Emotional Labour Essay

This report investigates the shop manners and training offered to the floor sales staff at Next compared to that of those who work in the stock room. I would like to know how each environment affects the workers emotions. I think it’s an important question to ask because the people that work on the shop floor are constantly in contact with customers. It could be said that those that work in the stock room are not part of the stage setting and are more like the stage crew who work behind the scenes. I think it is important then to first address what emotion is. â€Å"Emotion theory is centred on the relationship of the person and its environment† (Lazarus, 1991 p40). This has implications on the question that I am posing as the stockroom workers interact in a different environment to their colleagues on the shop floor. There are two fundamental viewpoints to emotion the organismic and interactionalist viewpoint. The organismic model developing from the work of Charles Darwin, William James and early Sigmund Freud, â€Å"Defines emotion mainly as a biological process. For Freud emotion affect is libidinal discharge, for Darwin it’s instinct and for James it’s the perception of a psychological process† (Hochschild, 1983 p205) This leads organismic theorists to believe that there is a basic similarity of emotion across categories of people (Hochschild, 1983). The organismic model brings us to an elicitation-expression model (Hochschild, 1983) Interactionists believe emotion always involves a biological component but adds more points to social factors, which are present before, after and during the experience of emotion. For example why does a customer become violent when refused a refund, what in their cultural environment constitutes their response? If we conceptualise emotion as instinctive we will ignore questions about social entry. (Hochschild, 1983) â€Å"Emotions are experienced by individuals and through intention or inadvertent communication may be deduced by others who are observing†. (Lazarus, 1991 p40) Emotions can be a valuable source of information in determining how people are getting along. However, surface acting can disguise true emotion so you must be wary when reading emotions. â€Å"Society and biological inheritance creates a pattern of behaviour that shape emotion and expressions of the individual† (Lazarus, 1991 p40). I believe this statement relates to the way that shop assistants and customers are expected to behave. As you will see the training offered to the sales staff shows members of the work force how to act in a socially excepted way which is common practice in all chain stores. In a shopping environment how other people feel is a huge factor as to whether they buy something or not. Sales staff to some extent can influence this. I believe that for a customer to feel ‘at home’ in a shop the sales staff need to be friendly and approachable whereby you feel even if you haven’t bought any thing this time you are welcome back again. I think that this is the key to the success of stores like Next and Marks and Spencer’s where staffs have the correct shop manners to keep the customers coming back. From interviews undertaken with staff at Next I have uncovered strict guidelines in training which each new member of staff has to go through. (I will discuss this and whether I think it is appropriate later.) Drawing on my own experience, I have worked in what you would call a ‘downmarket’ clothes store and no training of shop manners was offered to me. It was my first proper job so I did feel as if I was being thrown in at the deep end. However, the shop was very small and my C.V. demonstrated that I had good people skills as I had worked on a market stall at the weekends and holidays. I assume that management didn’t feel the need to train me in what they thought should be the obvious way to behave towards customers. After speaking to senior sales staff at next and sponsors, these are longer standing members of staff who train new staff using the guidelines (see Appendix), I have gathered that management wish the customer to feel that they are the most important thing and that their shopping experience is being made easier by the staff. Next seem to have thought out its training program very clearly and assigns specific amounts of time to each activity. This helps to give the impression that training is viewed as an important part of the job. I think that Next places emphasis on its training as it is a chain store and it often directs customers to local stores if the stock isn’t available at the branch at which they are visiting, this calls for a sense of conformity between stores. I evaluated the training sessions which, are appropriate to the questions I am asking, by interviewing staff on how appropriate each session is, how achievable are the actions set out and how they affect emotions. The overall reaction that I had from staff was that they felt the training to be very obvious and many sponsors admitted to skipping through the training as quickly as possible because of this fact. Sponsors felt that by training staff with this obvious manner of behaviour was assuming that the trainee was, when prompted by myself, emotionally incapable of selecting the correct emotions for the customer situation. Training session 1 (Appendix Shop Manners). The trainee is told to be aware and not to get tied down in tasks when I asked staff about the reality of this they said they found it very annoying to be approached by customers when doing a job and often resented customers for ‘bothering’ them. However, this is where surface acting comes into play the employee hides what they feel and pretends what they don’t (Hochschild, 1983). The action is in the body language, for example the put on smile and sweet voice as it is for the people observed by Erving Goffman (cited in Hochschild, 1983 p35). The employee has to think back to their training to pick the right body language. A typical scenario: Now interrupted from a task possibly holding a huge pile of stock in their hand the employees are given a strict formula to follow, eye contact, a smile, appropriate greeting and to be friendly and sincere. This is a hard task when obviously it is inappropriate for the customer to target them and often there is another member of staff nearby doing nothing. However, the surface acting must continue as the corporate motto of â€Å"The customer always comes first† is relayed in your mind, plus I don’t want to lose my job if they complain to head office. Company control also works along who fears whom. As with flight attendants the fear hierarchy works indirectly through customers complaining, to head office (Hochschild, 1983). This type of scenario links with the question posed by Hochschild (1983 p89) that when feelings are set by management and where workers have weaker rights to courtesy then consumers do, when deep and surface acting are forms of labour to be sold what happens to the way a person relates to her feelings or to her face? Employees said that when they were the customers they were more aware of the shop assistants emotions and tried to be more courteous. However, they may just feel as though they do this because they wish that people would do this for them. I do believe that this statement does have some truth but surely when the stage setting is different, when they are the customer and not the ‘server’ they assume the actions of the customer. As on the stage as in life the person is the locus of the acting process. But when an institution is involved various acting elements are taken away from the individual and replaced by institutional mechanisms. In this case the fact that the customer comes first. â€Å"The locus of acting, of emotional management, moves to the level of the institution†. (Hochschild 1983 p49) The people are arranged according to institutional custom and the workers surface act in institutionally approved ways. Training Session 2 (Appendix In-Store Security) This training session makes shop assistants conscious of the need to be aware and the need for acknowledgement of the customers. You can use your training of greeting the customer in a functional way, to help reduce the comfort of shoplifters who are always aware of who is watching them. Senior staff said that it gets easier to spot thieves with practice; you get to learn their tricks of diverting your attention. Even though you have to be suspicious of certain customers you must always remember your training and be polite even if you feel that they are up to no good. Training Session 3 (Appendix Stockroom) As you can see none of the training here is connected to personal conduct, it doesn’t attempt to tell you how to act where as the shop floor assistants are told to be friendly, sincere, polite, confident and have a smile. They are even told that conversations must be work related. When questioned on the reality of this last statement floor staff said they do have non-work related conversations but they are of a toned down nature to the way they would speak in private. When I asked the stockroom workers about their conversations they said that if they were in a situation to have a conversation it would be more animated then if having it on the shop floor as they are not ‘in public’. Training Session 12 (Appendix Till Service) Customer interaction is crucial