School Prayer-Unconstitutional Essays - Secularism, Prayer

School Prayer-Unconstitutional? School Prayer- Unconstitutional or the Way to Uplift Moral? The danger of school prayer becoming reinstated into the United States public schools is ever more increasing. Representative Ernest Istook and more than 100 House members have introduced the Religious Freedom Amendment to the U.S. Constitution. The proposed constitutional amendment would permit school prayer and other religious expression on school property. The article 10 Reasons for Voluntary School Prayer by Norman L. Geisler argues to support this unconstitutional act of bringing religion within our public schools. Although Norman L. Geisler gives ten reasons for voluntary school prayer, for the purpose of the length required for this paper, I will only discuss three. Geislers reason number six for voluntary school prayer is not sound. When diagramming this argument (1), but this is not valid because the fact that school prayer was practiced for 200 years in this country does not make it valid by precedent. Slavery was also practiced in the Untied States for 200 years although it was an unconstitutional act. Just as slavery, prayer in public schools was found unconstitutional by the Supreme Court when it was proven as such to the members of the Supreme Court. Just because a practice is followed for so many years does not deem it as correct or valid. Therefore (1). In Geislers seventh argument he states that the courts outlaw of prayer has a direct correlation with moral decline. Geislers argument can be proven invalid by examining it through the use of the method of difference. o,d,p,s,c,v,a -* M. Geisler does not show that these factors are a direct correlation to moral decline. He does not discuss what the cultural indexes were when prayer was in public schools. He also does not take all factors into account that might have caused an increase in these indexes during these years. A factor such as an increase in the violence on television could also be considered as a cause of moral decline. Therefore it cannot be concluded that the elimination of prayer in the public school system is the direct reason for a moral decline. Geislers ninth argument uses the terms secularism and human secularism interchangeably. He also offers a definition of human secularism and states that the governments policy of forbidding prayer could lead to the establishment of a religion of secularism. According to the American Heritage Dictionary the terms secularism and human secularism have two different definitions. It states secularism is The view that religious considerations should be excluded from civil affairs or public education and secular humanism is An outlook or a philosophy that advocates human rather than religious values. Therefore to use these terms interchangeably is incorrect. This makes Justice Potters statement (establishment of a religion of secularism), take on a whole new meaning. If secularism is simply a belief in the separation of religion and public education a religion of secularism is constitutionally correct. Geislers definition of human secularism violates the rules of definition. Geisler states s ecular humanism as the non-belief in God. This definition does not have a genus, it uses a negative term, and is too broad. This definition can also include Atheist who also do not believe in a higher power. I have first hand experience dealing with prayer in school. I went to parochial school for 13 years, 13 of which I was not a Catholic and 5 of which I was not a Christian. Although we were never forced to pray and Catholicism was not my familys religion, at a young age I said the Catholic prayers because I did not know the difference and simply followed what everyone else around me did. As I grew older and refused to pray, and I was asked to at least stand in respect of the others praying. For most of my education I was chastised for my beliefs. If school prayer is instituted in public schools this will cause an unneeded sense of division between those that believe in God and those that do not. Because the Untied States is predominately Christian the prayers will most likely reflect Christian values. This leaves others out that do believe in God but are not Christian, such as Jewish and Muslim

Multiculturalism in Childrens Writing in the US in the 1980s The WritePass Journal

