Assignment: Blood Disorders

Running Heading: BLOOD DISORDERS Blood Disorders Athena Hackett Health and Diseases: Understanding Paths and Pathology June 20, 2010 Dr. Natasha Billups In each scenario provided each person is at risk of a specific disorder. The first patient Amy, who is the four year old Caucasian female, in my opinion is at risk for the blood disorder of Iron Deficiency Anemia. Next is person at possible risk of a specific blood disorder is Marcus. Marcus is a five year old African American male with a parent that carries the trait of Sickle Cell Anemia.Therefore, the possible blood disorder he is at risk for is Sickle Cell Anemia. Last is Richard and his possible blood disorder he is at risk for is Thrombocytopenia. Each person has specific symptoms that make them at risk for the blood disorders I mentioned above. Amy is a four year old Caucasian female with symptoms of being tired, pale skin and she is a very picky eater. Most of her foods are starches and processed meats and drinks. Her foods s eem to lack the desired amount of iron needed for a growing girl. According to webmd. om â€Å"decreased iron intake is a contributing factor in iron deficiency and the resulting iron deficiency anemia†. Iron deficiency Anemia is one of the more common cases of anemia. It can be controlled or prevented by adding more iron to a person’s diet. Foods that are high or rich in iron are red meats (beef), whole wheat bread, spinach, raisins and eggs. There are lots of other foods that are high in iron as well. If eating foods high in iron is not sufficient then a person can take iron vitamins to help with providing more iron to their diet.With taking iron a person has to be monitored and advised on how much they are able to take. If a person takes too much iron it could be dangerous to their health. There are also side effects with taking iron. One of the most common side effects of Iron Deficiency Anemia is constipation. Some people will have to increase their fiber intake t o avoid constipation. The next scenario mentioned was about a five year old African American male named Marcus. Marcus is at risk of having Sickle Cell Anemia because his mother is a carrier of that trait.On the website drkoop. com the definition of sickle cell is â€Å"is an inherited disease in which the red blood cells, normally disc-shaped, become crescent shaped. As a result, they function abnormally and cause small blood clots. These clots give rise to recurrent painful episodes called â€Å"sickle cell pain crises†. † It is a very painful disease and presently there is no cure. The majority of people with this disease is African American and mentioned previously it is inherited.Both parents have to be carriers of the trait for the child to have the disease. Due to the pain and discomfort patients are sometimes hospitalized for long periods of times. It can also be life threatening or there are severe crisis the person has to deal with. There are several types of crises are: Hemolytic crisis (occurs when damaged red blood cells break down); Splenic sequestration crisis (when the spleen enlarges and traps the blood cells); and Aplastic crisis (when an infection causes the bone marrow to stop producing red blood cells).Every patient with Sickle Cell Anemia will go through one or all of these crises at some point in their life. They can last from a few days to weeks or months. They affect the bones in the person’s body and eventually can cause damage to a major organ or several major organs. The last scenario mentioned was in regards to a male named Richard. Some of his symptoms were red spots around his eyes and bruises or ecchymosis all over his body. Based on those symptoms I thought me may be at risk of Thrombocytopenia.Thrombocytopenia is low blood platelet count. According to the mayoclinic. com â€Å"platelets (thrombocytes) are colorless blood cells that play an important role in blood clotting. Platelets stop blood loss by clu mping and forming plugs in blood vessel holes†. This particular blood disorder usually starts because of another disorder such as leukemia or an immune system malfunction, or as a medication side effect. One of the good things about his disorder is that it can be reversed if one of the other disorders is treated.In some cases if the disorder is chronic then medication, surgery or blood transfusion will reverse this disorder. There are many different types of blood disorders. From each scenario I was able to determine that some disorders can be treated without medication and just require dietary changes. Mean while others are not curable and are very painful to the person with that disorder. I was also able to discover that other disorders can bring on some blood disorders and are curable once you treat or cure the underlying problem.REFERENCES webmd. com dr. koop. com mayoclinic. com

Child labor Essay

Children are the future of the nation. They are flowers of our national garden. It is our duty to protect these flowers. Child labour is a socio-economic problem. Child labour is not a new phenomenon in India. From ancient times, children were required to do some work either at home or in the field along with their parents. However, we find in Manusmriti and Arthashastra that the king made education for every child, boy or girl, compulsory. In those days there was a system of trade of children, who were purchased and converted to slaves by some people. The problem of child labour was identified as a major problem in the 19th century when the first factory was started in mid-19th century. Legislative measures were first adopted as early as 1881. Since independence there have been several laws and regulations regarding child labour. Child labour has been defined as any work done by the children in order to economically benefits their family or themselves directly or indirectly, at the cost of their physical, mental or social development. Child is the loveliest creation of nature. But it is the circumstances which force them to hard labour. They have to earn livelihood from early childhood, stopping their mental development. The nation suffers a net loss of their capacity as mature adults. Child labour is a global problem. It is more common in underdeveloped countries. Child labour, by and large, is a problem of poor and destitute families, where parents cannot afford education of their children. They have to depend on the earning of their children. The prevalence of child labour is a blot on society. It is a national disgrace that millions of children in this country have to spend a major part of their daily routine in hazardous works. The problem of child labour in India is the result of traditional attitudes, urbanisation, industrialisation, migration, lack of education, etc. However, extreme poverty is the main cause of child labour. According to the UNICEF, India is said to have the largest number of world’s working children. Over 90% of them live in rural areas. The participation rate in rural urban areas is  6.3% and 2.5% respectively. According to a recent report, 17 million children in our country are engaged in earning their livelihood. This constitutes 5% of the total child population of the nation. It is about one-third of the total child labourers of the world. In India, working children are engaged in different organised and unorganised sectors, both rural and urban areas. In rural sector, children are engaged in field plantations, domestic jobs, forestry, fishing and cottage industry. In urban sector they are employed at houses, shops, restaurants, small and large industries, transport, communication, garages, etc. In India, working children are also self-employed as newspaper, milk boys, shoeshine boys, rag pickers, rickshaw-pullers, etc. About 78.71% of child workers are engaged in cultivation and agriculture, 6.3% are employed in fishing, hunting and plantation, 8.63% in manufacturing, processing, repairs, house industry, etc., 3.21% in construction, transport, storage, communication and trade and 3.15% in other services. Child Labour is exploited in several ways. Preference of child labour by many employers is mainly due to the fact that it is cheap, safe and without any liability. Many children take up the job just because of the non-availability of schools in their areas and thus rather than sitting idle, they prefer to go to work. Illiteracy and ignorance of parents is also an important factor. These parents do not consider child labour as evil. Child labourers have to work more than adult workers. They are exploited by their employers. There are several constitutional and legal provisions to protect working children. At present there are 14 major acts and laws that provide legal protection to the working children. Notwithstanding, the evils of child labour is on the increase. The biggest cause behind its spread is poverty. It cannot be completely eradicated from society unless its root cause is not addressed. Child labour perpetuates poverty. Child labour is economically unsound, psychologically disastrous and ethically wrong. It should be strictly banned. The general improvement in socio-economic conditions of people will result in gradual elimination of child labour.

Racism in football Essay Example | Topics and Well Written Essays - 2000 words

Racism in football - Essay Example Racism in football has hinderer fair play, mutual respect, fraternity and peace needed for sports activities. Racism in football has caused public incitement to violent acts, hatred, enmity, public insults, dissemination of racist ideas, and symbols. Racism has caused serious violation of human dignity. Racism in the football matches has always found justices at the altar of emotional expression. Racism has made dirty the standards of football game. Let us look at some of the symbols of racism in football. Racism in football has its roots from the society. Racism in the football has manifested itself through public insults and violence that involves physical confrontation. Another very notable level of racial discrimination in the football game is the failure to acknowledge certain football players and other participants in the game, however much high in the game's ladder they climb. For instance, Arthur Wharton, a top professional for English club Preston North End in 1886, though bearing the title of the first Black Football player in an organized football, died poor and no trace of his activities records until recently when an acknowledgement of his activities came in form of a bibliography (Vasili 1997, p. 15). This was a vivid manifestation of racism in football. Football racism rampantly been manifested among the fans during a football match. This comes in form of flags. These are colourful and harmless club flags, but bear a very strong racial discriminatory message. This problem is common among fans supporting Italian, England, German, Holland and Norway football clubs. Other fans through objects at players they consider unworthy playing while the footballer is in the field. Some throw bananas and chant animal noises at black players. This aims at insulting the players that they belong to the bush and they are not different from the monkeys in the bush. Racism builds on skin colour as a physical indictor of ethnic origin. For instance, cases of trafficking young African footballers by the European football clubs is part of this colour based football racism. Racism in the football marches exists at two levels; overt racism and covert or institutionalized racism. Overt racism manifests through unfair treatment directed to migrants and ethnic minority groups with a weak position in a large society. Overt racism manifests in form of abuse to players from a certain race and display of anti-Semitic banners or chants characterized with stereotypic messages related to that particular race. Covert racism manifests in form of choice of players, referees and administrators in most European football clubs. For instance, there are very few members of the minority groups participating at the administration level of football clubs in Australia. Racial prejudice in football has social and psychological perspectives as it manifests itself from the fans' point of view. Racial discrimination in football games has been associated with fans' quest to settle old feuds, personal arguments and land disputes (Rationis 2009). Football hooliganism is associated with television casting of football marches. Football hooliganism relates with 'reclaiming of the football games by the working class.' Proletarianisation of the football game has had a great impact on the violent behaviour of the youth in the

