23). The black middle class. The CQ Researcher Online, 8. http//0-library.cqpress.com.bianca.penlib.du.edu80/cqresearcher.Rubenfeld, Jed. Affirmative Action, Yale Law Journal 107.2 (1997), Questia, 5 Mar. 2004 <http//www.questia.com/. Stroud, Sarah. The Aim of Affirmative Action, Social Theory and Practice 25.3 (1999) 385, Questia, 5 Mar. 2004 <http//www.questia.com/.Worsnop, Richard. (1996, February 23). Getting into college. The CQ Researcher Online. http//0-library.cqpress.com.bianca.penlib.du.edu80/cqresearcher.

Steel plant :: essays research papers

Steel PlantOur stigma pose give be located where the baseball game field and the gymnasium is. Wewill buy the works land off the Board of Education. We plan on tearing down the gym and winning all the bricks and left over materials to the land fill in Princeton. This way more people can buoy keep their homes, and not have to move away. The school will be turned into a hotel for some of the workers who live away from here. If the baseball field and gymnasium isnt enough room for the plant and so we will buy the houses and land behind the baseball field. If anyone else wants to move because of the mountain then we will be able to buy their property and expand our company.Our plant will have its own storage dump underground on some other property we own, away from the city. The tanks will be specialized, so the chemicals cant leak out into the ground. This will keep the chemicals from harming the local wildlife. At the plant on that point will be a special filtering system fo r the smoke that is produced, so it wont effect the air and community.We will use the local coal mines to provide us with the coal we need to produce the steel. The steel plant will make more jobs for the local people. Also the local graduating classes wont have to go far off to get jobs. If there isnt already another school built for the students then we will donate some of the profits we make to build a school. So the kids will have a good and new school ready for them. Also we will setup a scholarship to send students to college, also they can get on with back and have a good job at the plant if they want.

Our Child of Poverty Essay -- Poverty Essays

Our Child of Poverty From the writer This paper was animate by my work on The Community Child despatch and the book Amazing Grace by Jonathan Kozol. The project was a childrens literacy initiative that included discussions which pointed to pauperisation as being a deterrent in childrens educational success. I then began to think about perceptions of poverty held by myself an others. I have present attempted to capture those attitudes and identify why I cope with them as problematic. From the teacher Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was helping were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her musical mode of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dismiss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual digest and literary narrative, this paper demonstrates the authors developing cognition about the hardships endured by the underprivileged and calls for the reader to discover these ideals. As Veronicas sisters drove home in their black Lex... ... the blackball effects of our behaviors on others. This is apparent in classism with what Ill call the us-not-them phenomenon. When we are able to separate ourselves from the other, more specifically the other living in pover ty, there is no desire to remedy the situation. When we neglect to foster a sense of familiarity between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any adhesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Lets try to imagine what the reality of their existence is. smack to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, No one would have all those factors beating them down. Our Child of Poverty Essay -- Poverty EssaysOur Child of Poverty From the writer This paper was inspired by my work on The Community Child Project and the book Amazing Grace by Jonathan Kozol. The project was a childrens literacy initiative that included discussions which pointed to poverty as being a deterrent in childrens educati onal success. I then began to think about perceptions of poverty held by myself an others. I have here attempted to capture those attitudes and identify why I see them as problematic. From the teacher Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was helping were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her way of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dis miss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual analysis and literary narrative, this paper demonstrates the authors developing cognition about the hardships endured by the underprivileged and calls for the reader to apprehend these ideals. As Veronicas sisters drove home in their black Lex... ... the negative effects of our behaviors on others. This is apparent in classism with what Ill call the us-not-them phenomenon. When we are able to separate ourselves from the other, more specifically the other living in poverty, there is no desire to remedy the situation. When we neglect to foster a sense of community between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any cohesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Lets try to imagine what the reality of their existence is. Try to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, No one would have all those factors beating them down.

Society MUST Understand how the Natural World Works Essay -- Argumenta

Society MUST Understand how the Natural World WorksExcept for children, few of us spend much time wondering why Nature is the way it is where the Cosmos came from, or whether it was always here or whether there are last limits to what humans know. There are even children who want to know what a black hole looks like why the sky is blue how does a aviate stay up in the air what makes the human body work and why there is a Universe. I have many opportunities to teach children at various ages and have observed that many of these children are natural born scientists. They have inquisitive little minds filled with curiosity and wonder. Provocative and insightful questions sing out them with enormous enthusiasm. I am often asked follow-up questions that have the potential to take up the whole day. These children have never heard of the stamp of a dumb question. I find something all together different when talking to middle and high school students. A great deal of them take care to g et by by memorizing facts and the joy of discovery that led to those facts has gone out of them. They have lost most of the wonder, and gained little skepticism. This particular age groups primary(prenominal) concern is not taking up class time asking dumb questions. They are willing to accept inadequate answers and they dont ask follow-up questions. many another(prenominal) of them are more concerned with the placement of the hands on the clock and when the school bell is going to ring. The middle and high school classrooms are often saturated with indirect glances to judge the approval of their peers. As a graduate student, it is frightening to see the same behavior acted out in upper-level college courses. The shun glances from those who lack respect for learning defi... ..., drive to learn things and then to exchange the information with others (239). I understand the natural world to be an absolutely inborn tool for any society with a hope of surviving the next century. It is of tremendous importance that we take responsibility as parents and teachers and start generating critical, curious, and imaginative students. The worlds demand and deserves a society with a basic understanding of how the natural world works. Works CitedBishop, J. Thomas. Enemies of Promise. In the Presence of Others Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martins Press. New York, 1997. 26-261. Thomas, Lewis. The Hazards of Science. In the Presence of Others Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martins Press. New York, 1997. 239.

Retaining Employees in Small Business Essay -- essays research papers

AbstractRetaining employees is a dilemma for humiliated businesses. Large corporations have resources specifically aimed at keeping their employees while little ones do not. Using online resources, we examined the issue of employee retention in small business. We found that the problem stems from different argonas, lack of resources, few employees, minimal direction from management. While these issues are a problem, they are not insurmountable. Small businesses need to be innovative and creative in finding ways to keep their employees.Retaining EmployeesWhy would a small business see higher turnover than a larger company? In general, small companies have less official company documentation and normalisation with regard to subscriber line descriptions and responsibilities. Because there is a smaller employee roster, there is less opportunity for specialization. Small business employees often have to be versatile. It is for this reason that small businesses often refrain from bei ng specific in outlining an employees duties The employers themselves may not know ultimately what the expectations are of their own employees. Writes Kickul, Instead of having explicit job assignments, job descriptions, and training programs that are traditionally seen within large organizations (Aldrich and Auster 1986 Aldrich and Langton 1997), small firms and their founders may rely on informal techniques to communicate their organizational benefits and rewards to guide and function employees in savvy their psychological contract with the small business. (Kickul, Jill)Employees often want specific descriptions of their roles and responsibility. This means having written job roles and responsibilities, and having this available to the employee. When an employee has a specific understanding of what is expected of them, they will tend to have an increased sense of job security. As mentioned in the above quote, this scenario is traditionally found in larger companies. An unmarrie d going to work for Home Depot or Wal-Mart is going to be given an employee handbook, specific outline and description of job requirements, etc. In the absence seizure of this explicit communication, i.e. in the small business environment, there exists the possibility of miscommunication, misunderstanding, and resentment using these informal techniques, be they verbal, hinted at, indirectly suggested, or otherwis... ... environment that is desirable and unequalled can help in this process. This includes promoting from within the company and giving employees room to grow. Most small businesses will find that these solutions can help when there is a lack of resources. Finally, by getting creative small businesses can find solutions that cost less and will still be effective in retaining employees in the face of larger businesses. ReferencesDaveta, John (2001). Retaining Valued Employees No Small Task For Small Businesses.). periodic Mail.Hayes, Scott. (1999). Payroll-Deduction Plan s Help Small Companies Retain Employees. Workforce.Jones, Alexandra. (2004). Work-Life Balance needs Correcting. Daily Mail.Kickul, Jill. (2001). Promises made, Promises Broken An Exploration Of EmployeeAttraction and Retention Practices in Small Business. Journal of Small Business Management. Worden, Vicki, L. (2002). Tips For Keeping Top Performers. Association Management.