Multiculturalism in Childrens Writing in the US in the 1980s Introduction Multiculturalism in Childrens Writing in the US in the 1980s ]. Cai, M. (1998) Multiple definitions of multicultural literature: Is the debate really just ivory tower bickering. The New Advocate, 11(4), 311–324. Cai, M. (2002) Multicultural literature for children and young adults: Reflections on critical issues. Milton Keynes: Lightning Source. Cohen, V., and Cowen J. (2008) Literacy for Children in an Information Age: Teaching Reading, Writing, and thinking. Bedmont: Thompson Wadsworth. Encyclopà ¦dia Britannica. (2008) Prayer Rug. [Online] Available from britannica.com/EBchecked/topic/474169/prayer-rug [Accessed 11th October 2014]. Fisherman, A. R. (1995) Finding ways in: Redefining multicultural literature. The English Journal, 84(6), 73–79. Gopalakrishnan, A. (2010) Multicultural Children’s Literature: A critical approach. California State University, Los Angeles: Sage Publications Larrick, N. (1965, September). The all white world of children’s books. The Saturday Review, 63–65, 84–85. Norton, E., Norton, S. E. (with McClure, A.). (2003) Through the eyes of a child: An introduction to children’s literature. Upper Saddle Fiver, NJ: Merrill/Prentice Hall. Lindgren, M. V. (1991) The multicolored mirror: Cultural substance in literature for children and young adults. Fort Atkinson, Wisconsin: Highsmith. Neff D., (1997) The Intifada Erupts, Forcing Israel to Recognize Palestinians Washington Report on Middle East Affairs. December 1997, p. 81-83. Peterson, A. (1994) Dictionary of Islamic Architecture. London: Routledge Rosenblatt, L. M. (1978). The reader the text the poem: The transactional theory of the literary work. Carbondale Edwardsville: Southern Illinois University Press. Schwartz, E. G. (1995). Crossing borders / shifting paradigms: Multiculturalism and children’s literature. Harvard Educational Review, 65(4), p. 634–651. Shannon, P. (1994). I am the canon: Finding ourselves in multiculturalism. Journal of Childrens Literature, 20(1), p 1–5. Sims Bishop, R. (1982) Shadow and substance: Afro-American experience in contemporary children’s fiction. Urbana, IL: National Council of Teachers of English. Sims Bishop, R. (2007). Free within ourselves: The development of African American children’s literature. Portsmouth, NH: Heinemann. Soucek, G. A., (2006) Doves (Complete Pet Owners Manual). New York: Barrons Educational Servies Inc Stevens C. A., (1989) Turkey Palestine: Both Middle Eastern Secular Democracies Washington Report on Middle East Affairs. March 1989, p 17. Stickles, F.C., and Townsley J. (1988) The Flag Balloon. Washington: Amer Educational Trust Topek, S. R., and Kahn, K. J. (1988) Israel Is. United States: Kar-Ben Pub

Credit risk management in commercial banks (First Bank Nigeria Plc) Dissertation

Credit risk management in commercial banks (First Bank Nigeria Plc) - Dissertation Example Credit Risk Management is one of the most crucial operations for any financial company. The financial crises occurred in USA, the Euro zone countries and in other parts of the world. It made the global economy fragile and susceptible to any kind of shocks. One of the major reasons behind the global meltdown was the lack of proper finance management practices including a poor credit risk management system by many of the top global financial corporations (George, Sinha and Murali, 2007, pp.18-19). But the financial crisis was an eye opener. It prompted the top managements of all the banks to give special attention to the management of their credit risk. The rise in competition coupled with the risk-taking attitude of individuals and enterprises have led to the invention of several financial instruments for transferring risks. This has caused much imbalance in the global financial system. Therefore further studies are required to understand the problem of credit risks and challenges tha t encompass it. To achieve that we need to have a better understanding of the core issues and the problems they cause. We also need to search for their solution. Taking the risk of investment is very crucial for a bank to make profit. Without risk there will be no returns. But due to that risk, assessment of such risk and ways to deal with it becomes very necessary.Any bank or financial institutions face such risks and they must balance their risk through various methods.The challenges for a bank are to survive in the current competitive market and maintain a large customer base. So it must offer a range of loans at a reasonable interest rate. But the interest rate cannot be too low or the bank would face losses. At the same time it must maintain a wide capital base to comply with the law and to avoid economic fragility. However it cannot be so large that the bank does not have much money to invest. The nature of risk management is often investigative- collecting information about t he borrower and then analyzing their capacity to repay the loan. It also contains some policy prescriptions from the bank to the borrower so that the chances of default are reduced. So assessment of risk is very necessary for any financial institutions including banks to make a prudent investment decision. It is necessary for the bank to manage its portfolio by striking a balance between its risk and return. The kinds of credit risks that a modern bank faces are varied in nature. The bank may have undertaken a risk if they have provided a loan to an individual or an enterprise. The risk of loss of principal and interest if the borrower defaults on their loan is one risk that the banks have to face. The bank needs to have a sound credit management policy not only to offer loans to the right candidates but also to gain the confidence of the depositors. If the depositors lose their confidence the banks will be short of fund to offer loans. A sudden loss of confidence of the depositors may even lead to a bank run. The banks face other risks if they offer securities and other modes investments. To avoid that risk the banks must maintain a capital base to ensure its solvency. The second Basel Accord provides guidelines for the capital a bank must to give a certain amount of loan. The higher risk the bank takes the higher is the capital base it must have. Credit Risk Management thus have to comply itself with the Basel II or other financial regulatory bodies. Usually apart from core banking activities these days the banks are also involved in investment activities. Therefore for a bank it is also very important to analyze their investment and risk portfolios to balance their risk. Review of loans and portfolio analysis are two of the main functions of credit risk management. The importance of credit risk management has also increased due to the operation of the banks in the security