Cultural Differences Between Employees Management Essay

Cultural Differences Between Employees Management - Essay Example While superficially it might seem the first three elements of the analysis, (Political, Economic, and Sociological), might seem to be the most applicable to a discussion of culture within the workplace, the others are as well. PESTLE has been used by many companies to examine both the internal and external factors that will influence both present and future business. It is a way of viewing complex situations through the prism of a strong model that can both provide a rational framework for the examination of complex issues and also provide a foundation for the possible alleviation of the problems discovered. Thus the problem of "culture" is one that is posed for nearly all managers in all businesses, but especially within increasingly diverse environments such as are found in Europe. First of all, what does "culture" mean The dictionary defines it in the following manner: What does such an esoteric subject have to do with the ordinary business environment one might ask Basically, culture is all the beliefs, biases, likes, dislikes and general attitude towards life that an employee brings into the workplace. If all these were homogeneous within each company then culture could be ignored as it would be shared and unified. Problems arise when a culture is not shared, specifically when a particular manner, way of speaking or belief conflicts with another. On a most basic level, one might deal with the problem with hand gestures.  

Does obesity reshape our sense of taste Essay Example | Topics and Well Written Essays - 750 words

Does obesity reshape our sense of taste - Essay Example ng to the results, the average-weight mice were able to taste the sweetness unlike the overweight where only a few from the sample had few taste cells hence their reaction was very weak (Hacker 1). However, not all the overweight mice gave a response to the sweetness. The results from the mice experiment clearly shows that obesity changes a person’s relation to food but it still does not explain how this happens. Relatively, Kyle goes a step further to explore this aspect by referring to past studies that analyze how obesity leads to alterations of brain and nerves that control the tongue and cells of tasting in the human system. The article states out that most of the studies consider all the above factors but none has ever discussed widely about the tongue cells; those that interact with what people eat (Hacker 1). Based on this argument, Kyle puts to light that the taste cells are the first to encounter the effects of obesity, which is evident from the findings from the journal that the overweight mice had minimal taste cells affecting their response. As part of the conclusion, the article states out that the explanations given from most of the studies lack clarity on how changes in taste embolden obesity; however, one clear thing is th at most overweight people have an extreme craving for sweet and salty food yet average or slim people detect the stimuli of such food better. Largely, a cause for this might be the fact that the overweight mice consume more sweets than the average weight mice to get an equal satisfaction of the sweetness. Resolutely, the article encourages a study of the topic because establishing a clear relationship between sense of taste, plumpness and desire for food would form a good platform for coming up with new strategies that encourage healthier diets (Hacker 1). Additionally, an utter comprehension on how the taste cells increase or decrease creates an opportunity to reverse the process or even treatment especially due to the factor

Discuss the basic qualifications in an organized crime group Essay

Discuss the basic qualifications in an organized crime group - Essay Example Therefore, the most common characteristics of an organized crime group are that they have no political goals; they are hierarchical and have exclusive or limited membership. Organized crime groups also do belong to a unique subculture, perpetuates itself and are willing to use illegal violence to obtain whatever they intend to. Finally, all organized crime groups are monopolistic and get governed by set rules and regulations. Activities that are carried out by organized crime groups involve money laundering, illegal drug distribution, illegal prostitution and human trafficking. Organized crime syndicates are not all the same. They differ in structure because they have different objectives to accomplish. They have different funding methods and how they communicate too. The most salient aspect of a syndicate is the loyalty of its members and their ability to keep their operations a secret. Any member of a syndicate usually has a death penalty for not being loyal to the

INTERNATIONAL STUDIES IN BUSINESS Assignment Example | Topics and Well Written Essays - 250 words - 4

INTERNATIONAL STUDIES IN BUSINESS - Assignment Example It will argue the fact that constructivist criticism concerning realism is justified. However, this is largely dependent on the alternative procedural decision making process offered by the constructivists. To illustrate this, arguments as well as practical problems that call for constructivist criticism on realism will be analyzed. A common ground between constructivists and realists arises on the question of whether moral concepts possess values of truth. The two groups acknowledge the existence of truth-apt in moral concepts. The difference, however, surfaces about the role of moral concepts as well as what do renders them true. As realists would have it, moral concepts could have values of truth because they illustrate normative entities or facts that exist independently of those concepts themselves. Metaethical constructivists, on the other hand, oppose the fact that all that moral concepts are meant to elaborate the reality. Constructivism may be understood as a different view that the function of a normative concept uses to refer schematically to the solving a practical problem. Contrary to traditional analysis, constructivists’ account of a concept is aimed at working out solutions to problems.   The approaches to moral concepts differ between constructivists and realists in terms of nature. Constructivist have centered their criticism mainly revolving on the radical knowledge that defines the reality as a function of moral concepts. In addition to that, there exists other reproaches against realist views. One of the main questions asked is which phenomenon describes the decision making process better-realism on constructivism based on moral values. The second would be whether one view of the reproaches against another are acceptable. Last but not least, which would be explained further, would be which theory would be more credible and under what conditions. Realist views, on one hand, and constructivists’ views,

Advanced SQL Queries for the Pine Valley Furniture Company Database Term Paper

Advanced SQL Queries for the Pine Valley Furniture Company Database - Term Paper Example To get the result, we need to sort the prices of the products and choose the one that is the least among them all. In the parameters for the queries, we indicate that we would like to pick the top item from the field whose values have been sorted in ascending order. From then on, we display the top 1 item to show us the least item in terms of the price. This query is obtained from the employee table and the work center table. From the employee table, we get the employee identifications and the names of the employees. The work center table is only meant to give us the work center identifications for the employees. Once we get the values from both of the tables, we make the query. The above query is made on the order line table of the database. This table contains both the order ids as well as the product identification numbers. In order to know which different products are contained in the order number 1006, we design the query in such a way that we display the order ids for all the product lines while indicating the product line number 1006 as the only restriction on the query. In order to know the discounted product prices for the products manufactured by the product line 3, we need to calculate the discounted prices and display them on a different column. The operands for the calculation are the Standard_Price for all the products, and 0.9.

Celestial Tea SWOT Analysis Essay Example | Topics and Well Written Essays - 500 words

Celestial Tea SWOT Analysis - Essay Example Many online retailers of Celestial tea have given many positive reviews to the Company due to its high-quality and unique products. This has made the company receive even more customers. Given the fact that the company uses some herbs and natural ingredients to make some of its unique tastes of tea, some of these ingredients have been found to be pesticides. This issue has made some people afraid of using the Companys products, though, many customers dont mind about this as theyve been using the products for a long time without any bad experience. In as much as the company enjoys a huge market share in the Tea Industry in North America, its sales have always trailed those of its major competitors such as Lipton, Twinning and Private Label. There has been an increased opportunity in the tea sector for Celestial Company due to the various upcoming health benefits that have been proved to result from using tea products, especially natural tea. This has increased the popularity of tea that comes with increased consumption. As a result, many consumers begin using tea, and this translates into increased sales for the company. Tea has also been proved to be a very addictive beverage. This makes those who have begun using the product to continue using it for a very long time and increase its use. This translates into more market for tea. Due to increased popularity of tea, there is a vacuum in the market created by an inadequate supply. This gives room for more competitors to come up. Many competitors mean the industry will have many players and few benefits. Celestial Tea faces a very stiff competition from the major tea manufacturers in the U.S., the Unilever United States. According to 2014 statistics, Unilever made sales worth $418 million, which was estimated to be twice the size of its closest competitor, RC Bigelow (Euromonitor, 2015). This is the company where Lipton brand belongs to a top brand. Celestial Tea finds itself in the third to fourth

Compose a Training Manual For Diversity in The Workforce Assignment

Compose a Training Manual For Diversity in The Workforce - Assignment Example Discrimination is a vice against humanity. Nobody should be discriminated based on their characteristics such as color, ethnic background, race or gender. Until recently, the working population consisted of mostly non-Hispanic whites. But of late, marginalized groups that were regarded as inferior have started taking up formal employment (Newbold, 2010). There have been several studies into the composition of the American population and this information has been used to predict current and future trends in regards to work place composition. These changes will not only be presented in the society but will also manifest themselves in the work place. When there is an increase in the population of a certain ethnic group, for example the Asians, this implies that the same group will be available in all spheres of life. As a result, there will be an increase in Asians in the work force as well. Supervisors play a key role in this project because they are at the front line when dealing with employees. They are at the front when it comes to implementation of the demands of the management and therefore they play a key role in regards to upholding the correct behavior among the employees. In that regard, dealing with the issue of work place discrimination will not be useful until we first of all look at the current population trends and the projected future trends so that we can compare and come up with a plan of how we are going to deal with this influx of foreigners in our country. The work place forms a very important role in the American society. Industries form the backbone of the American society and as such should be as stable as possible (Bean, 1987). The American work force has over the years consisted pre dominantly of non-Hispanic whites. However, due to immigration this trend has begun to change and will change further in the years to come.