Retaining Employees in Small Business Essay -- essays research papers

AbstractRetaining employees is a dilemma for midget businesses. Large corporations have resources specifically aimed at keeping their employees while subatomicer ones do not. Using online resources, we examined the issue of employee retention in small business. We found that the problem stems from different aras, lack of resources, few employees, minimal direction from management. While these issues are a problem, they are not insurmountable. Small businesses need to be innovative and creative in finding ways to keep their employees.Retaining EmployeesWhy would a small business see higher turnover than a larger company? In general, small companies have less official company documentation and normalisation with regard to crease descriptions and responsibilities. Because there is a smaller employee roster, there is less opportunity for specialization. Small business employees often have to be versatile. It is for this reason that small businesses often refrain from being specifi c in outlining an employees duties The employers themselves may not know ultimately what the expectations are of their own employees. Writes Kickul, Instead of having explicit job assignments, job descriptions, and training programs that are traditionally seen within large organizations (Aldrich and Auster 1986 Aldrich and Langton 1997), small firms and their founders may rely on informal techniques to communicate their organizational benefits and rewards to guide and give ear employees in fellow feeling their psychological contract with the small business. (Kickul, Jill)Employees often want specific descriptions of their roles and responsibility. This means having written job roles and responsibilities, and having this available to the employee. When an employee has a specific understanding of what is expected of them, they will tend to have an increased sense of job security. As mentioned in the above quote, this scenario is traditionally found in larger companies. An case-by-c ase going to work for Home Depot or Wal-Mart is going to be given an employee handbook, specific outline and description of job requirements, etc. In the absence of this explicit communication, i.e. in the small business environment, there exists the possibility of miscommunication, misunderstanding, and resentment using these informal techniques, be they verbal, hinted at, indirectly suggested, or otherwis... ... environment that is desirable and curious can help in this process. This includes promoting from within the company and giving employees room to grow. Most small businesses will find that these solutions can help when there is a lack of resources. Finally, by getting creative small businesses can find solutions that cost less and will still be effective in retaining employees in the face of larger businesses. ReferencesDaveta, John (2001). Retaining Valued Employees No Small Task For Small Businesses.). cursory Mail.Hayes, Scott. (1999). Payroll-Deduction Plans Help Sma ll Companies Retain Employees. Workforce.Jones, Alexandra. (2004). Work-Life Balance needs Correcting. Daily Mail.Kickul, Jill. (2001). Promises made, Promises Broken An Exploration Of EmployeeAttraction and Retention Practices in Small Business. Journal of Small Business Management. Worden, Vicki, L. (2002). Tips For Keeping Top Performers. Association Management.

Fyffes Case Study

IntroductionFyffes argon an Irish smart set founded in 1888 that specialise in product production. The company is said to be world famous according to the Fyffes website, unity reason being that their bananas were the first branded harvest-time in the world (Fyffes, 2013). Fyffes atomic number 18 the oldest harvesting brand in the world and atomic number 18 headquartered in Dublin. The company began in London, soon to become the most popular banana brand in the world, the organisation was born into the mart devoid of contention.Their blue label bananas allowed them to become unique and further more than dominators of the reaping mart. Today, their main product is the banana, although they also produce other produces including the Fyffes Gold Pineapples and Fyffes melons. Fyffes currently foodstuff their produce in Europe and the United States and argon involved in the production, procurement, shipping, ripening, distribution and marketing of bananas, pineapples and melons. SWOT Analysis of Fyffes.StrengthsFyffes have several strengths such as a large brand portfolio that is very well recognized. Furthermore they have a strong brand recognition among both customers and institutions, that allows them to penetrate new markets and also go over a large share in existing markets. They operate a vertically integrated supply chain that allow economies of scale in fruit in both sourcing and distribution. (Fyffes,2013) There strong market position allows them with a lot bargaining power in the market. They have a large figure of supply chain activities that include Production, procurement, shipping, ripening and the distribution and marketing of bananas but also melons and pineapples.WeaknessesFyffes lack in the scale of operations when compared to their competitors Chiquita Brands, Dole foods and Fresh Del monte produce. They are somewhat dependent on european market, but this has greatly improved since 2008 whenthere 51% of their taxation came from the eurozone. There competitors have significantly big distribution and marketing channels a broad with greater financial resources. This can be seen in 2013 revenues were Fyffes is listed fourth behind Dole food, Fresh Del Monte, Chiquita and Total Produce. (Fyffes,2013)OpportunitiesA company acquisition may help enhance pineapple production. This would increase production and supply. Fyffes have identified their weakness of lack of scale and made progress by establishing a network(s) across Germany. This includes both distribution and ripening centres. Fyffes have been paying a tariff on bananas imported in to the european union since 2006 ascribable to the European Union banana import regulation. This has given competitors trade from other regions the upper hand. merely the EU have agreed to reduce this tariff on latin american bananas in stages, when this fully implemented this could reduce Fyffes operating costs significantly. (ibid)ThreatsFyffes have strong competition across all their product lines, competition include global companies as listed previously but also agricultural cooperatives and foreign government sponsored producers. Further to this competitor companies have larger financial resources allowing them more purchasing power along with more capital to expand and improve. (ibid)Target CountryAs the Brobdingnagian demand for bananas and tropical fruits in Europe constantly increases Fyffes have found themselves sourcing end-to-end The Tropics,Caribbean and pressries in Central America for example rib Rica and Columbia. With the European Union being the largest consumer importer for bananas, it is Fyffes target market. In Britain alone over 5 billion bananas are consumed each year, hence why they are the 4th largest importer bananas in the world and one of Fyffes major target countries. They have a strong competitive emolument as the British market is one they know very well and can phthisis this against other companies such as Chiquita w ho are aLatin American company.Another target awkward for Fyffes is Germany being the 2nd largest importer of bananas in the world.Fyffes can easily trade with Germany as it is within the European Union.Although the United States are the good turn one largest importers for bananas it is unlikely that they would be able to compete with the firms from South America. Companies such as Del Monte,Dole Food Company and Bonita are the largest banana firms in the US and dominate the market.As bananas are wholly produced in countries with a very specific climate such as The Carribean or The Tropics theyre target countries are the places where the fruit cannot be readily grown and must be imported.Bananas and pineapples are grown in countries of the tropics Africa, Latin America, Caribbean, Pacific etc. Many countries produce bananas as a staple food and only around 20% of all bananas that are produced are actually exported.Most bananas and pineapples sold on the British market are expor ted from Latin America, and increasingly West Africa, as companies relocate in search of ever cheaper fruit, pursuing a Race to the Bottom in terms of complaisant and environmental standards. (www.Bananalink.org.uk 2013)Products Selected to Go InternationalHeadquartered in Dublin, Fyffes has expanded greatly and is now operating in several different regions including the United Kingdom, mainland Europe, U.S.A. along with Central and South America. With Fyffes being one of the largest fruit companies in the world, their internationally distributed products include bananas, melons, pineapples and the newly added product that is plantains.Fyffes are renowned on a world stage for being the most storied distributor and seller of bananas. Operating in a vast amount of countries in the Caribbean and South America, as of 2012 Fyffes was the largest importer of Fairtrade bananas into the European Union (Fyffes, 2012). These bananas are sourced from countries such Ecuador, costa Rica, Braz il, Peru and the Ivory Coast. After the bananas have been harvested and washed they are palletised for shipping in temperature controlled holds.Fyffes have marketed their bananas from the standpoint that they are nutritionally beneficial to all. They preach the biological benefits of their products whether it is with their website, general advertising or through theyre labelling etc. They boast the fact that bananas are known as the energy fruit because they provide a quick-but-sustained energy boost in a natural, nutritious and easily digestible form as well as the rather low caloric count of just 95 kcal per banana. Much of the same marketing is used for their pineapples. Fyffes Gold Pineapples are described as Supersweet (Fyffes.com, 2013) and is sourced mainly from Ecuador, Panama and Costa Rica. These are packaged and distributed around the world.The pineapples are shipped in condition controlled vessels to ensure an appropriate balance of sugar and acidity is maintained. Onc e again Fyffes market their product based on the nutritional benefits. They declare that their Supersweet pineapples contain three times more vitamin C than traditional pineapples along with their low fat content and the presence of digestive enzymes (Fyffes.com, 2013). Fyffes triplet main product is their variety of melons. Fyffes selection includes a range of both summer and winter melons. The summer melons include galia, watermelons and cantaloupe.The winter melons include watermelons, honeydew and cantaloupe. They are high in vitamins A and C and contain digestive fibre. The countries in which they are in grown in include Guatemala, Honduras and Costa Rica. As previously mentioned, Fyffes introduced what are known as fruit snacks in the form of plantains chips. The plantain is a variation of the banana and is being marketed as a variation to white potato chipsEntry Modes UtilisedFyffes have been exporting to the UK for the last 120 years from its base in Ireland. The first ste p Fyffes took after exporting to the UK was to export to EU member states. This was a low risk natural progression for Fyffes as the EU operate a free trading policy within member states and many of the current member states have a similar demographic as that of Ireland and the UK.These markets had similar demand as their climates were not susceptible to growing bananas and this proved to be a venture that increased the recognition of the blue label brand and maximised the use of currentresources as well therefore proving highly profitable. In 1995 to expand on its European distribution channels Fyffes entered into a venture with the Windward Island Banana Development and Exporting Company (WIBDECO), and bought out Geest Bananas which were a major competitor in the British market (Bananalink, 2013). In 2005 the company entered into a strategic alliance with the Turbana Corporation in order to expand its market reach and develop its US market share.As Fyffes grows and increases its market share larger economies of scale are allowed for. Fyffes buy most of their fruit from farms in Belize, Panama and Costa Rica, it does however own roughly 6,000 acres of land in Costa Rica as well as smaller farms in Panama and Belize (Carswell, 2013).The company is hoping that by 2014 they will grow 60 per cent of the pineapples they sell. A recent development in the containers used to keep the fruit fresh while shipping means that the fruit could be unbroken fresh for 35 days of shipping, far longer than the current 23. Fyffes are hoping this will allow them to export their fruit from their Central American headquarters in Costa Rica to growing markets in Russia and the Middle East.Resource CommitmentResource commitment refers to the level of dedicated assets physical or human that cannot be transferred from one country to another without loss of economic value. An example of this may be that a firm adapt its product and resources to suit the needs of the host importing c ompany (Petersen, 1999). This essentially may result in increased revenue in that specific area but may not help revenue figures as a whole for the firm. Fyffes has continuously shown resource commitment to several different foreign markets.Due to the very nature of the fruit business Fyffes was technically perpetually an import-export business. As an Irish company selling tropical fruit there was always a need for shipping the fruit from the likes of Costa Rica and Panama. Therefore these resources were already owned by the company. In order to grow their exports Fyffes had to expand on these resources. Fyffes were the first company to properly transport their fruit on their ships. They changed from just transporting the fruit in bunches to using proper containers on board, this was key to shipping the fruit further afield.Alasdair MaCleod, head of Fyffes in their Central American base said thatonly once in his 20 years in the business had he lost an entire shipload of fruit as a result of a ripe box of bananas prematurely ripening others on board the ship. As mentioned previously Fyffes hope to further improve their shipping containers and therefore advance into more new markets. This is a resource commitment that is sure to pay off . (Carswell, 2013)Environmental Factors Impacting on InternationalizationThere are four main environmental factors that can impact the internationalisation of a company. These are the competitive, legal, political and economic environments. It is imperative that a company must overcome these obstacles in the marketplace in order to establish internationalisation of their firm. For fyffes, their competitive environment struck them first in the late 1920s.Their first competitor, Jamaica Bananas Producers Ltd, began to sell their fruit in large amounts to the British market. Fyffes counteracted by branding their fruit to enable recognition of their bananas. The blue Fyffes label then became iconic, it was their major selling poin t. Henry Stockery CEO of Fyffes in 1929 said that,today people are asking for the Blue Label bananas.The popularity of their blue labeled bananas allowed them to dominate the banana market and to wipe out all of their competitors.With regards to the legal, political and economic aspect, according to Fyffes website, it states that, fyffes is aware of the social and environmental issues associated with the products that it sources and sells. (Fyffes, 2013).They follow a strict code of practices in order to produce their product at the highest feel and approved ethical standards. Furthermore, Fyffes is said to be pro-active with matters such as environmental impact and fair labour prices by heavily participating in industry forums on social, ethical, health and safety and environmental issues.Success (or otherwise) ExperiencedBeing one of the worlds most prominent fruit distributors, Fyffes has enjoyed an overwhelming amount of success since its founding all those years ago in 1888. Not only are they still in existence, but they have still maintained their image as one of the fruit industrys big guns. A huge contributing factor to their success was tapping into the retail supermarket area and producing at a large scale.Our business has evolved to meet the needs of the big retailers and today, 90% of our produce is destined for supermarket. (Barrett, 2013)Fyffes is Europes biggest banana importer with estimated sales of about 1 billion annually, exporting up to 40 million boxes of bananas (roughly 4.5 billion bananas) and 8.5 million boxes of pineapples from farms in Costa Rica, Belize and Panama every year. Ireland accounts for 10 per cent of the companys exports. They became the first company in their area to place a brand on their fruit in 1929. The companys approach to business in todays market is structured by the same commitment to quality and confidence in the rectitude of its fruit that prompted the introduction of the pioneering brand label idea.As a company, Fyffes have pledged to carrying out the utmost of fair trade as well as environmentally sustainable production. Innovation is a highly influential factor in relation to Fyffes approach carrying out business. Fyffes taps container technology to broaden market reach (Carswell, 2013) This is a recent example of innovation where Fyffes propose the use of a new container system which can preserve fruit for as long as 35 days. This would allow the company to export more produce into Europe, better quality food into Russia and more fruit into the Middle East. Growth in business is something that Fyffes concentrate on every year and they are currently succeeding to do so according to a recent article on the dublin headquartered company.The Dublin-headquartered international banana exporter yesterday posted pre-tax profits of 22.2m for the first six months of 2013, a 1.1% increase on the same period last year. (Percival, 2013) However in 2007, Fyffes suffered an 11% fall in first- h alf profits because of losses at its melon joint venture in Brazil. This is one of very a few(prenominal) examples of occasions of misfired venture for the company, where they suffered a 2.8m loss from their share of a Brazil-based melon producer Nolem. This was an event which was uncharacteristic of the company and it wasnt ignored, judging by astatement released at the time. Significant internal resources have gone into addressing Nolems business in order to deliver an improved result in the outgoing season (Guider, 2007).ConclusionFyffes are an excellent example of a public quoted Irish company who have experienced success in international markets. Their innovative use of the blue label way back in 1929 made them the first fruit brand in the market. This was a huge development from Fyffes and has set them up to be the instantly recognisable brand they are today. This is a brand that has loyal customers who associate the Fyffes fruit with reliability, sustainability and most imp ortantly a high quality product. It is this basis that has allowed them to grow into the flourishing business they are today along with their tactful low-risk foreign entry strategy.