Organizational Assessment of Human Impact Preparedness for Essay

Organizational Assessment of Human Impact Preparedness for Organizational Crisis - Essay Example History can be attributed to the acknowledgement of a fact that disasters and crises occur and the people possess a robust potential in neutralizing and overcoming them. The hazards and disasters be it natural or within an organizational structure by technical factors requires overcoming the situation as people’s lives are associated with it and human resource can be regarded as indispensible assets in the smooth functioning of the organizations in the society. The world has seen the tragic events of Bhopal gas tragedy and that of the Exxon Valdez oil spill which took away the lives of a large number of people and also represents the lack of proper emergency planning. The mutual cooperation among the organizations can be regarded as basic criteria for overcoming the aftermath of the disasters. The relationships should be developed on an ad-hoc basis through synchronized planning. There is a common prevalent proverb that, â€Å"When you hear the thunder, it’s too late t o build an ark† (Emergency Planning, 2005, p.8). The statement leads us to the formation of a notion that we should be always prepared for countering disaster and crisis situation. Possessing a formal and well formulated emergency plan will be directing towards the provision of several reactions from the side of an organization which will lead to the establishment of recovery and eliminating adversities. The emergency systems will have to inculcate with developed training components which will lead to the minimization in the loss of life, injury and that of property loses. The emergency systems possess the capacity of generating disruption defenses which helps an organization to adhere to its mission of optimally serving its clients within real time. The requirement of emergency planning is immense in that the planners involved in them will be guided by some basics for the proper execution. At the core, the

In what ways can an organisation's culture affect or influence (a) Essay

In what ways can an organisation's culture affect or influence (a) structure and (b) employee behaviour Answer by using the organisation G.O.F. case study - Essay Example Galactic Office Furniture is a private sector undertaking and follows a hierarchical organization structure. The basic motive of the project is to determine the effect of the present organizational culture and analyse the aspects of Human Resource Management system within the firm. The in-depth analysis of HRM policies is important as it would help in pointing out the defects in the systems and will necessarily bring out the scopes for improvement. The organisational goals and strategies are influenced by the structure and the culture followed by an organisation. Although the goals and strategies documented by the GOF upper brass is quite challenging and forward looking, still the organisational structure and the work culture followed by it greatly limits its value. According to the new mission, the company started focusing on improving the structure of the organization to improve the efficiency of operation. The operations and the production process need to be improved in order to reduce cost and increase flexibility of the process. This actually demands a change in the organization structure. Whenever there is a change in the system, the top management should be careful enough to bring about the change in the organization culture. (Morrison, Brown, Smit, 2006). Bringing a change is the organizational culture is of course a gradual process and it is time consuming. For that specific reason, it is always considered as a long-term strategic goal in Human Resource Management system. However, in most of the cases, culture might be considered as an abstraction but its forces are derived from the social interaction within the organization. (Schein, 2004, p.5). For that reason when the management seeks to adapt certain change in policy, it is always advisable to start from the core of the organization to bring about a change in the cultural base of the organization. Effective leadership can