Continuing Academic Success Essay Example for Free

Continuing Academic Success Essay While being responsible for our academic success, prioritizing work to achieve goals can be valuable to students without a success driven mindset. Responsibility and action along with ethics help set the path for proper results and set standards for academic achievement. As I explore this new endeavor in my life, I will outline my failures, successes and the lessons I have learned along the way. Failure is something I have to accept. I have failed a lot in the past, and I have allowed those failures to effect me in the present. As a young boy in grade school, I would always work hard to obtain good grades. After my first semester in high school, I assumed it was natural for me to get good grades, so I refrained from working hard. After a few months of not striving to my full potential, my academics began to suffer, and I failed a few classes. I was very disappointed in myself, and I then became afraid to try because of a failure mindset. I started to expect failure in my immediate life, especially in my academics. I started to believe I was not good enough to achieve. I would psychologically defeat myself before attempting to do well. Now, I have realized the values in failing by allowing my disappointment to be my motivation for success. Since then, I have learned the importance of setting goals. How can you expect to hit a target without aiming first (Robusto, 2009). Goal setting is important to me because I am a person who likes to take on too many responsibilities. I have a tendency to overload myself with work and at times get overwhelmed when I cannot complete all tasks in a timely manner. I became aware of the process I needed to work on in order to achieve my set goals. I started to write down all tasks I needed to complete and the dates of completion. I set time apart to evaluate my works and prepare to setup a  procedure on how to fulfill these functions that allow me to feel accomplished and not overwhelmed on projects with sensitive time constrictions. While continuing with my academic success, I have been setting new goals academically and for my career. My educational goal will be to complete one a ssignment a day and participate in two-class discussions per day. My career goal is to mentor one of my peers every six months in the area I have already mastered. In doing this, I will assist someone in their career goals as well as my own to ensure everyone develops and succeeds. As I read through my results for the Ethical Lens Inventory and realize, ethics is a set of principles of right conduct (Ethics 2011). My core ethical lenses are sensibility and equality. I listen to my intuition to determine the characteristic traits and attributes that best serve the community. I remain attentive to the particular needs of those in a similar situation as I carefully evaluate their outcome for my resolution. Further sharpening my critical thinking skills in learning from others mistakes and not committing the same mistake twice. My blind ethical lens leads me to believe that I rely heavily on the attributes of the role. At times, this can be risky because I forget that individuals are fallible, and I should rely solely on people to solve problems. In kn owing this about my moral background, I run the risk of believing that my role is more important than other individuals and will not be susceptible to constructive criticism. So I do not hinder my development; I should allow others to assess the role and assure that all roles are important. Even though thinking is a process, and intelligence is the product (Jensen 2005), we have to understand without thinking of the ending result, we can never consider the product. Critical thinking has an important role in learning and development because if properly executed it allows me to see the entire situation instead of the individual task. I plan to take the necessary actions to determine the task with open eyes and an unbiased approach. Remembering the facts about the situation can help in resolving the issue. Understanding by reiterating the problem can help me further comprehend. Applying then analyzing the tasks and or situations so I can prepare the steps to come to the evaluation. I can see if the resources are accurate and thorough. The last thing I should be able to do to assure my critical thinking skills are complete is a form of creating. I take all the information of this situation, and use it in my final resolution. These  steps are crucial in the ability to think clearly and not be clouded by biased information. Advancing in my critical thinking skills is as important as my writing skills. I have to take the appropriate steps in continuing to engage the readers throughout the writing process. Writing is crucial as a student and everyday life because it is a form of communication. I will utilize the necessary resources to assist me in applying the lessons being instructed for completion of each assignment in accordance with the University guidelines. Allowing myself to create an outline for the topic before the rough draft is setting the priority of how the papers thesis will be well planned for the entire topic. I can use many of the Universitys resources such as the thesis generator to begin the subject of the assignment. Grammarly is a great resource to assure the proper format and grammar for the paper. The University has various resources such as live assistance in the Center for Writing Excellence. The benefit of using external resources is that one cannot rely only on their opinion alone but can get a different perspective of the situation. The University library is an excellent option for researching credible information to guarantee educational success. Although, some information in the library could be bias, we have to do the research on each source to review the comparisons and understand which source is indeed accurate. In conclusion, the information obtained and lessons learned in this course have given me a boost of confidence in my critical thinking, reading and writing skills. I feel comfortable in continuing my academic success with this knowledge. I feel as though I have accomplished great things in these past five weeks and will continue to move forward. The University has given me the desire to continue the achievements in my educational career by showing me the proper approach of getting the job done correctly. I now realize that a failure does not define a person. The failures can be used as a stepping-stone in the journey to greatness. References Ethic. (2011). In The American Heritage dictionary of the English language. Retrieved from http://search.credoreference.com.ezproxy.apollolibrary.com/content/entry/hmdictenglang/ethic/0 Jensen, Eric. Critical Thinking Skills. Teaching with the