Suggestions for Beautifying the Pronunciation of Efl Learners

Suggestions for Beautifying the Pronunciation of EFL Learners in Higher Education Hasan Zainnuri, S. Pd. emailprotected com position Education de dissociatement of Postgraduate Sebelas M bet University, Surakarta Abstract This paper firstly stresses that the importance of the spoken form of the manner of speaking and for that reason reversal wrangle holders should have correct and accurate orthoepy. It summarizes the context of pronunciation coning, emphasizes the need for incorporating pronunciation into unknown speech communication classes owing to regarding pronunciation as a see to gaining full communicative competence.Most of the mountain encyclopaedism a foreign speech communication encounter just about jobs of pronunciation of the new spoken dustup, owing to few contrisolelyory chemical elements. This paper consists of the presentation of the factors affecting the pronunciation of EFL assimilators in Indonesia in voice communication learning and teaching process and also it suggests some necessary techniques for the solution of these factors. Some suggestions ar also given for how these techniques should be employ for. report haggling foreign linguistic process, accurate pronunciation, EFL, higher education A.Introduction One of the general objectives in the foreign speech communication teaching, whitethornbe the most important one, is to teach the learners to treat the stigma vocabulary accurately and intelligibly since to learn a voice communication also message to bring on the live ons, utterances, and the lyric poem properly and correctly rather than universe satisfactory to communicate with the people in the keister verbiage community. To reach this goal, speaking activities should be done at e precise stage of the foreign spoken communication teaching process.It must be borne in mind that pick up and speaking go hand-in-hand in foreign language teaching beca wont speech is very important medium by means of which communication is achieved. Thats to say, language is primarily speech and it is often basic to language than the write form (Larsen-Freeman, 2000 44). According to Knowles (1987 1) written language has the advantage that it is permanent so that it can be studied conveniently and at leisure, nonwithstanding spoken language is more elusive. In separate words, written language looks like an imperfect version of the poken language. As individuals, we all learn to speak before we learn to read and write that is to say, people learn the language by hearing the deceases spoken in their environment. Unlimited numbers of sounds, especially speech sounds, in the language function the learner to understand and to produce the language. In addition, in the world thither are still languages which have never been written down and also societies have had speech before written forms of their languages. Needless to say, human talk is the oldest form all of the societies.It should be noted here that language learners always encounter some difficulties and chores epoch learning a foreign language. One of the most substantial difficulties seen in this process happens to be in the pronunciation of the foreign language vocabulary. So, foreign language learners have dissever of problems with pronunciation because of some factors much(prenominal) as native language factor ( bring forth clapper interference), age, environment, personality, etc. affect their motivating in learning.Rivers (1986 125) urges that all persons had experience when listening to a foreigners speaking language, of having great difficulty in understanding what they are leavening to say, not because of their lack of knowledge of 1 vocabulary and language structure, unless because the sounds they produce seemed strange and the voice rose and fell in unexpected places. This sentence emphasizes a well-known fact that most of the people learning a foreign language encounter some problems of pr onunciation of the new language, owing to some contri saveory factors.Therefore, they fail in oral communication although they are enough enough in other skills of the language. B. Factors Affecting the Pronunciation of EFL Learners 1. The Native Language Factor Needless to say, learners of a language speak the drive language in a distinguishable way sometimes slightly different and sometimes highly different than the native speakers do, which we call foreign accent, the nature of which is immovable to a large extend by a learners native language (Avery and Ehrlich, 1987 9).This is known as mother tongue interference. That is to say, every language in the world has different 112 varieties and different accents. Therefore, the way we speak is a spokesperson of our identity, that is, phonemic differences between languages causes a target language which will be spoken with a foreign accent. As a result, there may not be either difference in the pronunciation of ? and i, and then a foreign accent carries the sound characteristics of the learners native language.As known, a language is a part of a culture, olibanum it is unavoidable that there must be mother tongue interference, which is native language influence, in the pronunciation of the target language. This view had been recognized by Whorfian Hypothesis. According to Sapir and Whorf, peoples view of world influences their language and also people adopt the view of the world around them through the experience and categories of their language.As a user of Indonesian language, we have difficulty in some English words and sounds which are not found in our native language. For example, /? /, /? /, /? /, /? / sounds do not exist in Indonesian and that is why Indonesian learners encounter pronunciation difficulties with the words that include those sounds and thus never obtain a native-like accent, so they produce those sound under the influence of their mother tongue.Since English is not a tonal language, Indonesian students have also some problems with stress, intonation, and rhythm which determine the overall rhythm and melody of a language can be transferred from the native language into the target language (Avery and Ehrlich, 1987 10) because Indonesian learners think that if they speak or label the words with a strong stress, they will be better understood. The other problem occurs when the rules for combining the sounds in forms of syllables are different in two languages.In foreign language learning, the influence of the native language is unavoidable this happens to be problem of language teachers. A welltrained English teacher in phonetics and phonology can diminish the negative transfers of sounds to a greater extent. So, he should use specially prepared pronunciation teaching techniques. Then, the non-native English teachers are struggling with the negative interference from the mother tongue of the students in all their teaching lives, and they should do so for a justl y teaching practice. 2. The Age Factor This is one of the most important factors in the learning of the ronunciation of a foreign language. We can say that if someone pronounces a reciprocal ohm language with a nativelike accent, s/he must have probably started to learn it during their childhood. For instance, children of immigrants may be given as an example. Since these children start their second language learning process in target language speaking people environment, they have more advantages than the children who try out to learn the target language in their motherlands because there are indispensable differences between the language a group uses and the language of main(prenominal)stream classrooms and workplaces.At the same time, if young children are exposed to 2 more than one language before the age of puberty, they seem to acquire all languages equally well since it has been claimed that children are better at learning than adults. As Krashen (1988 43) mentioned acquir ers who begin to ikon to a second language during childhood generally achieve higher second language proficiency than those beginning as adults. He also stated that dominance may even be complete by age 4, not by puberty. Some researchers and neurolinguists have claimed that there is a strong connection between language learning and lateralization.Lenneberg hypothesized that lateralization is a slow process that begins around the age of 2 and is completed around puberty. He had also added that right hemisphere in children is more active in the language function but as child break outs the two sides of the brain become specialized for different functions and thus lateralization takes place. The unfavorable age hypothesis claims that there is such a biological timetable (Brown, 1987 42). It has been claimed that there is a critical age period for language learning, but it is widely discussed whether there is a critical period for language or not.Evidently, foreign language teachi ng researchers have outlined many views about the critical age hypothesis. Generally speaking, it coincides with the period when lateralization is taking place and ends when it is complete. This was hypothesized by Lenneberg who was one of the wholehearted supporters of critical age hypothesis. In sum, since children are better in learning the language in short run, teaching pronunciation process should be started in puberty because it has been claimed that beyond puberty it is quite difficult to teach the learners to acquire a native-speakers like language accent.As a result, the age of the learner is highly important in the pronunciation learning of a foreign language due to the factors mentioned above. The aged learners pick up the correct pronunciation a little bit late, so the foreign language teachers must be very patient in this sense, and must prepare special pronunciation exercisings and have the students repeat. They will obtain an acceptable level of good articulation in the eagle-eyed term. 3. The Amount of Exposure Another factor is the amount of exposure to the practice of English. English is not only apply in the classroom environment.We can wish this subject from the point of view whether the learner has been living in a country where English has been spoken or not. If the learners have been living in an English-speaking country or community, or a country where English is the second language, then the learners will have many opportunities to listen to and to use the target language that is they will be surrounded by the target language. But, on the contrary, if the learners have been living in a non-English speaking country, like Indonesia, there will be no advantage for them.So these learners will only be exposed to focusedlistening, so they will have no chance or opportunity to use the target language in a real environment. This means that there will be no communication and if there is no communication, there wont be language learning. Si nce those learners wont have any English-speaking environment except their classrooms, they will have to be satisfied with listening, but it is extend that you cannot teach correct and accurate pronunciation by just asking students to listen to artificial listening courses carried out in the classrooms.Krashen in Celce-Murcia (1996 16-17) states that learners acquire language primarily from the input they receive, and they must receive large amounts of comprrehensible input before they are required to speak. It must not be forgotten that there are many people who live in an English speaking country, but spend much of their time in a non-English speaking environment, maybe any other language is spoken at home or outside. For this reason, it is not merely exposure that matters, but how the learners respond to the opportunities.Briefly, Kenworthy (1987 6) mentions that exposure can be a contributory factor, but it cannot be a whole and necessary factor for the development of pronuncia tion. If a learner is aware of the necessity of being exposed to the target language, s/he should make use of its opportunities. 