at the till point. Again the trainee is told how to act, to be sincere and polite. I asked staff how easy it was to do this. A typical scenario: It’s a very busy Saturday and all the tills are in operation when greeted by the customer with comments such as â€Å"I have been waiting ever such a long time, you know† and the like, it is difficult to be sincere and polite as there is nothing the staff can do to make the queue go any quicker. The staff member surface acts with her painted on smile and polite apologies. In the training suggestions of possible conversation are complimenting customers on their choice of purchase. Till operators said they tended to deep act in this case, only saying it if they meant it. Deep acting is a natural result of working on feeling expression is spontaneous (Hochschild 1983). As the Russian director Constantin Stanivlaski puts it a real feeling that has been self-induced (cited in Hochschild 1983 p35). The refund and exchange policy is an important part of training because it is the most likely time for customer conflict. The staff member is instructed to treat the customer in the same way as they would if they were making a purchase, this is easy if the customer has a receipt or is a well-known customer. But if the customer doesn’t have a receipt it makes it harder in some cases because you have the suspicion that the customer may have stolen the garment. In this situation the staff member is advised that the best thing to do is get a manager. As formal rules that prop up an institution set limits to the emotional possibilities that staff have to feel (Hochschild 1983). The point that demonstrates this is the manager gets paid more then a shop assistant because their pay package covers them for the emotional insults, which they may receive from refusing to give a customer a refund. I asked the managers how they dealt with abusive behaviour from customers. Managers gain the experience for dealing with inconvenient customers and they assured me that it gets easier as time goes on. â€Å"You have to detach what you are feeling from the situation and not let your own anger, or in some extreme cases fear get in the way†. (Appendix Initial Training Requirement Chart) This gives a summary of all the training offered to the different roles at Next. As you can see all staff members that are present on the shop floor, for any point of their shift, the number one training session is shop manners. This is not part of the stockroom workers training. (Appendix Sponsors Guidelines- 6.Performance Assessment Standards) This table demonstrates that all staff working on floor cover, fitting room, till service or replenishment are those that could possibly come into contact with customers. It demonstrates that shop floor staff members are assessed on their ability to smile and make eye contact with the customer and to be aware of shoppers. Stockroom staff members, on the other hand, are assessed solely on their physical, rather then any emotional objectives. Are our feelings really our own? From the research obtained in this report it is clear to see that the staff working on the shop floor are shown ‘how to act’ where as in the stock room it’s much more ‘natural emotion’. Institutional practice shapes the way in which shop floor workers are expected to behave. What makes some individuals prefer to work in the stock room compared to the shop floor? I asked the stockroom workers why they liked to work in the stockroom. I received comments such as. â€Å"You can be more yourself as you don’t have to work in uniform†. I think that management enforce a strict smart dress policy on shop floor workers to help them get into the role, which they have to play; it is part of the act. â€Å"In the stockroom you don’t have to interact with customers†. Some of the stockroom staff said the horror stories they have heard about customers puts them off working on the shop floor. As customers seem to be oblivious to the feelings of shop floor workers and assume that they are there just to serve them. â€Å"The stockroom has quite a different atmosphere to the shop floor it is more relaxed, you often get shop floor sales staff coming in for a ‘break’ from the hustle and bustle of the shop floor†. The stockroom workers said that on many occasions sales staff come in and tell them about incidents with customers that have just happened. This helps the member of staff to calm down, as the stockroom member often is able to bring them to ‘reality’ and point out that it is only a customer and not to get wound up. In the surroundings of the back office the sales floor worker is able to put the situation in context of life and go back to the ‘act’ moments later. Does personality have something to do with whether you like working in the stockroom or the shop floor? From observation and asking the floor staff it seems to me that the quieter people work in the stock room. When I questioned staff members on why they enjoyed working in the stock room I deduced they don’t feel the need to be on the stage acting, to them it is false they would rather be left to their own devices. I asked the floor staff whether they minded working in the stockroom as sometimes staff shortages calls for this. They said they didn’t mind but preferred the interaction and liveliness of the shop floor this corresponds with previous research, which shows emotional labourers like contact with the customer. Even though customers can be very unpleasant. (MG2076 starter pack: The Survey). Sales floor staff said they wished they could work in the stockroom on days when they were feeling ‘under the weather’ as the need to act in the corporate superficial way was much harder because their true emotions were harder to suppress. On days when everything is going well staff said it was a pleasure to help customers that are appreciative of their service but a customer who feels it is their right to be served can bring an end to that. This suggests that workers feelings are not their own and shop assistants surface act from day to day. I would like to investigate status and gender differences to see whether men or women are better equipped at working in either environment. â€Å"Is emotion work as important for men as it is for women?† (Hochschild, 1983 p 162) Hochschild believes it is not. Due to firstly lacking other resources women make a resource out of feeling. Secondly, each gender is called on to do different kinds of work, which Hochschild believes to be down to â€Å"different childhood training of the heart that is given to girls and boys† (Hochschild, 1983 p163). I think this gender separation at work is becoming less apparent as equal rights laws are being enforced and changing attitudes of society. At Next there is equality in the work place with men and women being treated equally with both being given the same responsibility. Thirdly, â€Å"the general subordination of women† leaves them more open to abuse. For example, a customer was being very rude to the floor manager on childrensware due to the fact that she refused to give the man a refund, because the garment had obviously been worn. The customer became very rude and abusive, which he thought would give him some hold over the woman. The female manager was about to give in to the customer when the shop manager, a man, noticed the disturbance and came over to assist his colleague. He refused to give the man a refund. I believe that as a man the shop manager saw the customer as a mere man and stood by the initial reaction of the female manager. The customer more intimidated by the act of the shop manager gave in very quickly and left the shop threatening â€Å"I will let head office know about this.† The manager was not browbeaten by this comment, as he knew the customer didn’t have a leg to stand on. This situation also lends itself to the fact that † a different proportion of the managed heart is enlisted for commercial use.† (Hochschild, 1983 p163-164) Women make defensive use of their beauty, charm and relational skills, which due to commercial exploitation can lead them to become estranged from these capacities. For male workers it is more their ability to wield anger and make threats that is used by the company and so this the capacity which they are likely to feel estranged from. (Hochschild 1983) Conclusion Each environment has an impact on the workers emotions. The sales floor is where surface acting takes place throughout most of the working day. The stockroom is a place where deep acting is given more of a chance to occur due to the fact that the company don’t suppose emotions upon its workers here. I think the training offered by Next is appropriate as it is what is institutionally expected by society. It is achievable by staff to act this way, as this is what they are getting paid to do. I think it does affect workers emotions being trained how to act because it must be hard to switch off at the end of the day. Eventually it must become instinctive to act in a socially expected way and it must become harder for staff members to express their true emotions when not at work.    Bibliography * Hochschild, A. R. (1983) The Managed Heart; the commercialisation of human feeling California: University of California Press. * Lazarus, R. S. (1994) Emotion and Adaptation New York: Oxford University Press * MG2076s Starter Pack MG 2076 Louise Goldstein