Motivation In Second Language Learning

Motivation In Second Language Learning Motivation, as other individual differences in second language learning, plays a significant role which could affect second language learning success. It is an incentive to start L2 learning and sustain the later learning process. In classroom settings, same teachers, same materials, it could be seen that even one with highly aptitudes in learning a second language could fail in its achievement if there is no adequate motivation. For the past several decades, social psychologists and educators have made much effort to study this complicated topic through different aspects. This assignment will try to give a description of key findings from literatures in this field which will mainly focus on two of the most influential approaches: Gardners motivation theory and self-determination theory (Deci Ryan,1985, 2002). And then I will present a brief critique on an empirical research which was worked by Lucas etal (2010) A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students. This study had found that à ¢Ã¢â€š ¬Ã‚ ¦.At last, I will examine that this research is helpful in understanding second language learning and teaching from my personal experience. Key Findings in this research According to Zoltan Dornyei (2005), second language learning motivation research has gone through three phrases: The social psychology period, the cognitive-situated period, and the processed-oriented period. In these three different periods, it could be found that social psychologist Gardener and his colleagues made the great contribution to their theory about integrative motivation and instrumental motivation. They indicated that second language learning is different from learning other subjects. Because it could be seen that it shows ones personal disposition and identity. For example, learning English has been a fevour for many years in China. People learn it may be in order to pass the various examinations or to communicate with westerners freely. The former one could be instrumental motivation, alternatively, the later on could be seen as integrative motivation. Integrative motivation and instrumental motivation During the social psychology period, Integrative motivation and instrumental motivation has played a influential role.The definition of integrative motivation given by Gardner and Lambert is that learning a second language is an interest to communicate with other communities which is a way to acknowledge to their people and culture. Relatively, instrumental motivation is somehow a desire to learn a second language so as to get a job opportunity or fulfill a credit points in study. The following research later on found that integrative motivation and language learning success had positive relationship at different aspects. (Clement, 1980; Gardner, 1985, 2000; Gardner, Day,MacIntvre, 1992; GardnerLambert, 1972; GardnerMacIntvre, 1991, 1993; Gardner, Tremblav,Masgoret, 1997; Masgoret Gardner, 2003). For instance, Gardner and Lambert (1972) identified that the students in French courses. They studied how their integrative motivation and instrumental motivation functioned when they learning. They found that integrative motivation played an imortant role in successful learning French. Further evidence were given by Gardner, Tremblay, and Masgoret(1997) which support the point of view. During their research, participants did multiple choice test, a doze test, a vocabulary test, a composition and grades in French who had been measured by one hundred items. Important relationship was found between integrative motivation and each second language learning achievement. Examination given by Ely (1986) studied that to what extent the integrative and instrumental motivation theory could describe motivation of learning Spanish for freshmen in one university. He indicated that validity and the significance of Gardners theory. And then Ramage (1990) identified a group of students motivation in learning French or Spanish when they finished the second year of high school studying. She also investigated their desire to keep on learning French or Spanish. She confirmed that there was a positive relationship between in interest toward the second Language culture and the willingness to continue learning French or Spanish. As it has been mentioned above, the definition of integrativeness plays a key role in Gardner and Lamberts (Gardner, 1985, 2000; GardnerLambert, 1972) dominant conceptual framework of second language learning motivation. Other researchers, inspired by this theory had made a great numbers of empirical studies from various aspects (e.g., Clement, 1980; Clement, Dornyei,Noels, 1994; ClementKruidenier, 1985; Dornyei, 1990, 1994a; DornyeiKormos, 2000; Gardner, Day,MacIntyme, 1992; Gardner, Lalonde, Moorcroft, 1985; GardnerMacI.., 1991; Schumann, 1986). To some extend, it could say that these studies supplement and enrich the understanding of relationship between second language motivation and its attitudes toward culture. It has been found a positive view for second language learners who want to integrate other communities and get contact with people. Yet, as a enigma, integrativeness has still existing difficulties for the researchers to define its nature. Gardners (2001) said that the t erm is used frequently in the literature, though close inspection will reveal that it has slightly different meanings to many different individuals (p. 1). Further studies has still be needed. Intrinsic and Extrinsic Motivation When it turns into cognitive-situated period, Self- determination theory which proposed by Deci and Ryan provides two kinds of motivation. Intrinsic interest focous on the activity for its own sake. On the other hand, extrinsic interest based on the rewards such as points, candies, compliments, money, test scores, or grades. However, These two types of motivation are not absolutely dichotomy. It could define that intrinsic motivation (IM) is a motivation which emphasize the enjoyment of engaging in activity. Ryan and Deci(1985) suggested that the nature needs for competence and self-determination is rooted in intrinsic motivation. Whats more, they supposed that people will choose to engage to an activity which is according to their propensities. Because the degree of the activity could rise. And then with challenging