A History Of The Gold Standard Economics Essay

A History Of The Gold Standard Economics Essay What is Gold Standard? The Gold Standard is a monetary system in which the standard unit of currency is a fixed weight of gold or freely convertible into gold at a fixed price. Under the Gold Standard system, paper money which circulates as a medium of exchange is convertible into gold on demand. The exchange rate between paper or fiat money and gold is fixed. Same thing happened to the rates of exchange between national currencies, it is fixed. The Gold Standard can be divided into two types: full Gold Standard and partial Gold Standard. A 100 percent reserve Gold Standard or full Gold Standard occurs when all circulating money can be represented by the appropriate amount of gold. Whilst in partial Gold Standard, circulating notes can be redeemed for their face value; it can be either higher than its actual value or lower. Why gold being selected as a reserve for most countries and even for today? Many nations hold the gold reserves in significant quantity in order to defense their currency and put a hedge against the US dollar. Some more, the weakness of the US dollar can be offset by strengthening the gold prices. Yet, compared to other precious metals or major competitors such as US dollar and real estate, none of them has the stability as the gold as well as its rarity and durability. Gold is also used as a store of value starting from the early monetary system since it is high value enough. It is high in utility and density, it is able to resist to corrosion, it is uniform, and it is divisible easily. As we know, banking began by depositing the gold into a bank and it could be transferred from one bank to another bank. Until today, gold remains to be the main financial asset for most of the central banks. By looking back at the past, before 2000 BC, the first metal that human being used as a currency in trade was silver. According to the history, we know that gold has been used as a mean of payment since long time ago. After 1500 years, the first coinage of pure gold was introduced. The adoption of Gold Standard was preceded after that. Yet, the fiat monetary system came and took over the Gold Standard system during the outbreak of World War I. This happened for most of the nations are due to the excessive public debt and the government is unable to repay all the debt in gold or silver. IMPORTANCE OF STUDY / RESEARCH IN GOLD STANDARD As a banking and finance student, we have to study and understand any history that regard to the field, included the topic of our assignment this time Gold Standard. This is because people live in present and they have to plan for and worry about the future. History is the study of past. It gives the information of the past in order to anticipate what is yet to come. Understanding history is important to develop the linkages to predict the future. Yet, history also provides us abundant of information about how the Gold Standard was formed and how it operated. Understanding the operations of the Gold Standard is difficult currently since it was collapsed and we cannot be exposed ourselves to it. The current data that we have is relied on what happened into the past. By using the historical materials, we can make our own analysis on the Gold Standard and understand its weaknesses and problems. Besides, the study of the Gold Standard can help us to understand the changes of the monetary system and how the financial world affects the global economies. From the historical information, we know when the adoption of the Gold Standard was and when the collapse of the Gold Standard was. Yet, we also know that the monetary system had been changed over time to time and which system was being created in order to take over the original system. For instance, Gold Standard was took over by Bretton Woods System and followed by Contemporary Monetary System. There is always a reason there for the changes made. This is because of the discovery of the shortages of the system. Once the deficiencies being located, the new system would be established. If there is still do not have any actions taken, it will affect the economies of the world since finance cannot be separated with the economy. In addition, as a financial student, we have to understand about the differences between fiat money and Gold Standard. From the project we done, we know that fiat money is money that no have intrinsic value and cannot be redeemed for any commodity. The paper currencies and coins that are available in markets nowadays are considered as fiat money and the strength of the economy of the issuing nation is the determinant used to determine the value of fiat money. Mostly, inflation will follow with the enormous issuing of fiat money. Whilst, The Gold Standard is a monetary system in which the standard unit of currency is a fixed weight of gold or freely convertible into gold at a fixed price. Under the Gold Standard system, paper money which circulates as a medium of exchange is convertible into gold on demand. The exchange rate between paper or fiat money and gold is fixed. PART II : THE GOLD STANTARD 2.1 HISTORY 2.1.1 History of Gold Standard The first nation that officially adopted the Gold Standard system is England (also called as Great Britain) in 1821. The list below is the dates of adoption of the Gold Standard system: 1821 England 1871 Germany 1873 Latin Monetary Union Belgium Italy Switzerland France 1875 Scandinavia(Monetary Union) Denmark Norway Sweden 1875 Netherlands 1876 France 1876 Spain 1879 Austria 1893 Russia 1897 Japan 1898 India 1900 United States During that century, there was a dramatic increase in global trade and production which brought enormous discoveries of gold. The discoveries aided the Gold Standard remain intact well on the following century. The emergence of the International Gold Standard is on 1871 since the Germany also started to use the system. By 1900, most of the developed countries were linked to the Gold Standard system, but surprise that the United States was the last nation to enter. This is because there was the present of a strong silver lobby that forbidden gold from being the sole monetary standard with the U.S. throughout the 19th century. The Gold Standard was at its pinnacle from 1871 till 1914. During the period, there were a near perfect ideal political contexts existed in the world. Governments tried to corporate nicely in order to make the Gold Standard system work, but the system was collapsed during the duration of the Great War in 1914. In 1925, it was reestablished. But due to the relative scarcity of gold, many countries adopted a gold-exchange standard, supplementing their gold reserves with currencies convertible into gold at a stable rate of exchange. Unfortunately, the gold-exchange standard was ended during the Great Depression. The United States had set a minimum dollar price for gold in order to aid for the restoration of international gold standard after World War II. In 1971, dwindling gold reserves and unfavorable balance of payments led the U.S. to abandon the Gold Standard system. 2.1.2 Timelines of Gold Standard 1717 The Kingdom of Great Britain went on to an unofficial Gold Standard. 1816 Gold was partially displacing silver as a standard. 1821 The Gold Standard was first out into operation in Great Britain. 1873 The Coinage Act of the United States Congress came into operation on 1st April and constituted the gold one-dollar piece as the sole unit of value. 1900 Gold Standard Act was established on 14 March 1900 and gold was the only standard for redeeming paper money. 1914 The abandonment of the Gold Standard by Russia. 1925 The return of the Gold Standard. 1971 The abandonment of the Gold Standard by the United States. 2.1.3 Timelines of Fiat Money 1690 There are three types of currency according to American History: Fiat money Certificates based on coin or bullion Bank notes (Fiat money is one type of currencies that being used during the time.) 1789 France was undergoing economic downturn and due to lack of money, fiat money being used. 1862 There was a paper currency that printed upon one side in green has been created with a promise to pay Greenbacks. 1878 An argument in favor of honest money and redeemable currency. 1896 Paper-based global economy has been collapsed. 1913 Establishment of Fed. Fiat money became the United States legal tender. The mercy of the fiat money system has led to the greatest debt bubble in world history. 1933 Inflation occurred. 2008 Under the fiat money system, money as debt. 2.1.4 History of Shifting Between Fiat Money and Gold Standard in U.S. As stated as below, there were a lot of shifting between a fiat money and gold standard had been made by the United States over the past 200 years which in order to avoid hyper-inflation. Hyperinflation occurs when the confidence in money had gone and it leads to no value in the money. As mentioned as earlier, the gold standard was over due to the reason of the government was unable to repay for the excessive of public debt in gold or silver that its countries owe. 1785-1861 Fixed Gold Standard : 76 years It was issued by American colonists for the Continent Congress in order to finance the Revolutionary War. It was produced by the United States Federal Government. It was authorized by the Act of March 3, 1849. 1862-1879 Floating Fiat Currency : 7 years The fiat money of the United States above is Greenbacks. It was created to pay for the enormous cost of the Civil War. It was the debt of the U.S. government which could be redeemable in gold at future without any specified date. It was circulated along with the Gold certificates. 1880-1914 Fixed Gold Standard: 34 years It was ended due to the financial needs of World War I. 1915-1925 Floating Fiat Currency : 10 years It was created to pay for World War I countries. There was insufficient of gold to support the paper currency. 1926-1931 Fixed Gold Standard : 5 years It was ended due to most of the nations tried to deposit their pounds and dollars for gold when the depression occurs. 1931-1945 Floating Fiat Currency : 14 years It was ended due to the outbreak of World War II. 1945-1968 Fixed Gold Standard : 26 years On 24 June 1968, a proclamation that Federal Reserve Silver Certificates could not be redeemed in silver was issued by President Johnson. 1971 Floating Fiat Currency : 5 months It was established by President Nixon on August 1971. 1971-1973 Fixed Dollar Standard : 2 years It was passed by the Smithsonian Agreement. 1973-today Fiat Currency : 37 years It was established by the Basel Accord. 2.1.5 Evolution of International Monetary Systems International Monetary System had been undergoing several stages of evolution which are stated as below: Bimetallism (before 1875) A double standard in the sense that both gold and silver were used as international means of payment. Some nations used the gold standard; some used the silver standard; and some used both. Both gold and silver were used as money and the gold or silver contents were the determinants used to determine the exchange rates among currencies. Classical Gold Standard (1875-1914) Most nations agreed that -Gold alone was assured of unrestricted coinage. -There would be two-way convertibility between gold and national currencies at a fixed ratio. -Gold could be freely exported or imported. Two countries relative gold contents were be the determinants used to determine the exchange rate between two countries currency. Highly stable exchange rates under the classical gold standard provided an environment that was conducive to international trade and investment. Misalignment of exchange rates and international imbalances of payment were automatically corrected by the price-specie-flow mechanism. Interwar Period (1915-1944) Exchange rates fluctuated as countries widely used predatory depreciations of their currencies as a means of gaining advantage in the world export market. Attempts were made to restore the gold standard, but participants lacked the political will to follow the rules of the game. The result for international trade and investment was profoundly detrimental. Bretton Woods System (1945-1971) Named for a 1944 meeting of 44 countries at New Hampshire. The purpose was to design a postwar international monetary system. The goal was exchange rate stability without the gold standard. The result was the creation of the IMF and the World Bank. The system was a dollar-based gold exchange standard. Flexible Exchange Rate System (1971-today) The system was declared acceptable to the International Monetary Fund (IMF) members. Central banks were allowed to intervene in the exchange rate markets. Gold was abandoned as an international reserve asset. Managed Float System (1973-today) 2.2 INTERNATIONAL GOLD STANDARD 2.2.1 Chronology of Gold and International Monetary System 1717 Master of the Mint, Sir Isaac Newton gave guinea statutory valuation of 21 shillings. Commence of the United Kingdom Gold Standard. 1797 Occurrence of Napoleonic Wars. Bank of England abandoned gold payments. 1816 Establishment of UK Coinage Act. 1844 Bank of England obliged to buy gold. 1870-1900 Except of China, most of the nation abandoned Bimetallic Standard and switched to Gold Standard. 1913 The United States system of reserve banks was established by Federal Reserve Act. At least 40% of notes were gold-backed. 1917 U.S. prohibited gold exports. 1919 UK went off Gold Standard. Establishment of London Gold Fixing. 1925 Return of Gold Standard in the United Kingdom. Establishment of UK Gold Standard Act. 1931 The United Kingdom abandoned Gold Standard. 1933 Suspend of the United States convertibility. Prohibition of exports, transactions, and holding of gold. 1934 Presidential Proclamation of making dollar convertible to gold again. 1936 Establishment of Tripartite Agreement (Countries involved: U.S., UK, and France) 1939 Close of London gold market due to the outbreak of war. 1944 Establishment of Gold Exchange Standard as a result of Bretton Woods Conference. 1945 International Monetary Fund (IMF) Articles of Agreement became effective. 1954 Reopen of London gold market after World War II. 1961 Establishment of Gold Pool (Members: Belgium, France, Germany, Italy, Netherlands, Switzerland, UK and Federal Reserve Bank of New York) 1967 Buying of gold increased due to the devaluation of sterling. 1968 Close of London market. Abolishment of Gold Pool and establishment of 2-tier market. Establishment of Special Drawing Right (SDR). 1971 Suspend of U.S. convertibility to gold. Establishment of Smithsonian Agreement. 1972 Devaluation of the United States dollar. 1973 Suspend of dealing in foreign exchange markets by most of the central banks. Adoption of floating exchange rate regime. Abandonment of 2-tier gold market. 1975 Abolishment of restriction on citizen buying, selling or owning gold by U.S. First U.S. gold auction on January. Establishment of agreement between G10 countries and Switzerland on no attempt to peg the gold price. 1976 First gold auction by IMF on June. 1978 Disappear of formal role of gold in International Monetary System. 1979 Establishment of European Monetary System. Final U.S. gold auction on November. 1980 Last 45 IMF gold auctions on May. 1982 The United States Gold Commission reported to Congress. 1985 Establishment of Plaza Agreement on currencies. 1987 Establishment of Louvre Accord on currencies. 1992 Sign of treaty on European Union at Maastricht. 1998 Austria, Belgium, Finland, France, Germany, Ireland, Italy, Luxembourg, Netherlands, Portugal and Spain joined Economic and Monetary Union (EMU). 1999 Began of EMU. Announcement of Central Bank Gold Agreement (CBGA). 2004 Announcement of Second Central Bank Gold Agreement. 2.2.2 Gold Standard Went International *The picture above the gold and silver coins that available around the world during 19th century. From the chronology above, we know that most of the countries (except China) had abandoned their silver or bimetallic standard and went for a full gold standard between the years of 1871 to 1900. There is always a reason. German asked for war indemnity to be paid in gold by France right after the Franco-German War. German used this gold to finance a new gold standard in their home country. This had lead to an increase in the demand of gold and there was unload of tons of silver on the neighboring nations. Due to the fear towards silver inflation, the neighboring countries decided to follow German. The list below is the date of first gold standard: 1871 German 1873 Belgium 1873 Italy 1873 Switzerland 1874 Scandinavia 1875 Denmark 1875 Norway 1875 Sweden 1875 Holland 1876 France 1876 Spain 1879 Austria 1893 Russia 1898 India 1900 USA International Gold Standard existed when the following condition being fulfilled: Gold alone is assured of unrestricted coinage. There were two means of convertibility between gold and national currencies at a fixed ratio. Gold may be freely imported and exported.