The Kiss of Death

It began with the porch steps. Or maybe it began with the laziness of the man living in the house to which these steps led. Either way both are very important for this story. The Higgs couple lived in a small house in a quiet neighbourhood by the road. It may have seemed at first sight that Mr. And Mrs. Higgs got on well as a couple. However the truth was very different. Mr. Higgs was a jealous man. Mrs. Higgs was a hospital nurse and often had to work over night. This meant the two of them never got to see much of each other. Mrs. Higgs came home in the morning at about the time when Mr. Higgs left for work. It was the same in the evenings, Mrs Higgs leaving the house for work only to meet her husband coming in. Not knowing for sure where his wife was over night Mr. Higgs often got very suspicious of his wife having an affair. It was a Tuesday morning Mr. Higgs, alone in the house, looking out the window at the snowed-in drive, thinking what his wife might be doing right now. Paranoid thoughts were once again chasing through his head. But a plan was already taking shape in his mind. He would come home from work earlier than usual today and see whether his wife had someone in the house. If yes he certainly wouldn't hesitate to punish her. Pondering on a suitable punishment he turned to other things that needed to be done that morning. Apart from the usual, he had to clear the porch, the steps leading up to the porch and the walkway of snow. This was a chore Mr. Higgs despised. He hated having to trudge up and down in the snow, wielding his shovel while more and more fresh snow fell. Mr. Higgs hated winter and anything that went with it. He decided not to shovel the snow that morning. Mr. Higgs left the house at about quarter to eight. He locked the door and carefully walked across the porch and down the three steps. They did seem to be a little slippery and Mr. Higgs once again considered clearing them of that wretched snow. No, it could wait besides he would be late for work. He walked over to the gate, got in his car and drove off to work. Mrs. Higgs came home at half past eight. She took a shower, made herself some breakfast and then sat down into an armchair with a book. She wasn't expecting anyone. She knew about Mr. Higgs's suspicions but they were all false. She wouldn't be surprised if he came marching in at that very moment demanding where she hid her secret lover and then went on a rampage around the house searching closets, and wardrobes. She smiled to herself at the thought of that happening. Her smile didn't last long. At that moment a loud thump came from outside. Henry the postman opened the Higgs's gate. The Higgs couple didn't have a mailbox hanging on the gate. Instead they chose to place directly on the main door. Probably so they wouldn't have to walk that far when retrieving their mail. Lazy. He went through the gate and strode across the garden toward the Higgss' door. â€Å"Couldn't even take care of the snow, people these days†¦Ã¢â‚¬  This was probably one of Henry's last thoughts because as he was about to take the third step up the small stairs leading to the porch his foot slipped and Henry the postman fell to the ground, hitting his head on the porch steps with a loud thump. Mrs. Higgs sat there, waiting for her husband to come bursting through the door. When the door remained closed she walked forward and threw it open only to find not her husband but the local postman sprawled on the porch steps. Luckily for Henry Mrs. Higgs was a nurse and knew exactly what to do in such a situation. She crouched down next to him and reached out looking for a pulse. There it was, slow but steady. Henry the postman was still alive. His breathing seemed to be weak and irregular. She would have to resuscitate It was about at this moment that Mr. Higgs's car came to a halt in front of the house. Unfortunately Mrs. Higgs didn't notice instead she leaned over Henry's body, her lips touched his and as she exhaled air was pushed into his lungs. By this time Mr. Higgs had gotten out of his car and all his attention was on his wife kissing the local postman that was laying there on the porch. Mr. Higgs opened the gate, stepped through and closed it forcefully behind him. The clash of the gate made Mrs. Higgs look up. She immediately realized what she is doing must look like. She stood up and took a few steps down the stairs and into the garden toward her husband. Behind her Henry was waking, lifting his head, dazed. â€Å"I know what this must look like Paul, but it's nothing like that† Mrs. Higgs stuttered. â€Å"He slipped and fell. I was giving him the kiss of life.† Mr. Higgs stood there staring into her eyes â€Å"It might have been the kiss of life for him but it's the kiss of death for you.† It was the way he said it, a slow deliberate growl that made Mrs. Higgs react the way she did. Turning back toward the house she ran. Mr. Higgs didn't say anything to warn or stop her. He knew she wouldn't get far. Mrs. Higgs running back to the house forgot all about how slippery the porch steps were. She was almost on the third step when her foot shot from under her. Mr. Higgs watched as if in slow motion as Mrs Higgs turned in the air and fell, hitting her head on the bottom stair. There was a sickening crunch and then silence. It ended as it began, with the porch steps.