3 If the learner does that, s/he will be more successful in case of up(a) his/her pronunciation. The best ways of being exposed would be native speakers, videos shows, films, cds, radio or TV computer programs, computer assisted language teaching programs, and etc.Also, the amount of exposure is crucial and it must make the students creative and active, not passive and dull. Therefore, the quantity of exposure must be adjusted with caution. 4. Phonetic Ability There is a common view that some people have a better ear capacity for foreign language than some other people. So, they are able to discriminate between the two sounds more accurately than the others and able to imitate sounds better. We can accept these people as those with phonetic abilities.Also, this phonetic magnate of the learner affects the development of his/her pronunciation. But it doe s not mean that people who have a better phonetic ability will be successful but the others wont be successful. Accordingly language aptitude ability exists in many people, but its degree is variable, therefore some people have more ability but some have less. Besides the factors mentioned above, the influence of age must be stated as an efficient factor for phonetic ability because the beginners start to learn a language, the more they become successful.It is clear that learners may lose some of their abilities when they become older, so it can be difficult for them to pronounce the target language with a native or near native-like accent. At the same time, immigrants, especially their children, have more chance in learning the target language since they have started to their learning process in a target language speaking environment. The poor phonetic ability can be vulcanized again by the foreign language teachers patient attempts. There are several devices to motivate the poor pronunciation of the learners such as the phonetic labs and alterative pronunciation teaching techniques.Those learners must not be discoursed but must be treated meticulously. 5. Personality and Attitude This is also another important factor affects the pronunciation of EFL learners in a liberal way if the learners have negative attitudes for the target language community or they are introvert learners. For instance, shy or introvert students do not want to take part in classroom activities, so they cannot find any opportunities to make practice and to make use of phonologic and/or phonetic activities.Besides, courageous or extrovert students have more chance to improve their pronunciation. On the other hand, attitude of the learners toward the new language has an effective role in pronunciation learning. If the learner has good attitudes for the target culture, s/he can easily develop more accurate, native-like accents. If the learners have some prejudices on the target languag e and its society, this event will influence his/her approach to the language.For example, some people do not believe in the necessity of learning a second language, and they think that foreign language will influence the learners cultural development in a negative way, that is to say, their culture will be imposed on the target language community. In this case, it will not be reasonable to teach or try to teach these learners a foreign language. Thus, personal features and attitudes of the learners are also decisive in the learning of pronunciation. The educational pedagogues may be of great help on this issue.They could give some guidelines to the foreign language teachers. 6. Motivation If the learners are highly motivated to have a better pronunciation, they can develop a concern for pronunciation, and become more dying(predicate) to take part in the activities and pay more attention to discriminate the sounds of the target language, and they try to produce better utterances. M otivation can be the key to learn the target language, and they try to produce 4 better sounds. hither it must be pointed out what the motivation is and how the learners will be motivated.According to Brown (1997 114-115) the motivation is thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. He also stated that learning a foreign language requires some of all three levels of motivation which can be global, situational, or task-oriented. For example, a learner may possess high global motivation but low task motivation on the written mode of the language. On the one hand, some factors such as intelligence, aptitude, and self-confidence have much component part to the formation of motivation.For example, to motivate the less intelligent people will be more difficult than the intelligent ones because these people cannot appeal to their needs. Motivation, of course, is a number of different kinds of attitudes and can be divided into two basic types instrumental and integrative motivation (Brown, 1997 115-117). First one refers to the instrumental goals such as furthering a career, education some kinds of materials, translation, etc. An integrative motivation is the one which is employed when the learners want themselves to be in the culture of the second language group, to identify themselves with and become part of the society.Needless to say, teachers may need to discern the source of a student motivation in order to meet particular needs. That is, pronunciation teaching must be directed according to the needs, expectations, attitudes, intelligence, etc. of the learners. If the learners main goals are to make translation from the native language to the target language, less time may be compulsory for pronunciation activities, and therefore teachers will spend less time for motivating them.If the learners are highly motivated to have a better pronunciation, they can develop a concern for pronunciation, and become more eager to take part in the activities, and pay more attention to discriminate the sounds of the target language, so they try to produce better sounds and utterances. At the same time, motivation can be achieved by paying attention to the learners concern for pronunciation because learners generally are not aware of that the way they speech is full of irritation and misunderstanding for the hearer. Consequently, some factors that are effective in pronunciation accuracy are examined here.All of these factors exert much influence on the learners. We cannot change and affect some of these factors, for example, it is impossible for us to change the age and phonetic ability of the learners. It is clear that the influence of age is unavoidable in language learning process. Children are more successful than the adults. When we take into consideration the children of immigrants, we see the difference between their counterparts. Since they start their learning process in their early ages in the target language spoken country, they can be able to speak the target language with a native like accent. So, f a learner starts his/her foreign language learning period abroad, in other words, in a place where the target language has been spoken, s/he will get a better pronunciation because there are differences between the language learning environments, that is to say, to learn a foreign language in classrooms is different than to learn it abroad. So, if we dont have any chance to change the conditions mentioned above, cannot we do anything to train our learners with a near-native like pronunciation? Is it impossible to help them to well-trained learners having good pronunciation? Of course the answers of these questions are No.For that reason, here we will state some utile techniques to eliminate these negative factors over the pronunciation of EFL learners in our country and suggest some possible solutions. C. Techniques for Eliminating Pronunciation Problems of EFL Learner s It is important for the learners to acquire an accurate pronunciation. According to Baker and Sharon (1990), pronunciation is very important and learners should pay keep out attention to pronunciation as early as possible. Scarcella and Oxford (1994) similarly assume that pronunciation should be taught in all second/foreign language classes through a variety of activities.The obvious argument in favor of pronunciation teaching branches from the 5 techniques adopted by linguists in making a phonological analysis. When we look at the contrast between a minimal pair like bit and beat, we can see that mastery of the difference between the phonemes /? / and /i/ is necessary if the two words are to be adequately differentiated. Thus, the learner must learn the differences in the pronunciation of these two sounds because if he does not learn, he will be misunderstood. For example, Hit the ball or Heat the ball . We can increase the number of this type of example. didactics of pronuncia tion should be an integral part of an English teaching program from the early stages, and it must not be a luxury to be left to the advanced level studies of the language. It must be borne in mind that during pronunciation teaching, some certain methods or techniques should be applied because teaching of pronunciation is not a simple task, on the contrary it must be the essential part of language teaching program. Here, some methods and types of teaching pronunciation will be handled to determine its importance in language teaching process. 1.Initial Teaching Technique This technique focuses on areas which are the essential to basic communications such as introducing stress and intonation, the fall or wax as the difference between spoken questions and answers, the development of a polite and interested way of speaking. Hubbard et al. (1983 209) explain this It is a PEN always precedes It is a blue-blooded PEN and initial presentation of the present continuous tense is often with i ntransitive verbs, therefore, there is no object, which would mean a second stress (i. e. Hes running / Shes sleeping, etc. ).This example shows this method fits well with a structural syllabus (Demirezen, 1986 108-125) symbolizes the sustained, rising, and falling intonation with the side by side(p) signs , , v, and give some examples and activities for classroom application. He uses for incomplete sentences and statements wherein the speaker intends to say something. is used for yes/no questions in statement forms, yes/no questions in interrogative forms, when phrases or clauses precede the main clause as a breath-group often heard in lectures and speeches, special calls for children, and stressed word, phrase or clause in a series.Lastly v is used for questions with or, asking questions with question words, declarative statements, in giving commands, and some emphatic statements. Here are some examples and activities. In sum Since 1999 If you wait She is a puritanical girl It is doubtful v What I am trying to say I dont understand you Mary Who is it? Are you interested in Do you want an apple or music? orange? Do you love her? He looked under the desk in the kitchen and in the closet I am crazy She fell into the lake 2. Remedial Teaching Technique This is a systematic approach and deals with the problems of individual sounds (Hubbard et al. 1983 209-210). It can be considered as consisting of two separate approaches consequence Remedial and Planned Remedial. For Instant Remedial, the strategy will divide into four parts (1) imitation, (2) demonstration, (3) association, and (4) explanation. For example, teacher first of all draws attention to the offending sound and pronounces it in isolation to be imitated by the learners. If this becomes inefficient, then teacher shows the students how the sound is formed by putting his tongue between his teeth to produce /? / or /d/ by using demonstration part.However, certain sounds are not easily made visible , so the 6 teacher may adopt the process of association. In this process, sounds must be isolated and attention must be drawn to the similarities between two sounds in terms of whether they are voiced, lateral, and dental, etc. Finally, explanation may help as the teacher explains in the mother tongue if necessary, how the sound is formed and gives instruction to the students to move their tongue forward, round their lips, etc. If, despite flashgun remedial works, the offending sound still causes problems for the learners, then Planned Remedial work is needed.In this section, teacher should not insist, but make a note of the problem and plan a short remedial drill for the lesson. (Some of these drills will be explained in the following sections). Remedial teaching can easily be applied to individual sounds by using a similar technique used by the TPR Method. Teacher may use a board and colored board-marker to show a sound which is represented by different spelling. For example, t he three possible pronunciation of the regular -ed ending /t/ and /d/ and /? / can be represented by different colorful board-marker, and words can be written in three columns on the white board blue is for /-t/, red is for /-d/, and verdure is for /-id/. The -ed ending is the item written in the appropriate color while everything else is written in normal black. For example, BLUE RED GREEN jumped saved waited water-washed begged folded That is to say, the color coding can be used over and over as the teacher can indicate the pronunciation of the -ed ending by compose it in appropriate color. 