Study of Burnout in English Language Teachers

Study of Burnout in English Language Teachers CHAPTER 1 INTRODUCTION 1.1 Introduction Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Moreover, this syndrome affects people who work in helping professions or other client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000). The idea of burnout was formed by Herbert Freudenberger in 1974 as wearing down or draining out of energy (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout â€Å"is not a situation that gets better by being ignored. Nor is it any kind of disgrace. On the opposite, its a problem born of good intentions.† Burnout may render people unable to cope with their problems; however, those who are able to cope with their problems of work issues may perform better at their jobs. In the teaching profession, the phenomenon of burnout has often been studied and has globally been well accepted as being problematic and uncertain for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Folkman (1984) relates burnout with stress; it is a combination of mental and physical symptoms. This psychological react as â€Å"long-term exhaustion and diminished interest† and it may take a long period to blow up to the surface. In addition to that, high level of stress for considerable periods of time could increase burnout characteristics including less sympathy and understanding towards students, reduced acceptance of students, failure to set up lessons and a lack of commitment to the teaching profession (Dorman, 2003). Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention phase. At present, teachers in Malaysia are facing extensive pressure from all the changes taking place in the education system due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will focus on teacher training of English language teachers. Besides, the government will assess and monitor the effectiveness of the program constantly and will provide some inventive to empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about the assumption that their burnout level has also risen. To make the above statement clearer, the teaching periods had increased from 90 240 to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 300 minutes a week. The changes also do not exclude secondary schools ESL teachers, whereby their teaching periods had increased from 80 200 to 280 minutes a week. Further, literature reports that workload or work tasks have increased and education system transformation, societal changes and multitasking have caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past) also have caused teachers work to become more complicated and intense (Brante, 2009). The complexity of the tiredness situation develops negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of three dimensions: emotional exhaustion felt by people who cooperate extensively with other people, depersonalization and diminished personal accomplishment. Emotional exhaustion is indicated by lack of energy and the consumption of a persons emotional wealth. Depersonalization results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal accomplishment is a tendency to assess oneself negatively (Maslach, 1982; Maslach Jackson, 1981; Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others can undergo consistent emotional pressure. Burke and Greenglass (1995) suggested that burnout includes three components â€Å"that are conceptually diverse but empirically related† (p.188). In this line, Schaufeli and Buunk (2002) consider the occurrence of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Considering all of these measures which contribute to teacher burnout, the purpose of this study took its shape. The study primarily aims to investigate the level of burnout in a selected group of English language teachers in Putrajaya primary and secondary schools. Additionally, it seeks to find out whether their working experience or teaching level can determine their level of burnout. 1.2 Statement of Problem Teachers are often physically and emotionally challenged; therefore, they may experience burnout. Teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Here a clear picture can be seen that stresses an important issue in most educational systems today. Research on elementary school teachers in the United States shows that working experience can influences teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from different working experience categories suffer varying levels of burnout (Mukundan Khandehroo, 2009). Besides, a research in Hong Kong primary and secondary school teachers perceived different level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated high levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and secondary school teachers also suffered from stress (NUTP, 2005). Demographic factors have been found much related to burnout syndrome among teachers in various studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but very few focused on working experience among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies done in federal administrative centre of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding. Given the relative paucity of research in this area in Malaysia, it is important to study the effect of teachers working experience and teaching level on burnout. 1.3 Objectives of Study The present study is an attempt to determine the level of burnout among a group of English language teachers in a number of primary and secondary schools in Putrajaya, Malaysia. The specific objectives of the study are as follows: To determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment among the sample. To compare the samples burnout levels in reference to their working experience. To compare the samples level of burnout in reference to their teaching level. 1.4 Research Questions The research questions of the study are as follows: What is the level of emotional exhaustion among ESL teachers in Putrajaya? What is the level of depersonalization among ESL teachers in Putrajaya? What is the level of personal accomplishment among ESL teachers in Putrajaya? Is there a significant difference between high (10 years and above) and low (below 10 years) experienced teachers scores of burnout dimensions? Is there a significant difference between the ESL primary and secondary school teachers scores of burnout dimensions? 1.5 Significance of Study At this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations. School is a centre in promoting education to students. In educational setting, students relate to many different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little opportunity for hierarchical advancement, and regardless of how many hours teachers work, there is very little opportunity for additional pay. Based on this, it is expected that this study will help ESL teachers especially to be more professional in managing their work and to help them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or burnt out at work. This study looks into the burnout occurrence with relation to working experience among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have ‘healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya. The findings of the study can provide useful information for the decision makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 1.6 Limitation of Study This study was limited to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia. In addition according to Krejcie and Morgan (1970) the researcher required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and some of them were on personal leave. 1.7 Operational Definition of Terms Burnout :Freudenberger (1974) defined burnout as one of the chronic exhaustion and frustration resulting from continued commitment to a goal or principle that has unsuccessful to produce a corresponding reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981). Emotional Exhaustion : Feelings of being emotionally overextended and exhausted by ones daily conflict in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the sense of emotional draining by other people among the teachers. As the first dimension of burnout, emotional exhaustion in this study is measured by items like I feel emotionally drained from my work Depersonalization: An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (Maslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items like I feel I treat some students as if they were impersonal objects Personal Accomplishment : It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items like I feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction In this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literature on burnout in relation to teaching levels of primary and secondary schools. Finally, the theoretical and conceptual frameworks of the study are discussed. 2.2 Studies Related to Burnout and its Dimensions Ideally, the teaching profession should be seen as effect ion of love in work and enthusiastic; however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), â€Å"These are tough times to be a teacher† (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels. Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality. Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of enthusiasm as in the past to the company or administrator. However, New York Magazine stated burnout is a problem thats both physical and existential, an untidy conglomeration of external symptoms and personal frustrations (Senior, 2006). Burnout results from a form of chronic stress associated with the everyday interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004). Most of burnout research that had been done has been limited to the helping profession (e.g., nursing, education, social work); however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009). Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions: emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can undergo repetitious emotional pressure. The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual relations among helpers (for example, teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of limited positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981; Rowe, 1998). In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components â€Å"that are conceptually diverse but empirically related† (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Some studies indicate stress can occur due to the workload increment, mischievous students, parent-teacher relationship issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA). Most recognized that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003; Dorman, 2003; Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout might: be less sympathetic with their students have low tolerance for frustration not plan often or carefully consider or plan to leave the profession all together report feelings of emotional or physical exhaustion on a frequent basis be depressed, irritable, and anxious From the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and early retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol Caputo, 1979; Farber Miller, 1981). In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986; Huston 1989). A survey of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career. In Malaysia, the unease over job-related stress, experienced by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin, 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experienced high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country. 2.3 Studies Related to Working Experience and Burnout Teacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element in influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983; Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998). The demographics variables that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984; Qtd. in Aksoy, 2007, p. 20). Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003). Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience higher burnout than more experienced ones (Crane Iwanicki, 1986; Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of trained maturity. Attention to the teachers experience is also given by Konert (1997). She suggests that better coping skills with students have been developed by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession. Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a crucial factor that can influence burnout. Leong (1995) stated that development of effective methodology to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience. Studies showed that a teacher without experience is more likely to be an ‘interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another study shows that an experienced teacher is more likely to be an ‘interventionist (Martin et al., 2002). Here the ‘interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings. Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, â€Å"Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place† (p. 324). In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Teachers who are confused on their job specifications will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001). In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Croom, 2003). Obviously, as teachers grow older and more experienced, they will alleviate coping skills in tendency to treat students in an impersonal manner. In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers. In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones. In contrast, Hong Kong studies found that no significant difference has been found between teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yalà §Ãƒâ€žÃ‚ ±n Ozdemir, 2007). From the literature it may be seen that burnout is a complex issue that should be addressed in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed. 2.4Studies Related to Teaching Level and Burnout Studying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout. In Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a significantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career instability could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010). A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization. Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional intelligence and locus of control as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011). In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009). Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Puat, 1998). As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies. 2.5 Theoretical and Conceptual Framework of the Study Figure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout: (EE + DP) PA = BURNOUT. Based on this theoretical framework, the following conceptual framework was proposed (Figure 2): IV DV Context Figure 2: Conceptual framework As the figure shows, the independent variables (IV) are working experience of ESL teachers (>10 years and