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Information system - Assignment Example Information has to be interpreted in order to ensure that users can understand the information this mainly through tables, graphs, text and charts. Operating support system becomes necessary in order to ensure information in the database is secure and effective. The operation support system undertakes the monitoring, controlling, analyzing, and management of a computer network. This system is more beneficial as it allows the low-level managers within the bank to monitor the day-to-day running of the operations (Stickney et. al., 2009). As the managers can access vital operational information, it enables them to make sufficient decisions, as the trend of basic operations of the banking clients is easily accessible. Operation support system is gaining advantage today because of its ability to process both financial and non-financial transactions, especially in a banking institution daily. There are various functional areas within the banking institution. These areas enhance effective and efficient transactions, which lead to profitability, especially in the launch of new products. The sales department uses the information to ascertain the products and services that customers are interested in and therefore, develop and administer an effective selling program. Purchasing department uses information in acquisition of goods and services that meet the standards set in the organization in order to meet the expected goals. Manufacturing department uses the information for production scheduling, quality and inventory control and maintenance of products. Marketing department accesses the information in order to ascertain the companys market through carrying out a market survey in, which it produces relevant information based on selling and distribution of products to customers. Finance department uses the information in ascertaining the transactions

Write a proposal for relax quantitative easing monetary policy Essay

Write a proposal for relax quantitative easing monetary policy - Essay Example quantitative assistance so as to improve the economic recovery thus the quantitative easing is a monetary policy used to impede the money supply falling when the standard policy turn to ineffective. This policy important in raising the export market but has also effects on the export market and money depreciation of the given currency. Quantitative easing monetary policy intends to increase the money supply which can no longer be decreased further and can only be carried out with controlled currency thus affecting both money depreciation and exportation in both positive and negative ways. Firstly, the policy is used to increase bank reserves via the central bank liquidity appliances and are absolutely executed as it depends on the ordinary channel of credit creation which reduce the risk of bank runs and does not pose any exit problems (Klyuev, De Imus and Srinivasan 9).Creating a habit of energized trades based on pure essential fundamentals’ is an outstanding way for traders to raise their probability of success and produce consistent profitability. It also allows purchases of long term securities that operate with minimal credit risks since it sends a signal that the central bank desire to lower the long term rates thus it’s a way to commit to an accommodative opinion since it will take time to unwind. The policy allows one to borrow by providing credit in a direct manner to end borrowers which is more impressive than going through banks when banks’ role and /or readiness to lend are impaired. This is possible since the inflammatory pressures must be equalized by means of lending out the money and the bank has the possibility of restoring reserves to higher levels. This will furnish a powerful signal to the market participants since the bank is ready to go to large extensiveness to resuscitate the economy. The central bank can be highly specific in effect intending to achieve important and distressed markets. Quantitative easing is also beneficial when

Police chiefs face Essay Example for Free

Police chiefs face Essay By this point the voice-over repeat of the chorus has finished. The camera begins to pan round then abruptly cuts to a shot of the police chiefs face; then a shot of the word police; and finally a shot of a scene of violence, death and destruction. Soon after the camera continues to pan but this time across a mass of posters on a wall.  During the next section of the film a credits-like theme is used, flashing a freeze frame of a character with a sub-heading of their name underneath. Firstly the Montague parents are shown. The camera freezes and then cuts to the Capulet parents. These are portrayed with more detail for example: a medium close up is used to show their faces which appear very distressed, possibly even scared. This part is made accessible to a modern audience by showing flashing lights. The view will most probably instantly connect this sight with police or even emergency services, both of which were not around in Shakespeares times, making it both an appropriate atmosphere and very modern. This way of introducing characters continues for various other key characters in the film. Accompanying this filming is a very dramatic choral music, awakening the viewer and drawing their mind to the film. The music builds in volume intensity as a similar style of music did earlier in the section, increasing the suspense and anticipation in the film. Seconds later from these credits several small clips are shown from the film. Including the firework display from the banquet scene. Following this yet again the chorus is portrayed but yet again in a different way. This time it is flashed across the scene in words. This reinforces the chorus yet again, similar to that of a film trailer. Whilst providing a brief overview of what will happen but not ruining the story. Then the background music undergoes a Rullentendo, bringing the mood and pace right down. The camera then rapidly zooms towards a cross. Then instantaneously a Romeo and Juliet title appears on screen as if announcing the beginning of the film. In summary the film has been made accessible to a modern audience using items and features we recognise and can relate to, for example; the newsreader; the modern city; helicopters; and so on. Secondly, the use of repetition and the variety of the delivery of the chorus. The use repetition is incredibly effective, as it constantly reminds us exactly what is being said both through auditory and visual effects. The director has effectively used both sound and special visual effects to create effective atmosphere throughout the film. In parallel with camera effects, throughout the film the atmosphere has been made appropriate using five main features. Firstly the consistent atmosphere of: conflicts; violence; and war between the families. Secondly, the effective use of music which is written in a very choral, classical and yet modern style. The way it picks up pace builds tension and excitement until the climax. As mentioned above, the news-style reporter is very familiar to us. Finally, the use of a modern futuristic setting really builds the atmosphere of intrigue. It gives the impression of a Gangland scene between the two families. In my opinion, this section has been made both accessible to a modern audience and used an appropriate atmosphere. Thus Baz Luhrmunn has successfully achieved his aim, to make a Shakespeare play understandable to a younger audience, more modern audience, by bringing the story into a modern and more easily relatable environment.