those difficulties, learners will realize a sense of competence in their abilities. However, the precondition is that they could be given free opportunities to choose. Ryan and Decis (2000) hypothesis cited in Lucas etal (2010: 6) stated that no single phenomenon reflects the positive potential of human nature as much as intrinsic motivation ¼Ã…’which is defined as the inherent tendency to seek out novelty and challenges, to extend and exercise ones capacities, to explore, and to learn. Developmentalists confirmed that even without rewards, children are active and curious from the time when are born. It is so important for cognitive and social progress and that describe a main source of pleasure in life. Ryan and Deci (2000) posit that no single phenomenon reflects the positive potential of human nature as much as intrinsic motivation ¼Ã…’which is defined as the inherent tendency to seek out novelty and challenges, to extend and exercise ones capacities, to explore, and to learn. Developmentalists acknowledge that from time of birth, children, in their earliest and healthiest states, are active, inquisitive, curious, and playful ¼Ã…’even in the absence of rewards. The whole construct of intrinsic motivation describes this natural inclination toward assimilation, mastery ¼Ã…’spontaneous interest, and exploration that is so essential to cognitive and social development and that represents a principal source of enjoyment throughout life (CsikszentmihalyiRat hund e, 1993; Ryan1995 in Ryan Deci ¼Ã…’2000). Ryan ¼Ã…’Kuhl and Deci (1997) also argued that despite the fact That humans are liberally endowed with intrinsic motivaions, it is clear that the maintenance and enhancement of this inherent propensity requires supportive conditions, as it can be readily disrupted by various non supportive conditions. Thus, their theory of intrinsic motivation does not concern what causes intrinsic motivation ¼Ã…’but rather ¼Ã…’it examines the conditions that elicit and su staff n ¼Ã…’versus subdue and diminish this innate propensity. Thus, Deci and Ryan (1985) presented the Cognitive Evaluation Theory (CET) as a subtheory within SDT self-determination theory that had the aim of specifying factors that explain variability in intrinsic motivation. CET was conceptualized in terms of social and environmental factors That facilitate versus undermine intrinsic motivation, being inherent, will be catalyzed when individuals are in conditions that conduce toward its expression. The study of conditions that facilitate versus undermine intrinsic motivation is an important step in understanding sources of both alienation and liberation of the positive aspects of human nature. Furthermore, CET specifies that feelings of competence will not enhance intrinsic motivation unless accompanied by a sense of autonomy (Fisher ¼Ã…’1978; Ryan ¼Ã…’1982 i n Ryan Deci.2000). To sum ¼Ã…’CET framework suggests that social environments can facilitate or forestall intrinsic motivation by supporting versus thwarting peoples innate psychological needs. Strong links between intrinsic motivation and satisfaction of the needs for autonomy and competence have been demonstrated.It is critical to remember that people will be intrinsically motivated only for activities that hold intrinsic interest for them ¼Ã…’activities that have the appeal of novelty ¼Ã…’challenge, or aesthetic value.(Ryan and Deci 2000) The term extrinsic motivation refers to the performance of an activity in order to attain some separable outcome, and thus, contrasts with intrinsic motivaion ¼Ã…’which refers to doing an activity for the inherent satisfaction of theactivity itself. In contrast to intrinsically motivated behaviors, extrinsic motivation (EM)are those actions carried out to achieve some instrumental end ¼Ã…’such as earning a reward or avoiding a punishment. This type of motivation does not necessarily imply a lack of self-determination in the behaviors performed.Ryan an d Deci (1985) and Vallerand (1987) maintained that different types of extrinsic motivation (EM)could be classified along a continuum according to the extent to which they are internalized into the self- concept (i.e., the extent to which the motivation isself -determined ). Critique on a empirical research The paper focused on intrinsic motivation factors that may help identify what specific L2 communicative skill students are more motivated to learn. The study involved 240 freshman college students from different universities and colleges in Metro Manila. A 48-item questionnaire was administered to the selected respondents. The results of the study showed that students are intrinsically motivated to learn speaking and reading skills and that they are intrinsically motivated via knowledge and accomplishment. These may suggest that students are motivated to learn these linguistic skills due to the very nature of the skills which they find interesting and relevant to them. The mastery of these linguistic skills somehow helps them achieve their learning goals which may bring benefits to them in the future. The study investigated if students are intrinsically motivated to learn L2 communicative skills such as writing, reading, speaking and listening. It also examined the factors of intrinsic motivation that may help determine why and why they are not motivated to learn those macro skills. This study adapted Deci and Ryans (1985) self-determination theory and Vallerands (1997) Academic Motivation Benefits from the research The study puts forward the reality that indeed ¼Ã…’English is a prestigious language and that students will always be interested to learn this language due to the many benefits it may bring. Their bilingual exposure at a very early stage in their lives puts the Filipino young language learner to an advantage over their Asian counterparts. It could be seen that motivation is a key component in second language learning. However, in my teaching experience, I could find some students still could be lowly motivated or even lost motivation in learning English. The reasons for this could be found by the research just discussed above. Lucas etal (2010) generated that teachers are influential in their students motivation towards their own learning competencies. Thus, it is highly important for the second language teachers to improve their own qualification of teaching continuously. Moreover, sufficient