Essay --

Stress In Workplace affects Your Health What is Stress? Stress is the destructive source which our bodies experience as we adjust to our constantly altering surroundings. It has both physical and emotional effects on us and may result in positive and negative feelings. Stress can positive and at the same time negative. Positive Stress can help induce action and it can bring responsiveness and new ideas. Negative Stress can cause disbelieve, rejection, anger, and depression. These effects in turn can cause health problems such as headaches, upset stomach, rashes, insomnia, ulcers, high blood pressure, heart disease, and stroke. Stress is "not a bad thing, but a necessary thing," according to Parton. Like a stringed instrument, people need a certain amount of tension in order to perform. Too little stress and the instrument won't produce the right sound. Too much stress, and the string snaps. Companies need stress to drive production, however, stress can easily escalate, and left unc hecked, can have a negative effect on a company's bottom line. There are so many things related to workplace stress but it’s very difficult to cater and discuss all of them, here later we bit take a glimpse of todays most common and fastest technology using in business but as an stress, yes non other than â€Å"Internet†. Workplace Stress Workplace stress may be defined as job stress can be defined as the harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources, or needs of the worker. Job stress can lead to poor health and even injury." [(United States National Institute of Occupational Safety and Health, Cincinnati, 1999] Or â€Å"The emotional, cognitive, behavioral and physiological reac... ... workplace stress can lessen productivity. This is the case often seen in employees at many organizations. In addition, aside from costs associated with lost efficiency, there are costs with respect to stress connected absenteeism and organizational medical expenses. In particular, these include the costs of lost company time, augment in work-related accidents, troublemaking production, increases in health care costs and health insurance premiums, and most significantly, decreases in output. References Stress at work, United States National Institute of Occupational Safety and Health, Cincinnati, 1999 Guidance on work-related stress: Spice of life - or kiss of death, European Commission, Directorate-General for Employment and Social Affairs What is workplace stress? 10 March 2001. http://www-ilo-mirror.cornell.edu/public/english/protection/safework/stress/whatis.htm

Business trip :: essays research papers

It is highly recommended that company officials visit the countries to examine the markets where they are considering selling their products before any transaction occurs a company can familiarize itself with cultural nuances which may impact the design, packaging or advertising of the product. Moreover, traveling abroad allows one to locate and cultivate new customers, as well as improve relationships and communication with current foreign representatives and associates Typically, a successful business trip requires months of planning Proper Documentation Visas: Visas are required by many countries and cannot be obtained through the Office of Passport Services. They are provided by the foreign country's embassy or consulate in the United States for a small fee. The traveler must have a current U.S. passport to obtain a visa; many cases, a recent photo is required. The traveler should allow several weeks to obtain visas, especially if traveling to developing nations. It is important to note that some foreign countries require visas for business travel but not tourist travel. Therefore, when company representatives request visas from a consulate or embassy, they should notify the authorities that they will be conducting business. Business people should check visa requirements each time they travel to a ccountry because regulations change periodically. Contact an Export Assistance Center to learn about documentation requirements for the countries where you will be traveling. Vaccinations: Requirements for vaccinations differ by country. While there may not be any restrictions on direct travel to and from the United States, there may be restrictions if individuals travel indirectly, by stopping over in one country before reaching their final destination. Vaccinations against typhus, typhoid, and other diseases are advisable even though they are not required. The Center for Disease Control (CDC) maintains a fax-back system and a homepage to advise travelers of current and accurate country and region conditions. To receive a document dial 888-232-3299 and follow the prompts. The CDC internet address is http://www.cdc.gov. Foreign Customs: Since foreign customs regulations vary widely with each country, travelers are advised to learn in advance the regulations that apply to each country that will be visited. If allowances for cigarettes, liquor, currency, and certain other items, are not taken into account, they can be impounded at national borders. Business travelers that plan to carry product samples with them may be required to pay import duties. In some countries, duties and extensive customs procedures on sample products may be avoided by obtaining an ATA Carnet.

contract law :: essays research papers

In the case of Fletcher vs. Peck, the Yazoo land grants were on trial. One Georgia legislature had sold millions of acres to four separate companies at a price of two cents per acre. (Garraty 174). When the next legislature came into power, it was learned that many of those legislators that sold the land had been corrupt. The companies had sold land to many small farmers who had no idea that the land should not have been sold in the first place. When the grant was taken away by the Georgian legislature, the farmers looked to the Supreme Court. (Corwin 151). The Court could have easily decided not to hear the case. The whole land grant process had been corrupt, so the Georgian legislature had the right to take them away, but Marshall believed there was something more to this case. He decided that he would hear the case. Marshall declared the rescinding act void because it violated peoples rights, and went against the separation of powers. For Marshall, this explanation was simply not enough, so he turned to the Constitution to find something in writing to support his decision. He found his support in the contract clause. The problem Marshall had was that the contract clause was there to protect persons waiting for a contract to be carried out, a land grant is over and done with once the land is handed over. (Corwin 153). By using a very loose interpretation, Marshall stated that when something is granted, the granter is not expected to try and take back what he has been granted. In reality, the Constitution did not say this at all, but morally it made perfect sense. Marshall believed that there was a moral contract involved and that both parties should assume that the grant is permanent. By using a very broad interpretation of the Constitution Marshall made this moral contract a legal one. Marshall used his broad interpretation of the Constitution to strengthen the judicial branch.