Learning Styles In Classroom

Learning Styles In Classroom English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles are used by students in globalization. Language learning styles are the main factors that help decide how the students learn a second or foreign language. A foreign language is a language studied in an environment where it is not the major vehicle for daily communication and where input in that language is classified (Rebecca, 2003). In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. According to Felder (1996), how much students learn in the class is determined partially by the students ability and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More specifically, Godleski et al. (1984), the students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subject of the course and give up. In a research by Izzo (1980), confirmed that the size of class is an important physical factor which influences the choice of method, decreases the amount of individual attention that the teacher gives to each student. However, she argued that small classes are preferable for language learning and correlated significantly with language achievement. In a research study by Tan (2008), identified EFL learners main writing difficulties by analyzing the nature of their writing errors. The prominent causes of the errors were attributable to limitation of vocabulary size, low grammar understanding and obstruction from first language. In the finding of the study, six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students writing proficiency such as learning words, teaching of fundamental sentence structure, showing reading method, correcting error and class meeting, understanding of L1 interference, and writing incentive. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, they hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. 1.2 Problem statement Without recognizing proper learning styles, students seem not to achieve better results in their academic performance. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring grammar translation form first language to second language while learning English language and preferring working individual and personally to working in groups. Pedagogically, most of the lecturers practice traditional teachin g method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. 1.3 Objectives of the study This study aims specifically to identify the learning styles which are used by Cambodian private university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language. 1.4 Research questions This research aims to investigate the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below. 1. How do Cambodian university students describe their learning styles used in learning English as a Foreign Language? 2. Why do the students use different styles in their learning English? 1.5 Significance of the Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning styles of EFL successful Cambodian university students, which can be used as a model of learning English. Third, this research will help to contribute to the usefulness of appropriate vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing meaningful suggestions for overcoming the problems that may arise regarding the learning styles of students and how to accommodate various learners in EFL classroom. 16 Definition of key terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chpater1is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. CHAPTER2 REVIEW OF LITERATURE 2.1. Defining learning styles In a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah National University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of creative activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its successful task in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the relationship between these styles and students personality. In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with little efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her good way of learning through his/her culture, educational background and personality. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.2 Learning styles in classroom The classroom still remains a good and comfortable place for students in learning their language. Specifically, students learning styles have to be taken into account while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993; OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive feeling to language and application of information. In a study by (Hayes, 1997; Strevens, 1978; Harmer, 1983), large English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning. Bloom (1976), creating opportunities for small class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main elements which influences in language learning. In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understand The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in order that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and Long 1991), and being interested (Ellis and Sinclair as cited in Willis 2001) 2.3 Vocabulary learning In learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of undergraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, developed their vocabulary size, and enhanced their English learning. As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. Maghsodi et al. (2010), reading should be encouraged either inside or outside class because it is the most important tool which helps provide learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them. In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both directly and indirectly, repetition and multiple exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks. 2.3 Grammar learning Grammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misunderstanding of the role of grammar is attributed to the fact that it is always viewed to be governed by fixed rules. As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects medium of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly. 2.4 Reading styles Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading comprehension and overcome comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. 2.5 Speaking styles Speaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and critical thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials commonly used in EFL speaking classes, and assessment of oral English proficiency. Based on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice. Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class. When the ability to speak English is a very difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to keep silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do presentation individually and spontaneously within limitation of time. While Tutyandari (2005), stated that students keep quiet due to the lack of self-reliance, prior, knowledge about topics, and poor relationship between teacher and learner. In order to deal with students limited knowledge, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small gro ups. To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills. Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and deliver them in a planned way. Small group discussion is an additional activity that can be conducted in EFL speaking classroom. Its aim is to facilitate learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates. 2.6 Listening styles Listening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are: the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the interest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy; it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect str ategy; its aim is to improve knowledge about speakers, tasks, and strategy According Hann (2000), the use of ineffective learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the message from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities. To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were upset with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given. 2.7 Writing styles In the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical framework that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing curriculum for EFL university students that would develop their strategic competence and consolidate their linguistic knowledge. Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two reflective models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events. In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to work with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, ; therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program ; (2)teaching interpersonal skills; (3) teaching time management; (4) providing pre-collaborative writing sessions; (5) providing pre-collaborative writing sessions ;(6) and providing teacher/ peer assistance According to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to ensure successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English language as well. This can hinder them from participating in their collaborative work. CHAPTER 3 METHODOLOGY 3.1Research design Since the intent of this study significantly focuses on a private university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009) 3.2 Participants This is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Instrument With the purpose of getting trustworthy information, unstructured interview, informal conversation and participant observation will be used in order to obtain reliable data. Interviews will be tape-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will basically focus on students learning styles both in classroom and outside classroom. 3.4 Data Collection Since the qualitative data collection procedure requires the research to immerse completely in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects each interview will take around 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The resea rcher will personally observe English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational protocol will include the descriptive activities in the setting and reflective ideas from the researcher. Besides these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation. 3.5 Data Analysis The researcher will organize and prepare the data for analysis as soon as the data has been collected from the participants. Then the researcher will spend lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to ensure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to check the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles 3.6 Ethical Consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of Research This study is guided with the following limitations, which affect the generality of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.

Charles Dickens :: GCSE English Literature Coursework

Charles Dickens (1812-1870) is one of the greatest and most popular writers in the history of literature. In his novels, Dickens combines masterly storytelling, humor, pathos, and irony with sharp social criticism and acute observation of people and places, both real and imagined. On February 7, 1812, in Portsmouth, England, Charles Dickens was born to John and Elizabeth Dickens. Charles was the second of eight children. He spent most of his childhood in London, the setting for many of his novels. He lived in a middle-classed family that, but his father was incapable of managing his own finances. Dickens started school at the age of nine, but his education was interrupted when his father was imprisoned for debt in 1824. He was then forced to work at Warren’s Blacking Factory, a shoe-polish factory, to support himself. His experiences of trying to survive in the slums of England haunted him all of his life, and he would later devote many of his books to the retelling of his experiences. Dickens was saved from this situation when his father was released from prison. From 1825 to 1827, Dickens again attended school for two years of formal schooling at Wellington House Academy in Hamstead. For the most part, however, he was self-educated. In 1827, dickens took a job as a legal clerk. By 1829, he had become a free-lance reporter at Doctor’s Commons Courts. He had become a very successful shorthand reporter of Parliamentary debates in the House of Commons and began work as a reporter for a newspaper, in 1832. During his time as a reporter he would develop his skills to write very detailed and factual-like stories. In 1833, Dickens published his first of a series of original descriptive sketches of daily life in London. By 1834, he and adopted the pseudonym â€Å"Boz.† His Sketches by Boz was published in 1836. During that year he would marry Catherine Hogarth on April 2, 1836. In 1836, Charles dickens published his first novel The Posthumous Papers of the Pickwick Club. The success of the Pickwick Papers made him famous. At the same time it influenced the publishing industry in Great Britain, being issued in an unusual form, that of inexpensive monthly installments that would run in literary magazines.