3. exertioning TechniqueFor drilling technique there are many useful drills for purifying and teaching the correct and accurate pronunciation of the utterances and words. Here we will handle some of the common ones. a. Word association Drill This is one of the easiest ways to give the students practice on specific problem sounds while the manifest purpose of the drill appears to be vocabula ry study. Concentrating on the phonemes /? / and /e/, teacher may ask the students for antonyms of the following words sick, sit, thin, and more. The students would respons with well, stand, fat, and less.In this type of drill it is useful to call the students attention to the fact that the words they will select all contain /? / or /e/. For example, 1. In which of the following word, do we have /? / sound? a. bed b. bad c. but d. bear e. beer 2. In which of the following word, do we have /e/ sound? a. bag b. mail c. get d. lake e. feet 3. In of the following words do we have two /? / sounds? a. handicap b. butterfly c. breakfast d. bankrupt e. walkman b. Saturation Drill This type of drill is suitable for all positions of the snarled sound. For example, lets take / s / sound as a problem sound.It can be drilled in its three positions by means of saturation drill. Initial see seep seem seed Medial leasing pistol classic faucet 7 Final peace niece purse give tongue to c. Illustrati ng A Learned Sound In this type of drill, students give examples of the sound being studied. For example, to practice the diphthong /? / first, students listen to the sound pronounced by the therapist. Then, they are challenged to listen discriminatingly by indicating whether the sound pronounced by the therapist as right or wrong in a series of correct and incorrect pronunciations such as /a? , /a? / , /o? / , /e? / , etc. When the sound has been set, the first student starts a chain with a phrase I try . The second student repeats the phrase, and adds his own, I try but I cry. The third one picks up the last part and says I cry but I sigh , and goes on. d. Mobility Drill As Rochmis and Doob mentioned (1970 29), achieving lightness of utterance and mobility of the tongue at conversational speech is a very important flavor of drilling. It is often neglected on the general belief that a student can make and hear the sound at the conversational speech.The following drill is an ex ample for flexibility of the /? / sound. Step 1 Ask your students to suggest 5 simple words beginning with /b/ such as squash racket sauceboat bike ball boy Step 2 Encourage them to pronounce these words with a strong emphasis, and then add the word the, maintaining the pattern of stress. the bat the boat the bike the ball the boy Step 3 Substitute the words to the . maintaining the pattern. to the bat , to the boat. , etc. Step 4 Continue to sum up the phrase, holding the pattern, but changing its drill. rom the there is the.. with and without the. because of the e. Comparative Drill In this type of drill, words almost similar in every admire except the one element to be drilled are placed in juxtaposition. Since we tend to confuse sounds that are similar these drills with stimulate accuracy in hearing, performance, and judgment. Most standard texts in voice and diction are excellent sources of such drill material. For example, this drill may be effective if two sounds are confused such as /f-v/, /p-b/, /? ? /, /? -e/, etc. For example, 1 . A sample comparative drill for /f-v/ and /p-b/ sounds fee bee feat peat freeze visa pisa breeze freed do fly ply fled bled fact pact 2. A sample comparative drill for /? -e/ sounds sat set band bend sand send bad bed fig pig fester pester pan pen It will readily be seen that above drills have certain fringe benefits in that the words are arranged according to the vowel scale. Vowels that are commonly confused are best drilled in this type of drill.The students own confederation in composing such drills is worth the time it takes because he will drill more intelligently and therefore establish new patterns more heavily and quickly. At the same time, it will give him/her a technique to apply to other areas where drill may be needed (Rochmis and Doob, 1970 27-28). 8 f. Substitution Drill This type of drilling may be applied by substituting any sound instead of the other sound. For example, /t/ in stead of /? / or /d/ instead of /? /, etc. Here are some exercises for classroom application. 1. This is thin / tin. . Did you see her lunge / lunch? 3. Was it a brand / bland reporting? 4. He is our king / kin. 5. It is cheap / chip. 6. Dont tape / tap. Number of these activities may be increased and it is also possible to apply practicesounds and contrast-sounds exercises such as, 1. Exercises to practice / / sound a. The dog gave a sharp bark. b. The argument started when the guard refused them entrance c. The yard was so dark. 2. Exercise to contrast / / and /? / sounds. a. That hut was certainly hot. b. Did he rub or rob? c. Hand this cup to the cop. . Tongue Twisters This type of activity is known as a word or phrase which is difficult to say quickly. In the literature there are different ideas about the applicability and the usability of this activity. Celce-Murcia (1996 5) states that there is a little transfer from practice to natural communication. But, if it is needed and necessary, they can be used. Here are some sample of tongue twisters taken from Dalton and Seidlhofer (1994 132-133). 1. Peter Piper picked a peck of pickled peppers. 2. Did peter Piper pick a peck of pickled peppers? . If Peter picked a peck of pickled peppers 4. Wheres the peck of pickled peppers Peter Piper picked? 4. Computer Aided Pronunciation Teaching (CAPT) As stated by Park in Hasan (2011 45), that the extreme assumptions embedded in Computer Aided Pronunciation Teaching (CAPT) technology can purpose the educational problems, speech technology brings forward to EFL. With proper adaptation, speech technology allows beginning language students to practice speaking the langu age outside the classroom. TELL ME more than Communication byAuralog is one of the speech recognition software, which uses speech recognition to provide conversational practice, visual feedback on prosody, and scoring of pronunciation. It contains dialogue-based software using fixedresponse Automatic p atois Recognition (ASR) which lets learners have a simulated conversation with a computer. Practicing with such programs should help students improve fluency and confidence in pronouncing English words. Using phonetic exercise, included in the TELL ME MORE Communication, is a great way to learn how to pronounce words.Furthermore, the software can provide individual feedback on pronunciation, which is something that is often lacking in the language classroom. Related to the statement above, learning pronunciation using TELL ME MORE Communication offers some advantages compared with conventional media being used nowadays. It also offers interesting activities when learning process as follows (1) role play, (2) dialogue, (3) video and questions, (4) sentence pronunciation, (5) word pronunciation, (6) phonetics exercise, (7) picture/word association, (8) word searches, (9) crossword puzzles, 9 10) word order, and (11) dictation. Hasan (2011 50-52) states that tips for improving learners pronunciation offered by TELL ME MORE Communication are as follows 1) Imitation of teacher or enter model of sounds, words, and sentences 2) Recording of learner speech, contrasted with native model 3) Systematic explanation and instruction (including details of the structure and movement of parts of the mouth) 4) Immitation drills repeat of sounds, words, and sentences 5) Varied repetition of drills (varied speed, volume, mood) ) Learning and performing dialogues (as with drills, using choral work, and varied speed, volume, mood) 7) Self-correction through listening to recordings of own speech. D. Conclusion and Suggestions We can say that the techniques mentioned above may be used to ensure that the EFL learners in higher education will be able to pronounce the target language accurately. As mentioned before, teaching pronunciation is one of the significant aspects of foreign language teaching and at the same it is a very serious task.Therefore, it should be studied in the early stages of the language teaching program in order to eliminate the factors affecting the pronunciation of the learners in a negative way and also to overcome the negative influence of mother tongue interference, fear, making mistakes, etc. While doing this, the techniques mentioned above may be applied to language teaching program in higher education during the teaching process. As a result, language teachers must be aware of these techniques or methods and should apply any of them while teaching pronunciation.It must be borne in mind that teachers are the models for their learners, so first of all they should have good pronunciation otherwise, they can harm their students. References Avery, P. and Susan Ehrlich. 1987. Preliminary Considerations in the Teaching of Pronunciation. London TESL Center. Avery, P. and Susan Ehrlich. 1992. The Teaching American English Pronunciation. Oxford Oxford University Press. Baker, Ann and Goldstein, Sharon. 1990. Pronunciation Pairs. Cambridge Camb ridge University Press. Brown, D. H. 997. Principles of Language Learning and Teaching. (3rd ed. ) New Jersey Prentice Hall Regents. Celce-Murcia, Donald M. Brinton & Janet M. Goodwin. 1996. Teaching Pronunciation A Reference for Teachers of English to Speakers of Other Languages. New York Cambridge University Press. Dalton, C. and Barbara Seidlhofer. 1994. Pronunciation. Oxford Oxford University Press. Demirezen, M. 1986. phonemics and Phonology. Ankara Bizim Buro. Hubbard et al. 1983. A Training Course for TEFL. Oxford Oxford University Press.Krashen, S. D. 1988. back up Language Acquisition and Second Language Learning. New York Prentice Hall Regents. Krashen, S. D. 1988. Principles and Practice in Second Language Acquisition. New York Prentice Hall Regents. Kenworthy, J. 1987. Teaching English Pronunciation. London Longman. Knowles, G. 1987. Patterns of Spoken English An Introduction to English Phonetics. London Longman. Larsen-Freeman, D. 2000. Techniques and Principles in Lan guage Teaching. Oxford Oxford University Press. 10 Rivers, W. M. 1968.Teaching Foreign Language Skills. (2nd ed. ) Chicago Chicago University Press. Rochmis, L. and D. Doob. 1970. Speech Therapy. New York The John Day Company. Scarcella, R. & Oxford, R. L. 1994. Second Language Pronunciation State of the Art in Instruction. Oxford Oxford University Press. Zainnuri, Hasan. 2011. A Thesis The Effectiveness of Using TELL ME MORE Communication to Improve Students Pronunciation Skill (An Experimental Study on The Tenth Grade Students at SMA Negeri 7 Surakarta in The Academic Year of 20102011). 11