Compaison of two poems †‘Night Over Birkenau’ and ‘Earrings’ Essay

This essay will be analysing and contrasting two poems relating to the Auschwitz concentration camp during WWII and how it diversely affected Jews. The first poem is ‘Night over Birkenau,’ a first hand experience poem written by Tadeusz Borowski to display the daily lives of Jewish prisoners in concentration camps and ‘Earrings,’ a second generation poem by Annette Bialik Harchik, written to inform readers how Jewish women were imprisoned whilst exploring aspects such as the racial discrimination by Nazi Germans in the Auschwitz concentration camp. By exploring these aspects it seems that the poems are written to give a voice to the deceased Jews who have died without having the chance to inform the world about the inhumane crimes inflict upon them deceitfully. From the start of ‘Night over Birkenau’ readers are given a clear insight to the poem’s setting, hence the title ‘Night over Birkenau.’ This gives readers the sense of insecurity as a setting in the night is likely to be more vile. This is then reinforced in, â€Å"Again the grim sky closes.† ‘Grim’ gives readers a sense of horror; and ‘sky closes’ evidently proves that the prisoners are captivated in this horror, it is inescapable. ‘Again’ reinforces that it is cyclic, constant and never ending within their hearts. The Jews’ feeling of horror is initially derived from the horrifying methods used by the Nazi Germans to exterminate them. These were methods such as the crematorium, â€Å"and the eyes of the crematorium blaze.† The word ‘blaze’ allows readers to interpret the intensity and aggressiveness of the flame but it is the use of personification in ‘eyes’ which emphasises the intensity of the heat as the eyes symbolise the shape of an igniting red and blue flame. The personification allows readers to interpret how slow the Nazi Germans have made the length of the termination process, as the eyes represent a quality of live humans. They were burnt alive which emphasises the agony that Jews had to go through. Just to die in the end. All this gives us a like comparison of hell. In my opinion, the Germans in the poem possess a character equivalent God’s, shown by their possessiveness over a wide nation, and, how they wiped them easily because of their ignorant, unjustified hate. There is further reference to the ‘eyes’ later in the poem which can effectively be linked to stanza four where Borowski refers to the eyes and the poison on the same line, â€Å"my eyes are poisoned from sleep.† This reinforces the idea that the prisoners were tortured in the methods of death used as poison takes a long time to distil in the body, slowly working its way through the body resulting in the victim left in agony. Alternatively, the reference to the ‘eyes’ made in the above quotes can mean that the Germans’ crimes were being watched and would not go without being known to the world (hence how we now know). The use of ‘eyes’ shows that they are being watched more widely than simply saying ‘eye’. Imagery of nature’s deceitful and unwilling characteristic is similarly portrayed in ‘Earrings.’ At the end of the poem, we are similarly shown how nature trying to contribute to the Germans’ crimes. This is shown on the ending stanza of the poem. Harchik does this by describing the holes dug in which the camp prisoners’ corpses to be buried in, â€Å"The empty holes,† and, on the next line they are described as ‘grown shut.’ This is a very effective way to use language, it emphasises nature’s attempt to stop the finding of the Jews’ corpses after the massacre. This is shown by the use of oxymoron to emphasise how the holes that the Germans have dug to mass bury the prisoners’ corpses is veiled by grass growing over the burial sites eventually levelling off with the rest of the earth. The idea of nature’s conceal of the Germans’ crimes is similarly portrayed in ‘Night over Birkenau.’ â€Å"Fog descends over Birkenau.† ‘Descends’ allows readers to see the slow approach of the ‘fog’ covering all signs of reality. The use of ‘fog’ allows readers to interpret the spreading of loss and confusion on its progression. The fog concealing Birkenau can symbolise the ignorance of the outside world. They were blinded by mere fog which the Germans used as a temporary veil to their crimes. The world’s ignorance is shown by the way the outside world did not have a basic outlook of what was actually happening inside this typical, yet deceitful looking camp. Day be day, the tension of: hunger;sickness and fear accumulated within the prisoners. Even their feet were not put to rest. But, instead, they had to wear wooden shoes. A source of pain and can sometimes prove fatal. And with all this people in the Auschwitz camp were losing sanity. They were afraid of dying. Not just dying; but not being found again. Borowski cleverly presents the loss of sanity to readers by the theme of astronomy, â€Å"blue Orion- lost among the stars.† For one, a setting in outer space is very effective as it reinforces the same theme as the night, as space, likewise, is pitch black. The real reason to why Borowski used this quote is because the Orion is visible to everyone, all around the world. Yet, historically, because of the business (and lack of care) the world gave no attention to the crimes which were happening. Physical loss is shown in ‘Earrings’ in stanza four. On the first line, Harchik shows readers how atrocious her mother’s physical condition is once she left her ‘earrings’ from the last stanza, â€Å"Under her wavy white hair.† The use of ‘white’ emphasises the dramatic change in physical attributes that happen within a character – this emphasises how much the camp prisoners must have been worked out. The use of the alliteration, ‘Wavy white,’ gives a double impact and meaning to the ageing idea, as similarly ‘wavy’ hair is often degraded in quality and is the last stage of hair ‘development’ within a person thus it is a characteristic of an ageing person. Fear is heavily referred to in ‘Night over Birkenau.’ It was the initial reason to why people in concentration camps lost sanity. This fear of death and humiliation had a huge psychological impact on the prisoners. Which, with the deprivation of food and water, depression and over working – it could only get worse. The first stanza describes the potential threat which the camp prisoners are facing, and this is done in very simple and deeply understood language, â€Å"Like a crouching beast over the camp.† The word ‘beast’ is used to portray a grim character which will do anything possible to harness its goal. This fear is further reinforced because a ‘beast’ also possesses a savage, daunting appearance. But fear is shown when Borowski uses the word ‘crouching,’ to show that prisoners lived under threat as the Nazi Germans have the potential to take you. Just like the beast. The use of enjambment helps to reinforce the beast’s potential tokill by the use of death imagery, â€Å"The moon sets pale as a corpse.† The colour of the moon is comparable to ‘corpse.’ The aftermath of death. Alternatively this can show fear by the way that prisoners could not look up to the sky for hope but misery. At the beginning of stanza two, Borowski shows readers the lack of defence prisoners had and their vulnerability to the Nazi Germans in, â€Å"And like a shield abandoned in battle.† The use of ‘shield;’ ‘abandoned’ and ‘abandoned’ in his simile allows readers to see the situation the Jews were in. They could not retaliate, as, without a shield, they could not defend themselves enough to make it a fair battle. They were betrayed; and their only chance of survival was by following their enemies’ instructions until their fates are decided. This quote can link with, â€Å"Lead foot crushing my chest.† ‘Lead’ is a metallic element, and without the ‘shield’ mentioned earlier, prisoners were not able to defend themselves against the metallic ‘crush’ attack style inflicted by the Nazis’ boots, making them resign for the humiliation. We can see this by the way the poet chooses to describe all images of fear and death figuratively to personify how they were mislead to the ‘gate of hell’, â€Å"The transports growl in darkness.† Borowski chooses to use ‘transports’ instead of simply saying ‘transport,’ to emphasise the abnormal amount of train activity in the camp. The fear is further reinforced by the use of onomatopoeia, ‘growl’ which can be linked to animal imagery of the beast in stanza one. The purposeful play of plurals is used similarly in stanza 4 to convey a different meaning, â€Å"Like God’s judgement on the corpse of the earth.† This only refers to one thing ‘corpse,’ instead of saying ‘corpses’ – this is done to show that the Jews’ unity. They all went through the same experience and they all die in the same place, they were all equal in such a tragedy. Fear is presented in a differently in ‘Earrings.’ Harchik identifies her family’s name on the first line; instead of keeping anonymous as Borowski does in his poem. This shows us that the intention of the poet was to speak out to give a voice to the Jewish women almost 45 years after the mass termination of the Jews in her poem published in 1989 with other similar poems speaking about Jewish women in the Auschwitz camp. The way in which the Jewish generation suddenly arises from its dormant state in decades shows how survivors were afflicted with fear from the experience they had to go through. ‘Earrings’ shows speaks out by, first of all, giving her family’s name, with the basis of the poem coming first hand from her mother’s perspective but is also based around other Jewish women, the general picture. In comparison to ‘Night over Brikenau,’ ‘Earrings’ surround itself around a more factual and authoritative theme thus it is less emotional. Readers are shown the poem’s factual content by Harchik’s straightforward language, which is effective and to the point, â€Å"stripped, shorn and tattooed.† Straightforward and to the point. Loss is presented in both poems. But, in ‘Earrings’ Harchik shows the readers the loss by deprivation of vital things to Jewish girls, such as culture. â€Å"Ears pierced in infancy; adorned in string golden hoops for girlhood; diamond studs for marriage.† Harchik shows the loss of identity and culture by the way that people, without her earrings, would not be able to differentiate whether she is married or not – they lost their identity. And the importance is shown by the clever use of semi-colons to emphasise how each step and every step was equal in importance and must be conducted in a woman’s lifetime and the deaths of Jewish children shows the deprivation that is caused by the Germans. Harchik explores the aspect of death in the concentration camp. This is shown in stanza three to show the death toll of the prisoner’s using the earrings as a symbol of their identity: â€Å"leaving behind her—earrings in a huge glittering pile of jewelry.† The word ‘huge’ emphasises the sheer amount of women imprisoned as they have all left their belongings in the pile. Harchik uses the word ‘leave’ to show the that her mother left her possessions with her intention – which reinforces the deceitfulness of the Nazi Germans as they lied and told the Jews that they were only going in for a ‘shower,’ when, in fact they were to be inhaled with toxic gas. ‘Glittering’ shows that the jewellery was new and polished – in other words, it was to give an impression. This can be referred historically to the way Jews were deceived into a wrong destination, the total opposite of what they have been told. A destination in which there minds would never dwell on. Alternatively, ‘glittering’ can suggest the speed at which everything is happening, which is very fast. Whilst the pile of jewellery is ‘huge,’ it is still ‘glittering’ to emphasise the activity of women leaving their possessions and never coming back out. Both poems portray the same sense of unity between the Jews making them ‘one’. This is shown in a simpler and more effective form in ‘Earrings’ because the link of unity between the Jewish women was also a link of culture as all the women carried at least earrings. Harchik shows us this by using the world ‘pile’ in, â€Å"in a huge glittering pile of jewelry.† ‘Pile’ suggests the disorganization in the camp – which reinforces the idea how everything in the camp was going at extreme speed. But, it is this ‘pile’ which suggests the equality that all the Jews had – every person’s possessions was mixed in a huge pile with other cheaper or more expensive items. There is a huge range of who’s this jewlerry may belong to whether it was a poor or a rich person. All that really mattered was that these people were Jewish. In ‘Night over Birkenau,’ Borowski displays the aspect of humiliation in a discreet way to emphasises his feelings. A clear example of this humiliation is shown in stanza three. Humiliation is shown here when the Nazi Germans stamped their shoes on the prisoners to show how their dominance over them as they are the ‘Arian race’ and how Jews were inferior in comparison to them. â€Å"This lead foot crushing my chest.