Comparing the Role of Women in Indian Camp and Shiloh Essay -- compari

Role of Women in Indian Camp and Shiloh  Ã‚     Ã‚  Ã‚   The women of "Indian Camp" experience a life much different from the woman in "Shiloh." Ernest Hemingway wrote "Indian Camp" giving the women a definite role in their families while Bobbi Ann Mason wrote "Shiloh" leaving the woman’s definite family role ambiguous. Because they are responsible for the birth of the babies, the Native American women of the preceding story are the nurturers as opposed to the men. The women accept their roles and partake in their duties without any protest. On the other hand, Norma Jean’s role is not as traditional compared to the other women’s since she and Leroy have no children, she basically lives alone, and she maintains a job. While the Native American women and Norma Jean live different lives, they share the same problem of enduring the men’s ignorance to their needs. However, as the story progresses, Norma Jean realizes she wants to move on in her life, so she does not accept her situation. The Native Ameri can women continue their lifestyle not because they choose to be submissive, but because they know no other way. The women of the two stories lead totally different lives in that the Native American women accept their situation, assume submissive behavior, and endure the ignorance of men, while Norma Jean does not accept her situation, assumes assertive behavior, and does not put up with the ignorance of her husband. Not being exposed to Norma Jean’s independent way of life, the Native American women accept their lives of nurturing and care taking. The doctor’s visit to the Indian camp shows only women helping with the delivery of the baby. As they help the doctor, the men sit up the road away from all the commotion. No signs of resent... ...ver the period of his absence, Norma Jean develops into a stronger person from being on her own. Having Leroy home makes her realize she needs to move on and employs her assertiveness to get out of the situation. Although they remain loyal to their duties through all of the drudgery, the Native American women are strong because they lead a very important role in the family. Norma Jean also proves herself to be strong as she leaves her husband to move on to achieve more in her life. The women share different experiences, but they all exhibit strength in being the way they want to be. Works Cited Hemingway, Ernest. "Indian Camp." In Out Time. New York, Scribner’s, 1955. 16,17. Mason, Bobbi Ann. "Shiloh." Literature: An Introduction to Fiction, Poetry, and Drama. Sixth edition. Eds. X.J. Kennedy and Dana Gioia. New York: Harper Collins, 1995. 495, 496, 500. Comparing the Role of Women in Indian Camp and Shiloh Essay -- compari Role of Women in Indian Camp and Shiloh  Ã‚     Ã‚  Ã‚   The women of "Indian Camp" experience a life much different from the woman in "Shiloh." Ernest Hemingway wrote "Indian Camp" giving the women a definite role in their families while Bobbi Ann Mason wrote "Shiloh" leaving the woman’s definite family role ambiguous. Because they are responsible for the birth of the babies, the Native American women of the preceding story are the nurturers as opposed to the men. The women accept their roles and partake in their duties without any protest. On the other hand, Norma Jean’s role is not as traditional compared to the other women’s since she and Leroy have no children, she basically lives alone, and she maintains a job. While the Native American women and Norma Jean live different lives, they share the same problem of enduring the men’s ignorance to their needs. However, as the story progresses, Norma Jean realizes she wants to move on in her life, so she does not accept her situation. The Native Ameri can women continue their lifestyle not because they choose to be submissive, but because they know no other way. The women of the two stories lead totally different lives in that the Native American women accept their situation, assume submissive behavior, and endure the ignorance of men, while Norma Jean does not accept her situation, assumes assertive behavior, and does not put up with the ignorance of her husband. Not being exposed to Norma Jean’s independent way of life, the Native American women accept their lives of nurturing and care taking. The doctor’s visit to the Indian camp shows only women helping with the delivery of the baby. As they help the doctor, the men sit up the road away from all the commotion. No signs of resent... ...ver the period of his absence, Norma Jean develops into a stronger person from being on her own. Having Leroy home makes her realize she needs to move on and employs her assertiveness to get out of the situation. Although they remain loyal to their duties through all of the drudgery, the Native American women are strong because they lead a very important role in the family. Norma Jean also proves herself to be strong as she leaves her husband to move on to achieve more in her life. The women share different experiences, but they all exhibit strength in being the way they want to be. Works Cited Hemingway, Ernest. "Indian Camp." In Out Time. New York, Scribner’s, 1955. 16,17. Mason, Bobbi Ann. "Shiloh." Literature: An Introduction to Fiction, Poetry, and Drama. Sixth edition. Eds. X.J. Kennedy and Dana Gioia. New York: Harper Collins, 1995. 495, 496, 500.

Viet Nam :: essays research papers

The media has made sure that all of us are aware of the Vietnam conflict. Readers and movie goers the world over are now familiar with America's suffering in Vietnam and the problems American veterans have endured as they attempted to adjust to civilian life. Although all life is irreplaceable, the fact remains that the United States lost fewer than a million men in the Vietnam conflict and their social institutions and infrastructure remained relatively intact. The Vietnamese, however, lost two million men and their culture, society, landscape and tradition were literally obliterated. Despite this destruction, their side of this horrendous story has seldom been told. Worse yet, when it is told, they are often portrayed in the most unattractive of all light. Until only a few years ago, the Vietnamese were portrayed by the media as a faceless people with no identity; entities not worth caring about. The turning point came with the publication, in Dutch, of Duong Thu Huong's Blind Paradise in 1994. This landmark book was followed by Bao Ninh's The Sorrow of War. War novels deal, superficially, with war. But underneath all the blood and horror and carnage lie far deeper social and human issues. The best novels of war, such as Erich Maria Remarque's All Quiet on the Western Front and Ernest Hemingway's For Whom the Bell Tolls, as well as Bao Ninh's The Sorrow of War, also deal with the makeup and morality of a culture or a society gone wrong. The protagonist of these books, whether real or fictional, often endures a harrowing personal struggle through both a public and private hell and usually undergoes some sort of redemption, even if that redemption results in death. Born in 1952, Bao Ninh served in the Glorious 27th Youth Brigade during the Vietnam conflict. Of the five hundred youths who went to war with this brigade in 1969, Bao Ninh was one of its ten survivors, so it is not unusual that war should be the subject of his first book, considering the impact it has had on his life. Semi-autobiographical in nature, the protagonist of The Sorrow of War, Kien, is the lone survivor of his brigade and a ten year veteran of the war. As the book opens he is serving as part of an MIA body collection team. It is through his memories that we slowly learn how the war has devastated his youth and the youth of his countrymen.