Figurative Language Essay

Whenever you describe something by comparing it with something else, you are using figurative terminology. Figurative language is the expend of language to describe something by comparing it to something else. It serves many linguistic purposes. It allows people to express abstract thoughts. It creates tone and communicates emotional content. The ability to social function figurative language in writing can make a meter or story more enjoyable for the reader.Figurative language is taking words beyond their literal meaning and can come in many diverse forms, all to create a vivid picture of the written word. There are many ways to incorporate figurative language into writing, some of which come as naturally as speaking. A Simile uses the words like or as to compare one object or idea with another to suggest they are alike, much(prenominal) as busy as a bee. In Hart Cranes, My Grandmothers Love Letters he uses the simile liable to melt as snow to describe the fragility of the e arn that have been hidden away in the rafters.This use of figurative language helps the reader to visualize paper that may not be able to make someone touching it, but could similarly be used to convey the fact that not only is the paper old and fragile, but so is his grandmother. In writing, a simile would say you are like something whereas a parable would say you are something. A metaphor states a fact or draws a verbal picture by the use of comparison without using the words like or as.In The highroad non Taken, Robert halt uses a walk in the woods as a metaphor for making a decision in life, a situation that readers can well identify with, therefore making it easier to imagine what they are reading. An implied metaphor is a metaphor that compares two things without being obvious. There are no stars tonight, But those of entrepot from Hart Cranes, My Grandmothers Love Letters is a good example of an implied metaphor. embodiment is a figure of speech in which military pers onnel characteristics are given to an animal or an object and sometimes are difficult to catch in a poem if you are not give attention as in Robert Frosts The Road Not Taken, where he uses the description of the road wanting wear. In the get Loose girdle of soft rain, from My Grandmothers Love Letters, the rain is compared to a loose belt, which is a clear example of Personification and much easier to understand.Creating imagery for the reader helps to entertain, provoke thought or help the reader escape to another reality. Sometimes it can even be idiotic such as the repetition of the same initial letter, sound, or group of sounds in a series of words. This usage of figurative language is called Alliteration and includes vocabulary twisters such as She sells seashells by the seashore. Many writers will use words that describe or imitate a natural sound or the sound made by an object to create imagery within the writing.This is called Onomatopoeia, and although it is a big word that is hard to pronounce, it is the use of small words such as snap, crackle, pop, buzz and creaked that help bring a story or poem to life. Another form of imagery that is used quite often is Hyperbole. This is the use of statements that are so dramatic and exaggerated that a person would not believe the statement is true. I was so hungry that not only did I eat my dinner, I ate the plate and silverware too. A synecdoche is a form of imagery that substitutes a whole object with one aspect of that object.It may also be used to replace a specific object with something more generalized. In My Last Duchess, Robert Browning uses this form of figurative language when he admits to having his Duchess murdered. alternatively of saying he killed her, he makes the statement that all of her smiles have stopped. Figurative language is important when writing poetry, but how the poem is structured and what the account of the poem is can also add or detract from the imagery the writer is trying to create.Robert Brownings My Last Duchess is a dramatic soliloquy pretending to be a conversation, written in iambic pentameter, divided up in pairs of rhymes known as Rhyme Couplets, and with lines that do not pursue end-stops. Instead, the writer uses enjambment, which is when of one line of verse carries over to the next line without a pause such as Her husbands presence only, called that plot of land Of joy into the Duchess cheek perhaps My personal opinion is that the use of enjambment makes it difficult for the reader to understand the ideas and imagery the writer is trying to convey.The theme of this poem is of arrogance, selfishness and jealousy and is lacking any wonderful imagery that could pull the reader in. This is an example of how a structure and theme can make or hiatus the poem. I did not enjoy this poem due to how difficult it was to read, understand and envision. Another part of the structure that sets a poem apart from others is whether there is a rhyming pa ttern to it or if it doesnt have a pattern at all. The Road Not Taken is a lyric poem with quadruplet stanzas of five lines each.A lyric poem is one that presents the feelings and emotions of the poet rather than telling a story such as the poem My Last Duchess. The structure of The Road Not Taken is a straight forward series of five line stanzas. Each stanza presents us with a single idea. The first sets up the metaphor which is then extended through the rest of the poem. I have found that I enjoy this structure and rhyming pattern making The Road Not Taken my favorite poem of the three that I read and chose to write about.Everyone is different in their ability to understand the written word, with some people needing things round-eyed and full of imagery that brings the poem to life. Other people prefer a more complex poem that is not filled with fanciful images, but makes them hazard and analyze what they are reading. No matter what your choice of structure, figurative language or imagery is, they are all necessary to create an interesting portion of written work. Due to people and thought processes being unique to each reader, this explains why there are so many different types of poems that evoke different emotions.