†The use of words like ‘crushing’ is effective, it does not simply say ‘stamping’ but goes into a higher level of complexity to relate it to make it deadlier to emphasise that the Germans were never lenient with the camp prisoners. This can subtlety linked with the previous line of the Stanza ‘Breath rattles’, which is a sound of suffocation as the Germans crushed the prisoner’s chest. From this, we can deduce how Jews were racially ridiculed as soon as they entered the camp. They were not only humiliated but seized in a deadly way which is reinforced in the enjambment, â€Å"is the silence of three million dead.† This is what almost all Jews had to go through; regardless of who they were in the other world: the world were they had their own names. Prisoners humiliation is portrayed in ‘Earrings.’ Harchik guides readers through it in a chronological format where commas identify the pause between every step, â€Å"my mother was stripped,shorn,tattooed.† Harchik uses a continuous 3 line enjambment to show the speed at which everything is happening. Once prisoners are off the train they must do what the Nazi Germans tell them without a pause. The personal reference to her mother will make readers more sympathetic towards the situation since a mother is a character of significance. Prisoners were treated barbarically like a herd of sheep. We can see this by the way they had to follow all orders given to them, just like the sheep would do to the farmer without a halt. What is even more humiliating, is the way that the womens’ heads were shaven off completely, ‘shorn.’ This is done to remove any environmental variation between them. They could not be themselves – they were almost clones of each other serving the Germans. They were not easily differentiable and in some cases it was non-deferential between a man and a woman. And this mark of identity is shown by the way they were ‘tattooed’ – almost a sign from the Germans of their permanency in the camp. This shows the how some prisoners were even humiliated by their simple, indirect thoughts. There is also an effective use of alliteration in both ‘Night over Birkenau’ and ‘Earrings.’ Both of the poems use alliteration to convey both both the onomatopoeic meaning and a hidden historical inference. In ‘Night over Birkenau,’ alliteration is used to show death â€Å"It’s steamy stifling.† This refers to the sound of a snake ‘Ss’, which is an example of animal imagery with the intention to bring death. The use of ‘steam’ emphasises the intensity of temperature whilst ‘stifling’ reinforces the idea of the Germans’ control. Despite the ‘living’ conditions they are in – they are forced to live through it. The punchy full-stop is used to show an end to the life of prisoners who chose to give up than live under control. Alliteration is similarly used in ‘Earrings’ to show the camp’s treatment towards prisoners â€Å"My mother was stripped,shorn.† The alliterate use of ‘Ss’ is used here again, ‘striped,shorn.’ The main use of alliteration here is because of its historical reference. ‘SS’ stood for ‘Schutzstaffel’, a major Nazi military organisation run by Adolph Hitler during World War 2 – this organization was primarily responsible for the crimes for the crimes against humanity, thus was the major inflict of pain and suffering to the Jews. Onomatopoeia is used in ‘shorn’ and when read gives a ‘Shhh’, a sound of sheering – which reinforces that the women prisoners’ heads were shaved off. Reference to religion in poetry helped prisoners to keep sane during very demanding times. With the prisoners’ loss of identity, culture and even their name there would only be one thing in which they can truly embrace in their hearts without the feeling of a threat, which is religion. In ‘Night over Birkenau’ religious issues are raised and introduced in the first stanza to set an instant scene of terror, â€Å"Grim sky closes circling like a vulture over the dead silence.† The idea of the sky ‘circling’ in vulture like motions, in Jewish scriptures is a sign to determine the Day of Judgement. They felt that this was the end of the Jewish spurt. And indeed; it was the ‘Day of Judgement’ for them – this was the Nazi Germans’ intention. To wipe out all Jews from existence. Alternatively, the quote can be used to show the death by animal imagery. The Nazi Germans are seen as the ‘vulture’, circling around its prey, the Jews. This simile further emphasises the vulnerability of the prisoners. Borowski chooses a vulture to show how strongly patrolled the prisoners were. Whilst they may think that they are safe – they are still watched cautiously by the Nazi Germans. On stanza three, readers are evidently shown the death. Not figuratively but statistically. â€Å"Is the silence of three million dead.† Furthermore, these quotes can link us as to how Borowski consciously gives evidence to the silence in the camp emphasising the Jews fearfulness speak. Silence is shown when Borowski coherently uses death imagery and death implies silence – this is evident by the poet in the fourth stanza, â€Å"like a vulture over the dead silence;† and this is reinforced by â€Å"Is the silence of three million dead.† In comparison with ‘Earrings,’ there is no involvement of religion.’Earrings’ concentrates on culture and identity. ‘Night over Birkenau’ is structured chronologically. The first stanza gives readers an insight to the poem’s setting including the thematic information to give the reader an idea as to what the poem is about. The first two lines of the second stanza progress to tell the reader about the emotions that the people felt; including their loss which is an effective follow-up from stanza one’s description of the night, the last two lines of stanza two show us the feelings of the people on the way to enter the camp, ‘The transports growl in darkness.’ Stanza three concentrates on the suffering and humiliation that the camp prisoners went through. The image of death is effectively shown throughout this stanza and there is an effective use of punctuation to reinforce death and tension, ‘It’s steamy, stifling. Sleep is a stone.’ Contracted form is used to reinforce the idea of ‘stifling’ as it can be used to show the suffocation and lack of space the prisoners had. The full-stop at the end of ‘steamy, stifling.’ can be used to show an end of life to some prisoners. The obvious idea of death is shown at the end, ‘is the silence of three million dead.’ Stanza four is cyclic to stanza one and gives the repetition of night, ‘Night, night without end. No dawn comes.’ The repetition of the night shows us the routine of the prisoners’ daily life in the camp but an alternative interpretation would be that the prisoners did not have hope, and hence ‘No dawn comes.’ Dawn is the opposite of night, thus it must mean hope and the dawn not coming reinforced the idea that hope did not come. Also, notice how there is a consistency in the number of lines in each stanza – this can also show how there was the same daily routine in the camp, Borowski makes everything in the poem repetitious just to show the number of times these crimes have happened without the world knowing – the prisoners did not have a voice. We can see Borowski’s cyclic approach from the beginning of the poem, â€Å"Night again. Again the grim sky closes.† The use of repetition, ‘again,’ reinforces the idea of routine and the tediousness of camp life. This is also effective when the poem is actually being read as ‘again’ is repeated twice. This is similarly portrayed in the ‘Earrings.’ Both poems follow the same gradual chronology – birth to death. This is slightly different in ‘Earrings.’ Harchik does not set a scene but ironically shows us the earrings as being a part of the prisoners’ life, it was a sign of hope for them. Harchik instead uses ‘tabbing’ structure to separate the ‘earrings’ away from the poem to similarly show the lack of hope but it is now shown ironically in comparison to ‘Night over Birkenau’ as the object of hope is now away rather than the object of misery being within the text. This can be interpreted to show how far away it was for the prisoners to be heard by the rest of the world and the lack of voice they received. ‘Earrings’ is a personal second generation poem and therefore the language nor the structure did not touch on sensitive issues that the Jewish generation in general felt, but bases it on what Annette Harchik’s mother. The ‘tabbing’ structure is heavily relied on by the poet to describe what it was before and after the entrance in the camp. The first stanza talks about her own family’s perspective and we notice how it consists of 3 lines to show that it has a lower priority in comparison with stanza 2 which gives background information relating to all the women in the camp and thus given four lines. The third stanza is the biggest with the factual content of what has happened to her mother, ‘my mother was stripped.’ Although Harchik bases this on the mother, she does go forward to give the idea on the wider perspective of what has happened to the people on the last line of stanza three, ‘in a huge glittering pile of jewelry.’ The enjambment used from the last line follow on from ‘earrings’, the symbol of the people – this is effective use of the enjambment because it links very well to the ‘huge glittering pile,’ which again evidently shows that a wide number of people were involved. Punctuation in ‘Earrings’ is less intense than ‘Night over Birkenau’. Harchik uses punctuation to separate different thing in the camp in a ‘step to step’ format, â€Å"mother was stripped, shorn, and tattooed.† Notice how there is a comma between every step that her mother has to go through, this is effective to the reader as they have to ‘pause’ between every step. This can also be interpreted to show the sheer humiliation that the camp prisoners had to go through – the pause emphasises that the prisoners had to stand there waiting for the next step to be conducted right in-front of crowds upon crowds of other, humiliated people. Lack of hope is similar between both ‘Earrings’ and ‘Night over Birkenau,’ both poems repeat the ‘symbol’ which is bringing misery or ironically in ‘Earrings,’ hope. In ‘Earrings,’ we witness the presence of the word ‘earrings’ in the first stanza to start the poem and the third stanza where the conflict is being described, once again the ‘tabbing’ structure between the text and ‘earrings’ emphasises that there is a lack of hope; which is similarly show in ‘Night over Birkenau’ but with the text to show the lingering presence of evil.. From studying these poems. I can evidently see that Borowski is a poet who has went through a lot of pain and agony before having the courage to show the world exactly what happened to Jewish prisoners during WW2. This is shown in his poem by the coherent references to methods of deaths, torture and disturbing images. We can learn from the poem, and his character is that living through demanding times – like a concentration camps can totally change one’s state of mind – and this is why Borowski has a coherent reference to death imagery – to feel like he’s not the only one. But even with all this, it was amazingly hard to escape the camp, but even harder to escape the mental scars which the camp’s life has subsided within him; resulting in an arousal of his suicidal feelings, and hence this mental disturbance caused him to commit suicide at the mere age of 28 despite being freed from the camp. Both poems allow us to relate to the massacres that have occurred during World War II to the Jews, as both flow progressively in a structured order. ‘Earrings’ has successfully explored the identity, culture and humiliation aspect in stanza three, whilst on the other hand, ‘Night over Birkenau’ heavily related to the fear and the death. In my opinion, the poet is trying to show readers that nothing exceeds humiliation, loss of culture and identity. And hence why Harchik after many years after the Holocaust she merely goes into the aspect of death but instead comments on the humiliation, loss of identity and culture. Her determination to inform the world is evident in her poetry. Her determination to tell the world about the Germans’ crimes gained her credaince to publish ‘Earrings’ in â€Å"Blood to remember† a 21st century version of the original ‘Earrings’ with a wider use of structure to further convey the loss of people. Personally, I preferred studying ‘Night over Birkenau’ as Borowski conveys his meaning to readers in a very vivid way. It is very inspiring and makes me think about how horrible it must have been to be in such a demanding situation. ‘Night over Birkenau’ allowed me to see how the world can be very deceitful to obtain and help who it wants and the constant repetition to the silence allowed me to think about how can the outside world not pay any attention to anyone. Not even a threatened nation fore coming the plague of World War 2’s plagued war-zone.