Job: the Story and It’s Meaning

LIBERTY UNIVERSITY RESEARCH PAPER JOB: THE STORY, GOD’S RESPONSE, & ITS MESSAGE A PAPER SUBMITTED TO PROFESSOR WAYNE POPLIN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE OBST 592 LIBERTY BAPTIST THEOLOGICAL SEMINARY BY DAN S. LESLIE STUDENT ID: 3675885 LYNCHBURG, VIRGINIA 14 AUG 2011 TABLE OF CONTENTS: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ III THE STORY OF JOB†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. III GOD’S RESPONSE IN JOB 38–42†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VI THE MESSAGE TO BE LEARNED†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦VII A THOUGHT IN CLOSING †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. X BIBLIOGRAPHY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. XII INTRODUCTION Man is born to sin; expect no release of it in this battle we call life. A clear example of one man’s struggle stands out among the rest. Setting aside the human condition of sin, Job stood as a supreme being still only being a man; who in spite of his troubles, questioning, and doubts, held fast in his devotion and love to God. In the end, Job is vindicated for his faith and devotion. Within this brief paper I will attempt to tell of Job’s story and its meaningful example to be followed by us all. As devote Christians our trails and sufferings should be viewed, as seen in Job's experience, as a witness not only to God's sovereignty but also as a witness to His goodness, justice, grace, and love to the secular world which awaits our fall. Let us now turn to the book of Job, always remembering that sometimes the lesson to be learned is much easier heard, than it is to actually bear. THE STORY OF JOB â€Å"Have you considered my servant Job? † was the questioned asked of Satan by God. (Job 1:8) This triggers a book of over forty chapters of a man’s suffering and his reactions at the hands of his God. The story of Job basically falls into three tests and then God’s answer to Job’s cries. The summation of the first two tests came at the hands of Satan and his challenge to God. Job had lost everything, his oxen, his asses, his sheep, his camels, and even his children, yet he did not do what Satan had predicted he would. Job stood fast in his belief and faith in God. He did not curse or renounce God, but bowed before the will of God, and said, what we all hope can be said in such circumstances of sorrow and loss, â€Å"Naked I came from my mother’s womb, and naked I will depart. The LORD gave and the LORD has taken away;   Ã‚  Ã‚  may the name of the LORD be praised. †(Job 1:21) By doing this, Job only angered Satan, which in turn made him want to disprove Job’s faith that much more. So he went to God once again and said, â€Å"â€Å"Skin for skin! † Satan replied. â€Å"A man will give all he has for his own life. 5 but now stretch out your hand and strike his flesh and bones, and he will surely curse you to your face. † (Job 2:4) It was Satan’s plea that losing all of his possessions was not enough, but to take Job’s health and leave him in pain would show that Job would no longer believe, which leads s to the second test. Job was covered from head to toe with painful boils and disease that included, inflamed ulcerous boils (2:7), itching (2:8), degenerative changes in facial skin (2:7, 12), loss of appetite (3:24), insomnia (7:4), hardened skin, running sores, worms in the boils (7:5), difficulty breathing (9:18 ), loss of weight (16:8), eye difficulties (16:16), emaciation (17:7; 19:20), bad breath (19:17), trembling of the limbs (21:6), continual pain in the bones (30:17), restlessness (30:27), blackened, peeling skin (30:28, 30), and fever (30:30). As Job sat atop a pile of dung outside the city his wife begged him to renounce his faith as he scrapped at the sores covering his body. Job’s answer was pure in heart, â€Å"You talk like a foolish woman. Should we accept only good things from the hand of God and never anything bad? † (Job 2:10) At this Satan fades out but instead is replaced by another challenge in the form of friendship. Jobs suffer rejection from those closest to him by the tongue and those who do not show when he is in most need. In Job’s three friends Eliphaz, Bildad, and Zophar we find that they come to mourn with him and comfort him. Though I truly believe that in the beginning they were true in heart with their intentions, they eventually turn to the condemnation of their friend. They come to this by having a basic fundamental belief that all suffering is a result of sin, and that Jobs’ suffering was so great due to his sinful nature and that he was hiding it. We can hear Eliphaz, the Temanite as he proclaims, â€Å"5Your sin prompts your mouth;  you adopt the tongue of the crafty. 6 Your own mouth condemns you, not mine;  your own lips testify against you. † (Job 15:5-6) Job shows that after all, he is still only a man when he comes to the point of him questioning God Himself. Job grows sarcastic, impatient, and afraid; he points to the injustice that God lets wicked people prosper while he and countless innocent people are left to suffer. In this, Job is confronting God in complaint, but he never curses God nor renounces him. Nor were his questions to shield himself from his moral responsibilities, but they were more genuinely from a perplexed confusion in the dealings at hand. If we choose to ignore Job's questions as to â€Å"why? † (Job 3:11, 12,20; 10:18; 13:24; 24:1) in his search for God's answer, it would be nothing less han to ignore many basic issues of life’s struggles that everyone of us must face. Job was a real person, just as we are, with struggles of emotions and feelings. With this another character is prompted to appear as God’s forerunner (Elihu). Elihu very quickly dismisses Job’s friends and points out that Job has spent too much time in defense to himself and in question to God. Elihu sees this as an act of open rebellion. Elihu further explains that God communicates through trials, so that in times of rewarding we see the realization of God’s love. 24 and he is gracious to that person and says to God, ‘Spare them from going down to the pit; I have found a ransom for them† (Job 33:24) Our next step in the story is within the discussion between Job and our Father, but that in itself leads us to the next portion of the paper. GOD’S & JOB’S RESPONSE 38–42 A pure voice comes out of the whirlwind setting aside Job’s condemners and answering Job with questions. They come in the form in the majesty of God as Creator and Ruler of the Universe; where was he when the foundations of the earth were laid, when the morning stars sang together, and when all the sons of God shouted for joy. Job 38:4-7) Through this Father God establishes his greatness in all creation itself, and exposes to Job the limitations of his earthly knowledge. What we need to tak e into account before this, is that the preceding verses in the Book of Job lead us in the exchange with his friends and all of their reams of rhetoric about God. His three friends believed that Job should not protest his innocence but rather confess for his sins. Their words truly did little too nothing to comfort Job. In the end, when Job and his so called wise friends finally finished in their critique of it all†¦Ã¢â‚¬ ¦. God spoke. (Job 38:2-4) When this happened Job acknowledged that he had not truly known God in His omnipotence. It took God’s revelation of Himself to Job, in the eye of the storm for Job to recognize his Master personally. Job now knew God in a more intimate way; he was given a new awareness of God, with a deeper insight into His character and attributes. (Job 42:1-6) We see in Job 42:7-9 that he is interceding before God. Job’s three friends were doing as the Lord instructed; with no argument or reluctance they followed through on His divine orders. Instead of being as most would, with bitterness or revenge, Job amiably interceded for each one of his friends who had spoken falsely about both him and God. Job had forgiven those who had persecuted him when he most needed their love and support. â€Å"7 After the LORD had said these things to Job, he said to Eliphaz the Temanite, â€Å"I am angry with you and your two friends, because you have not