preparation for every class is needed. Students always expected to learn as much as possible interesting and helpful skills from teachers instruction. So reasonable design and arrangement of the details of classroom activities could help students achieve their goals. Firstly, factors relating to a class design should be taken into account such as the length of time, the level of students proficiency, the size of the class, teaching equipment and approaches. Secondly, it is possible that unexpected problems could happen in the process of teaching. Therefore, how to change and adapt other ways of teaching should be considered. For example, at different stages, the teachers role could be instructors or friends. Thirdly, during my classroom settings, the procedures often go by the following process: leading in, explaining, practicing and output. It could be said that each steps have their own features. Thus, it is significant to noticing activities adoption, the ways of communication and giving feedback. I found that students could get fulfillment and satisfying from a successful classroom teaching process. Thus, in other words, a teacher with more competence in teaching could help students become more confident in learning. At last, students motivation could be motivated and improve their achievement in second language learning. In addition to intrinsic motivation, extrinsic motivation could also function as a positive role in teaching English. Bilingual exposure in a second language environment could stimulate students extrinsic motivation through different ways. After entering WTO, it has become a heated-topic to learning English. Student extrinsic motivation have been highly strengthened when they found other people were all learning English. Relatively, it could say that if one found the other students have no interest in learning this kind of language, he or she will probably feel the same way. From another aspects, further more, it could also say that parents positive attitude towards English language and cultures of English speaking countries could generate their childrens extrinsic motivation toward English learning . Conversely, parents negative attitude could result their lack of learning . 4 how to stimulate students motivation During teaching process, teachers could combine the teaching materials and specific classroom settings to help students to establish a conducive learning motivation, for example, to develop learners interest in learning the language and its culture. At the same time, it is helpful if students could to change their attitudes toward learning second language. At last, they could turn their extrinsic motivation into extrinsic motivation. 4.1 to provide a good classroom environment The classroom environment is very important to language teaching. As Gardner (1981) stated that we can not actually teach students a foreign language, but only to create a suitable language learning environment for students. Good classroom atmosphere could not only make students learning actively and enhance their motivation but also could greatly improve their ability to learn. Psychological research shows that studying in a relative relax and joyful environment could maintain fine mental state and enhance ones memory. Furthermore, it is helpful for letting students thinking creatively and find their potential abilities. Conversely, if the classroom environment is tedious, the state of students learning could be poor. Consequently, negative attitudes toward learning could appear which will weaken the motivation, learning effect will not be guaranteed. In addition, the establishment of the communicative environment is also very important for teachers. It is very likely to stimulated students second language learning motivation by providing their opportunities to use language in an authentic environment. Therefore teachers should as much as possible to try to create communication opportunities and harmonious environment to improve students motivation to learn. Inspire students learning motivation through classroom activities. It could be seen that providing students successful learning experience and cultivating their intrisinc interest in activities could achieve the aim of improve students learning motivation in second language learning. there are part of students who have not been inspired by extrinsic or intrinsinc motivation in the classroom settings. For them, targeted activities could be important. Because they could find their learning interest during the participation of various and useful activities. It could say that offering opportunities for students with experience of success by designing suitable actives is a key role in second language learning achievement. 4.3 helping students to establish learning goals Learning objectives could be divided into long-term goals and short-term goals. Long-term goals could relatively ensure learners learning behavior to keep a longer time. Alternatively, achievement of the short-term goals could give students the fulfillment of learning experience, so that students can have a strong learning motivation. Therefore, according to learners different levels of learning, teacher could help students to establish specific long-term goals and short-term goals. Whats more, Long-term goals should have high standards and short-term goals must be feasible. 4.4 understand the students learning needs It is significant for language teachers to understand students learning needs so as to instruct them what they want to learn. Because it is a useful way to arouses students study enthusiasm, and cultivate their interest in learning by fulfill their thirst for knowledge. Conclusion So far, second language learning motivation is still a complicated topic which has many aspects waiting for further study It is has been widely accepted that motivation plays a very significant role in second language learning achievement. The reason for some students learning poorly mainly is that they do not have highly motivation. Motivational strategies for second language learning is important . it is obvious that teacher could not create students extrinsic motivation, but teachers attitudes towards second language and its culture could have a great effect on its development. Activities in the classroom could cultivate students intrinsic motivation. .