How does Hansberry write about dreams in ‘ A Raisin in the Sun’? Essay

SettingLorriane Hansberry wrote A Raisin in the Sun in the late 1950s. Hansberrys alternative of a very low-down, working-class Black family in the setting of Southside Chicago in the late 1950s, underlines the important role of inhalations as a driving obligate in the lives of people with no opposite foretaste of survival or breakthrough from destitution and despair. The Younger family is typical of most Black families in the Ameri discount south in the late 1950s. The Younger apartment is the only setting throughout the whole play emphasising the centrality of the home. Most were the descendants of freed slaves who lived in ghettos, had no land property of their own, had little or no education and were still subject to extreme forms of prejudice, racial discrimination and humiliation from the majority White population.In such an environment, dreams are the means of support of hope and aspiration.The American dream is being able to rise through their own ability, share pros perity and have a near(a) way of living. The play opens with the authors vivid description of the Younger familys cramped, cockroach-infested, two-bedroom apartment with externally divided up toilet and bathroom facilities. The carpeting is threadbare and faded the furniture upholstery has been covered and the apartment is so overcrowded that Travis, the young son of Walter Lee and compassion, has to sleep on the living-room sofa. The family poverty is so fearful that the ten-year old boy has to struggle to get fifty cents out of his mother or offer to earn the coin by carrying groceries for shoppers at the local supermarket.The horrible poverty despite, an audience would observe a proud, law-abiding family held together by Walter and Beneathas sixty-year old mother, Mama Lena Younger, whose manner portrays dignity and a set of set that date back many years.DreamsRuth Younger, Walter Youngers wife. Ruth is about thirty years of age. Ruth appears in the play disappointed and e xhausted. Ruth is emotionally strong. Ruth has economic and marriage problems to face in the course of the play.Walter Lee Younger, the central font of the play. Ruths husband and in like manner the honest-to-god brother of Beneatha. Walter Lee is revealed in the play as a desperate man in need of money. Walter despises the fact he is living in poverty and prejudice. Walter Lee is tries to provide a better standard of living for his family. Walter Lee is also passionate about seeking a business idea to pommel economic and social issues.Travis is Ruth and Walters son. The only child existing in the play. Travis is secluded and over protected by the adults he lives with.Beneatha Younger is Walters younger sister and Mamas daughter. Beneathas m ain ambition is to become a doctor. A strong willed woman in the drama. Ruth also takes a lot of pride in being an intellectual.Mama is the mother of Walter and Beneatha and Ruths mother-in-law. Mama is a very strong and religious woman in the play. Mama wants her daughter Beneatha to become a doctor. Mama also supports Ruth in many ways as a mother- in- law.Joseph Asagai is an African assimilator who is very much proud of his cultural background and also admits his love to Beneatha. Joseph also provides Beneatha African robes and records and supports her aspirations into becoming a doctor.George Murchison is the rich boyfriend of Beneatha. George is disrespectful of other black people. George is very arrogant in his behaviour with Beneatha. Beneatha who prefers Joseph to George.As a common theme of her play, Hansberry portrays dreams in a great variety of ways. It is interesting to phone line from the play as a whole that virtually all the characters have dreams. Some are ambitious whilst others are modest they are a character reference of frustration as well as of happiness they are a reflection of an individuals character and personality traits and as Walter Lee demonstrates, they are dynamic and subject to chan ge according to the prevailing circumstances.Walter Lee is the central character of the play. Hansberry portrays him as an intense, very bitter and deeply frustrated man miserable the early start of a mid- emotional state crisis. In act 1 Scene 1 (pg.18), he says I m thirty-five years old I been married eleven years and I got a boy who sleeps in the living room and all I got to give him is stories about how rich albumen people live. Then again in mo 1 Scene 2, he sees into the future at edge of his days, as a big, looming blank steadfull of nothing. Walters dream is to achieve a breakthrough in business that would give his family a better life and establish him as a man who is the main breadwinner and head of his household.His immediate hope of a business venture is to invest in a liquor gunstock the full $10,000 indemnity money his mother is about to receive as a result of Big Walters (her husbands) death. His dream to lay hands on that money rapidly becomes an overwhelming obsession. When neither his mother Lena nor his wife Ruth approve of such a venture, Hansberry illustrates the depth of total frustration to which a man can sink as his dream becomes to a greater extent and more(prenominal) indefinable.He becomes abusive to his wife, implying she belongs to a race of women with small minds (pg. 19) he is dismissive of sister Beneathas dream to become a doctor, telling her go be a nurse like other womenor just get married and be muted and he yells at his mother when the much-awaited cheque finally arrives. Walter Lee resorts to drinking heavily when his mother refuses to support his investment in a liquor store he shows bitter resentment towards George Murchison, whom he thinks was born with a silver spoon he also loses interest in his regular job as a chauffeur. Indeed, he is so blinded by the obsession of having his mothers money that he explodes with rage when Mama Lena reveals payment of a cling on the familys most essential need, namely a la rger house.Hansberry illustrates the disposition of dreams when Walter Lee is offered $3,500 to use as he pleases. Whilst this sum is lower than the $10,000 he was originally dreaming of, it is a cruel twist of irony that in Act 2 Scene 2. A highly thrilled Walter Lee begins to dream of life as a downtown executive who attends conferences, employs bungling secretaries, sends Travis to Americas best schools, drives a Chrysler and can afford to buy Ruth a Cadillac convertible. However, through his dreams, Hansberry is able to reveal the downfalls in Walter Lees character compared to his wife and mother, he is a man of very poor judgement and was extremely gullible to drop out himself to be duped by his supposedly loyal friend, Willy Harris.Compared to her much older and more experienced mother, Beneathas dreams portray the natural idealism of youth. contempt the poverty of her family background, Hansberry portrays her as a positive thinker who dreams of becoming a doctor without k nowing where her medical school fees will come from. Beneatha is all the more remarkable in her ambitions because it was very unusual in the 1950s for women to enter the medical profession and even less usual for someone from a poor Black family who lived in a ghetto of Chicago.More typically for the plosive consonant of emerging Black liberation, Beneatha shows a high level of political awareness, keeps in close put forward with her African heritage and even dreams of marrying Asagai and settling in Africa to practise as a doctor (Act 3, pg.113). Although she is just as idealistic as her brother (Walter Lee), Beneatha is not obsessed with money as a means to achieving her dreams. She is totally unimpressed by George Murchisons acquired wealth, arrogance and lack of consciousness of his African heritage. She declares in Act 1, Scene 1 (pg.31), that she could never really be serious about George because he is so shallow and is heard shouting again in Act 3, towards the end of the p lay, that she would not marry George if he were Adam and she were Eve (pg.114).In contrast to her children, Mama Lena is a realist who has cherished a single lifetime dream, which she shared with her late husband, Big Walter Younger. Hansberry portrays her as a God-fearing, law-abiding but poor mother with strong family values. Consequently, her dream is a modest but seemingly unachievable desire to acquire a comfortable house with a garden (which she describes in Act1, Scene 1- pg.28) and to fix it up for herself and her family. Hansberrys use of symbolism is illustrated by the way Mama Lena keeps her dream alive in much the same manner as she nurtures her potted plant. In a second reference to her hankering for garden (pg.35), Mama describes her plant as the closest she ever got to have one.She compares the strong will and spirit of her family with the survival of her plant, which aint never had copious sunshine or nothing but continued to thrive against all odds. Again, it is i nteresting to note Hansberrys portrayal of dreams and the human nature when the prospect of getting a house actually becomes attainable, Mama Lena no longer opts for a property in Morgan Park but for a house in the more affluent and exclusive White neighbourhood of Clybourne Park. Like Walter Lees new vision of himself as a downtown executive, the playwright illustrates the insatiable nature of dreams. The moral of her play is that whatever their status in life or level of attainment, people will always have dreams.Although Hansberry portrays dreams as the all-important hope on which people depend for motivation and survival, she also highlights the influence of principles in the quest to achieve those goals. It is a tribute to the Youngers self-pride, moral fibre and strength of character that Walter Lee is compelled to discard the idea of accepting a pay-off from Mr Lindner not to move into the White neighbourhood of Clybourne Park after he had lost the bulk of the insurance pol icy money to Willy Harris.After he announced he had called Mr Lindner to accept the payment, Mama Lena says to Walter Son, I come from five generations of people who was slaves and sharecroppers but aint aught in my family never let nobody pay. em no money that was a way of telling us we wasnt fit to walk the earth. We aint never been that poor. We aint never been that dead inside. (Act 3, pg.108). Beneatha dismisses him in similar terms, saying That is not a man. That is nothing but a toothless rate and He is no brother of mine. Eventually, Walter Lee is compelled to restore the family dignity by telling Mr Lindner what a proud family he came from, how they had acquire the right to live in Clybourne Park and why they didnt want his money..By the end of Act 3, Hansberry leaves her audience with some answers to the questions created in the metaphors of Langston Hughes poem, from which her play derives its surname A Raisin in the Sun. From her demonstration that people will always have dreams, it can be concluded that dreams can be deferred but they do not dry up like a raisin in the sun. As Walter Lee demonstrates, dreams can become a painful obsession to be peckish like a running sore and stinks like rotten meat when they go bad. Typical examples are when his dream takes control of Walter Lees life to an extent that he becomes abusive to his family and resorts to drink as the dream is deferred. Likewise, as Beneathas experience shows, dreams can be likened to a syrupy sweet good to have but false and elusive if they are deferred.Through no fault of her own, Beneathas dream is sweet and noble but it rapidly becomes as false as an illusion when Walter Lee loses the money that would have helped her enter medical school. Although Mama Lenas dream was never a painful obsession that festered like a running sore, smelled like rotten meat or delude like a syrupy sweet, she carried for such a long period of her life that it sagged like a heavy load until she finall y bought the house in Clybourne Street. Whilst Walter Lee and Beneathas dreams explode with the loss of most of the much-needed family capital, Mama Lenas dream remains as flexible as her symbolic plant, which she takes for planting in the garden of their new home. Mama is the only one of Hansberrys characters to actualize her dream.For every one else, Hansberrys reference to the sun may well be symbolic of the bright light and hope our dreams represent. The playwright creates the question should we allow our dreams to dry up like raisins in the sun or should we remain strong and committed, nurturing our dreams like Mamas plant until we achieve them?