spoken the truth about me, as my servant Job has. 8 So now take seven bulls and seven rams and go to my servant Job and sacrifice a burnt offering for yourselves. My servant Job will pray for you, and I will accept his prayer and not deal with you according to your folly. You have not spoken the truth about me, as my servant Job has. † 9 So Eliphaz the Temanite, Bildad the Shuhite and Zophar the Naamathite did what the LORD told them; and the LORD accepted Job’s prayer. † In this final plea in prayer†¦Ã¢â‚¬ ¦. for his friends, after enduring unthinkable losses, through endless pain, stretched to days and weeks of misperception and desolation, the condemnation of himself and his friends, came to an end. Our Lord restored Job’s wealth and friends. (Job 42:10-12) In a summation of the section an important function of the remarkable ending to this book is to show the reality that not all suffering is the direct result of the suffering individual’s sins. The book of Job contests retribution theology. It teaches us that we don't get punished on an individual basis for what we do but instead that all humanity gets punished for what all humanity does. That through it all Job came to see the point of this, and in this realization he humbled himself and repented for his lack of faith and submission, but even more so for the lack of humility in the acceptance for the actions of God. The lessons in suffering may be mysterious, but it need not give us challenge in our faith, nor should they rob us of our faith in our sovereign, loving God. THE MESSAGE TO BE LEARNED What lessons should we take from the book? Like in life, there are trails to stand before and face, that material goods are only that, material and can be taken away with something as little as the change of weather. As Christians we have an obligation to examine our motivation in life as well as in coming to and serving God, especially during times of trial and suffering. The book of Job teaches and gives exampled hope in that man has it in him to make his life an un-bought loyalty to the Father; in this we have purpose and meaning. It is of no doubt that our Father will find the nature of our hearts and in doing so to confess uncommitted sin in the face of adversity can be as much a foolish act as in not confessing of it when it is due. The message is that God is too abundant to be explained, debated about, or for our human minds to try to analyze. God can do all things. Nothing is too hard for him. All things are possible with Him. God is omnipotent, all-powerful. Our Father is to be followed and trusted, we are to have total faith in Him. We are to be even as Job. â€Å"15 Though he slay me, yet will I hope in him†¦.. † (13:15) God was not required nor did He address Job's suffering directly, even in Job’s challenge to the questioning of His justice, did he defend His actions? God taught Job the error in assuming that the universe operated according to the principles of human rationale. What the book of Job reveals to us is the sovereignty and freedom of God, whatever please God, He does, and not one thing can be said or done to make things different. As James reminded us, â€Å"11 As you know, we count as blessed those who have persevered. You have heard of Job’s perseverance and have seen what the Lord finally brought about. The Lord is full of compassion and mercy. †The needed underlying purpose of our Father in our lives should be seen as to produce and hold high the spiritual rewards and developed moral qualities. Our Christian faith teaches us that all who love God and stand the trails of both life and time will be rewarded in the end. God seeks a balance of our freedom in creation, not just straight application retribution. This grants us His tolerance and Grace; it is the promise in true Christian faith for those that earnestly seek him, will be held high and rewarded, though He chooses the time and place. A THOUGHT IN CLOSING Job shows us while God is just, it is wrong for us to adopt that our fallen world, under the influence and evil plans of Satan, is fair. The failure of customary wisdom to answer Job's complaints reveals that the world operates by the plan of our Father’s fallen son, and only by taking up a personal relationship with God can we as fallen humanity find meaning and purpose within the injustices of this world. We should accept the fact that our own understanding of it all is very imperfect. We are not required to justify God, as Job’s friends attempt to do. Any such attempt to defend our Savior in His actions would really imply us passing judgment on Him. This is not only an impossibility, but also would be impudence. As Job did, we also only need to acknowledge man's limitations in ourselves and have faith in Him. Job is a book that has left us a manifold of instruction; it is profitable for doctrine, a tool to be reproofed, not for correction, but for new understanding for instruction in righteousness. (2 Tim. :16) Bibliography: William Lasor, David Hubbard, Frederic Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) The International Standard Bible Encyclopedia (provided by SearchGodsWord. org): http://www. searchgodsword. org/enc/isb/view. cgi? number=T5075 http://www. searchgodsword. org/enc/isb/view. cgi? number=T5076 http://www. searchgodsword. org/enc/i sb/view. cgi? number=T607 Charles Flowers, Stephen M. Miller, Thomas L. Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) Bible Encyclopedia, Dictionary and Index (Easton's Bible Dictionary):http://www. iblicalproportions. com/modules/wfsection/article. php? articleid=2637 http://www. biblicalproportions. com/modules/wfsection/article. php? articleid=2639 Larry J. Walters; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997): 436-51 Greg W. Parsons; Guidelines for Understanding ; Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 1994): 393-413 James E. Patrick; The Fourfold Structure of Job: Variations on a Theme (American Theological Library Association, Cambridge, UK): 185-206 Bernard Ehrlich; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vol. 34, No. 1, 2006): 30-38 David Shepherd; Strike his bone and his flesh: Reading Job from the Beginning (Sage Publications, L. a. , Ca. 2008): 81-97 Alec Basson; Just Skin and Bones: The Longing for Wholeness of the Body in the Book of Job ( American Theological Library Association, Vetus Testamentum Vol. 58, 2008): 287-99 Larry J. Walters; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009): 19-35 Clarence E. Macartney; The Greatest Men of the Bible (Abingdon-Cokesbury Press, NY) ——————————————– [ 1 ]. Walters Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009) p. 19 [ 2 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 471 [ 3 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 229 [ 4 ]. Walters Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. Mar. 2009) p. 23 [ 5 ]. Walters, Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009) p. 24 [ 6 ]. Basson, Alec; Just Skin and Bones: The Longing for Wholeness of the Body in the Book of Job (American Theological Library Association, Vetus Testamentum Vol. 58, 2008) p. 293 [ 7 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 327 [ 8 ]. Parsons, Greg W. ; Guidelines for Understanding & Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 994) p. 394 [ 9 ]. Ibid, p. 397 [ 10 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 485 [ 11 ]. Ehrlich, Bernard; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vol. 34, No. 1, 2006) p. 32-33 [ 12 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 229 [ 13 ]. Parsons, Greg W. ; Guidelines for Understanding & Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 1994) p. 397-98 [ 14 ]. Ehrlich, Bernard; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vol. 4, No. 1, 2006) p. 34 [ 15 ]. Walters,Larry J. ; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997) p. 449 [ 16 ]. http://www. searchgodsword. org/enc/isb/view. cgi? number=T5076; The International Standard Bible Encyclopedia (provided by SearchGodsWord. org); accessed 09AUG11 [ 17 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 230 [ 18 ]. Walters,Larry J. ; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997) p. 446 [ 19 ]. Ibid, p. 447