Human Rights :: Human Rights Essays

Human rights are universal, indivisible and interdependent. Human rights are what make us human. When we speak of the right to life, or development, or to dissent and diversity, we are speaking of tolerance. Tolerance will ensure all freedoms. Without it, we can be certain of none. The raging ethnic cleansing in Kosovo is an example of intolerance. The Serbians will not tolerate the Albanians at any cost. They are forcing them from their homes, turning the streets into killing fields. This civil war seems unstoppable because of the intolerance of one race against another. No respect for individual rights, basic human rights. Another example is right in our own back yard. I am speaking of hate crimes which plague our society. They are no different today than centuries ago when slavery was allowed. One race against another. One religion against another, it is all the same. Hate is the opposite of tolerance. We can only live together through an expression of tolerance of the differences each of us brings into this world. We should embrace the differences and share the differences. For this is how we learn, through each others' differences. Tolerance in all cultures is the basis of peace and progress. Our country was founded on the basic idea that all man and women are created equal with liberty and justice for all. We must respect and preserve the rights of all, for when the rights of one is threatened the rights of all are diminished. I would like to leave you with this story to ponder. In Germany they came for the Communists, and I didn't speak up because I wasn't a Communist. Then they came for the Jews, and I didn't speak up because I wasn't a Jew. Then they came for the Catholics, and I didn't speak up because I was a Protestant. Then they came for me and by that time no one was left to speak up. Remember tolerance and mercy have always and in all cultures been ideals of government rule and human behavior. Today, we call these ideals human rights. Human rights are to be respected and preserved if we are progress as a society and as a people. Affirmative: Organized government would be non-existent if human rights were not preserved and protected. This Nation was founded by men of many nations and backgrounds. It was founded on the principle that all men are created equal, and that the rights of every man are diminished when the rights of one man are threatened.