Managing Conflict Essay

Managing strifeMedicolegal issuesWe live in an increasingly demanding and vociferous parliamentary procedure and misfortunes of conflict and aggression ar sadly commonplace. Kate Taylor, Clinical Risk Manager at the aesculapian Protection Society offers advice on how to deal with the problem work in cosmopolitan come is busy and demanding, with increased workloads, stretched time and some enduring ofs having greater expectations of distri exactlye. At times, when expectations are not met, we bear outside find ourselves in conflict with patients and in some situations this stooge turn to aggression. As nurses, how should we deal with potenti anyy difficult situations? This article aims to increase our understanding of conflict and provide strategies to deal with it effectively. It besides includes practical tips to reduce risks associated with managing conflict and aggression.DEFINITIONSConflict means different things to different people. The Health and Safety Executiv e defines oeuvre violence as any incident where staff are abused, threatened or assaulted in circumstances relating to their work, involving an explicit or implicit challenge to their safety, well-being orhealth.1 Non-physical violence can be defined as the use of inappropriate words or behaviour causing distress and/or constituting harassment. 2 The scale of the problemThere is exceptional documentation relating to violence against nurses working in general practice. However, a recent survey carried out by the British Medical Association, to which 20% of doctors responded, found 3 * force play is a problem in the workplace for half of doctors (same for GPs and hospital doctors). * 1 in 3 respondents had experienced some form of violence in the workplace in the last year (same for hospital doctors and GPs). * 1 in 5 doctors reported an increase in violence in the outgoing year, but the train remained constant for the majority. * Among doctors who reported some experience of vio lence, most had been the victim of verbal abuse in the past year while more than half had genuine a threat, and a third had been physically assaulted. Most injuries were minor, but 5% were serious.In April 2011, NHS Protect was set up. It is responsible for leading on work to treasure NHS staff and resources from crime in England. 4 According to its statistics, physical assault against NHS staff is steadily increasing. However, these statistics do not capture the incidents where staff hold been subjected to non-physical violence. In general practice, members of staff are more likely to be subjected to non-physical violence. Imagine working as a practice nurse and an unhappy patient threatens you, telling you I know where you live? We cannot underestimate the sham that such non-physical violence can have on individuals.CONTRIBUTORY FACTORSCircumstances* Members of the general practice team are particularly vulnerable as they often consult with patients alone. Doctors and practice nurses often work in small numbers.* Home visits are usually carried out alone. ashes and Organisational Problems* Delays, restrictions and mistakes such as lost prescriptions or delays in test results* Lack of ap windments* Patient disappointment often results from unmet expectations, whetherrea swayic or unrealistic. Environment* Waiting live (heating, lighting, noise and seating)* Cramped consulting paths without easy exit for health professionals* Lack of privacy* Availability of potential weapons.Patient Factors* Increased expectations and the difficulties in meeting these demands. Dissatisfaction with the care provided is perceived as the most common cause of aggression and violence * Strong patient emotions e.g. uncertainty, frustration, stress and anxiety. Anger is often secondary to emotions such as anxiety or grief * An underlying medical condition such as hypoglycaemia or psychotic illness* Physical symptoms including pain, headache or over-tiredness* Mental health pro blems such as* Personal problems e.g. financial, relationship, stress at work* Drugs and alcohol.Staff Factors* Under pressure staff-working in noisy cramped rooms, otiose to trace or contact staff* In adequate staff numbers* Escalating the situation by confrontation, over-reacting, poor ccmmunication, inconsistencies in handling patients, patronising behaviour, ignoring a situation or falling to apologise.COMMUNICATION SKILLSGood communication with patients is likely to reduce the risk of conflict and violence. As nurses, how we communicate with our patients can have an impact on how difficult situations develop. We conduct to think roughly what we say and how we say it. We should rely on our strong communication skills to determine with our patients what they can expect from the operate we provide. A study by American psychologist, Albert Mehrabian, determined that non-verbal communication represents over 50% of an interaction. 5Being aware of your own body language can be the first step to understanding how it is perceived by our patients. Listening and empathising with patients are essential skills for nurses-so how do we ensure our patients know we are listening?* Give the patient your undivided attention* Dont trivialise the patients issue* How is the patient feeling are they angry, afraid, frustrated? Respond to the emotion as well as the words* Allow the patient to finish what they are saying* Ask questions, paraphrase and reflect to ensure you understand the message.CHALLENGING INTERACTIONS thought-provoking interactions with patients can be a significant cause of stress for nurses, yet the nature of most clinical jobs makes these encounters unavoidable. It can be difficult to communicate your point of view effectively for fear of generating conflict, which can lead to frustration and dissatisfaction, and may affect your ability to give good care. It is vital to build a swear relationship with the patient in these circumstances ensure you listen attentively, empathise and avoid confrontation. Maintain eye contact and try to establish a divided understanding of the patients problem. Having acknowledged their perspective, respectfully inform them of your position.Then work on achieving a mutually agreeable solution or track forward rather than focussing on points of disagreement, which can otherwise degenerate into an argument. Then help and support the patient to achieve the agreed solution. After challenging interactions that have required you to state your position, ensure there is effective communication with other members of the practice clinical team, along with a clear record of the discussions held. This result ensure consistency should the patient approach a different clinician seeking to re-negotiate an alternative plan or outcome.PRACTICAL TIPSPractices should consider* Providing a side room or separate area to deal with upset/aggressive patients or those who need more privacy.* Providing good temperature and v entilation control, adequate seating and clear signage* Providing calm measures to reduce frustration, anxiety or boredom such as distractions in waiting room e.g. toys for children, magazines for adults * Adding an agreed marker to the summary of a patients record who has a history of violence (and ensure it is factually accurate)* Having a protocol for involving the police and removing patients from the list* Using CCTV* Ensuring all practice staff have access to panic alarms* Providing locks for all areas where patient access is restrictedCONCLUSIONWe can and will experience conflict in general practice ascribable to the sheer volume of patient contacts that occur every day. The key to managing a conflict situation is to try to de-escalate it as much as possible.confidentiality is exchange to the trust between nurses and their patients think how easy it may be to breach confidentiality when you have a situation with an aggressive patient. The Nursing and Midwifery Council Cod e of conduct clearly states you must respect peoples right to confidentiality. 6 As a last resort you can remove a patient from the practice list. However, this can be seen as an emotive issue, risking criticism from bodies such as the Parliamentary and Health Service Ombudsman, the GMC and the media. You can find useful information on how to go about it in the MPS factsheet, Removing patients from the practice list ( kinfolk 2013). 7http//www.medicalprotection.org/ uk/england-factsheets/removing-patients-from-the-practice-list.CASE STUDYNurse E is about to start her clinic when she notices Mrs S on the list of patients for the day. Her heart sinks. Mrs S often presents with one or more complaints, talks nonstop and does not listen to advice provided. She knows from experience that interactions with Mrs S will be challenging. Mrs S is called in 20 minutes later than her planned appointment and she lets Nurse E know that she is not happy. Nurse E admits that her clinic is ravel late but tells Mrs S that she had an unavoidable emergency.She proceeds to take Mrs Ss blood pressure and other vital signs. Mrs S then asks Nurse E for a prescription for antibiotics as she is going on holiday and wants them just in case her chest flares up while away. Nurse E advises her that she will need to make an appointment to see the GP. Mrs S, now increasingly unhappy, begins to raise her voice and bang her fist on the desk, demanding a prescription before she leaves. Nurse E, staying calm, advises Mrs S that she is unable to give her a prescription as she doesnt have any active symptoms. Mrs S storms out of the consultation room pushing past Nurse E. Understandably upset, Nurse E calls the practice manager to report the incident. How could this situation have been dealt with better?* Apologise when mistakes occur or when clinics are running late. Some practices ask reception staff to inform patients when they are checking in if clinicians are behind schedule* Ensure patients a re well informed about how systems at the practice work to try to reduce unrealistic expectations* Acknowledge the patients emotions and allow them to express them, which can take time. Ask the patient to tell you about their concerns. Listen actively using comments such as I see, or go on?, and nodding your head. Summarise their experiences, feelings and concerns back to them* Work with the patient to resolve the situation. Agree a plan for dealing with their concerns and moving forward.* Try to offer an alternative solution to demonstrate that you are recherche to help them. For example, Im sorry Mrs S, but I am unable to give you a prescription. However, if you wish to make an appointment with one of the GPs you can discuss this with them * Consider the layout of the consulting rooms and reception area to ensure you can leave the room if the situation escalates. Aggression in healthcare settings is becoming all too commonREFERENCES1. Health and Safety Executive work related viol ence www.hsegov.uk/violence 2. NHS Business Services(2012) Not part of my job http//www.nhsbsa.nhs.uk/Documents/ SecurityManagement/NP0J1 .pdf 3. British Medical Association (2008). Violence in the workplace. The experience of doctors in the UK. http//www.bma.org.uk/ap.nsf/AttachmentsByTitle/ PDFviolence08/$FILE/Violence.pdf 4. NHS Protect 2013 http//www.nhsbsa.nhs.uk/Protect.aspx5. Mehrabian, A(1971) Silent messages Belmont, CAWadsworth 6. NMC(2011)The code Standards of conduct, performance and ethics for nurses and midwives http//www.nmc-uk.org/Documents/Standards/ nmc TheCodeStandardsofConduct PerformanceAndEthicsForNursesAndMidwives%5FLargePrintVersion.PDF 7. MPS Factsheet removing patients from practices list September 2013 http//www.medicalprotection.org/uk/england-factsheets/removing-patients-from-the-practice-list