Syntactic Development of Children Essay Example for Free

Syntactic Development of Children Essay Language developmentphonology, semantics, syntax and pragmaticsplays a key role in child development; whereas it acts as an indicator for the important facets of child progression, its’ more important function is that it facilitates the child’s course of learning in terms of linguistics and cognitive abilities.   The pattern and capacity of the child learner for language developmentthe acknowledgement of morphemes and the use of syntax-is normally referred to as â€Å"First Language Acquistion.† Chomsky (1975), one of the major proponents of Nature’s role in acquisition, contended that there exist a universal grammar and that the child-learners (/infants/growing child) have innate, language-specific abilities that facilitate and constrain language learning. Children are said to develop an almost innate or automatic synaptic rules without explicit instruction from their surroundings/environment. The generative language and the transformation adopts a minimalist approach wherein there is economy in terms of derivation and representation in grammar and syntax.   Chomsky (1959;65) suggested the Bare Phase Structure wherein sentence building is derivational, not pre-conceived, binarily-branched, and no recognizable head and terminal parts. Up to now, such notion is vague and problematic. Basically, language development starts from two-word utterances during the early stage of the child’s life to a rule-governed system of language at ages three to four. Past four years old, the child starts to explore and learn morphology ‘creatively’. Concomitant to this is the development of Mean Length Utterances (MLUs) from simple telegraphic morphemes to grammatical morphemes. Grammatical morphemes refer to the inflection of content (e.g. number and tenses) and function of words (e.g. preposition and articles) (Brown 1973). Acquisition of grammatical morphemes follows a certain order which is dependent on the complexity of the (set of) words. Prepositions, plural forms and present progressive tenses are easily acquired compared to contractible copula and auxiliary forms of the words. Such order is determined by semantic and syntactic complexity. Learners from pre-school and first grade have the capacity to correctly apply grammatical morphemes to novel words. Dulay and Burt (1978;82) constructed the acquisition hierarchy for 13 English grammatical morphemes for Spanish-speaking- and Cantonese-speaking children which is summarily describes as follows: Group 1 (Nominative/Accusative: simple declarative sentences), Group II (singular copula, s/p auxiliary, progressive), Group III (Past Irregular, possessive, 3rd person singular, conditional auxiliary, long plural) and Group IV (perfect auxiliary and past participle). The problem with such assumption on interlanguage is that the theory is too reduced or oversimplified. While it is true that syntactic development follows a process, the major problems involved are the different comparison groups used for the study, the progression is not systematically defined, and of course, there exist the language variation. Such language variation is real and must be accepted as a challenge for future research on the subject. To fully understand interlanguage, future researchers should consider a wider scope in cognitive and linguistic aspects correlated to early learning. Works Cited Brown, R. A First Language: The Early Stages. Cambridge, Mass.: Harvard UP,1973. Chomsky, N. Reflections on Language. NY: Pantheon Books, 1975. Chomsky, Noam. 1959. Review of Verbal Behavior by B.F. Skinner. Language 35, 26-58. Chomsky, Noam. Aspects of the Theory of Syntax. Cambridge, Mass.: MIT Press, 1965 Dulay, H., and M. Burt.. Errors and strategies in child second language acquisition. TESOL Quaterley 1974, 8, 129-136. Dulay, H., and M. Burt. Some remarks on creativity in language acquisition. In William C. Ritchie (ed.). Second Language Acquisition Research, NY: Academic Press, 1978. Dulay, H.,M.Burt, and S. D. Krashen. Language Two. New York: Oxford UP, 1982. Dulay, H., E. Hernandez-Chavez, and M. Burt. The process of becoming bilingual. In S. Singh and J. Lynch (ed). Diagnostic Procedures in Hearing, Speech and Language. Baltimore: University Park Press, 1978, 251-303.

Mans Search For Meaning Essay -- Nazi Jews Holocaust

In Man's Search for Meaning, Viktor Frankl describes his revolutionary type of psychotherapy. He calls this therapy, logotherapy, from the Greek word "logos", which denotes meaning. This is centered on man's primary motivation of his search for meaning. To Frankl, finding meaning in life is a stronger force than any subconscious drive. He draws from his own experiences in a Nazi concentration camp to create and support this philosophy of man's existence. Frankl endured much suffering during his time in the concentration camp. All of his possessions were taken away, including his manuscript in which he recorded all of his life's work. He went through rough manual labor, marching through freezing temperatures, and little or no food. To add to this, he didn't even know if his wife was alive or if she had been killed when they were separated. However, throughout all this, Frankl was able to keep his hopes alive, and still care for his fellow man. This is due to his philosophy of person. He figured that the key to surviving in those horrible conditions was to find a meaning in his life. Once there is a meaning to live for, there will be a will to live. Finding a meaning in life is the most important thing according to Frankl. This is the core of his philosophy, and claims that it is the core of human existence. In his view, anything can attribute to be something to live for. Love is perhaps the strongest motivation, but even someone can even find fulfillment in his profession. According to logotherapy, we can find meaning in three ways. Man can either create a work or do a good deed, experience something or encountering someone, or by the attitude we take toward unavoidable suffering can we discover a meaning in... ...m he loves or without something he feels is important to find meaning. It is also going to be difficult for this person not to consider suicide, even though Frankl believes it should never be an option. Personally I agree with most of Viktor Frankl's ideas and philosophy. It is important for a person to find a meaning in his life. Frankl's philosophy is more human and more personal than other psychiatrists' philosophies. The human person can not be motivated just on unconscious drives. Humans are much deeper beings and need aspects of life such as a sense of purpose, love, and human contact. I also agree that suicide should never be an alternative to life, except if sacrificing your life for a greater cause. Viktor Frankl's ideas are more realistic to human nature, and give a sense of optimism to the reader who can hopefully find meaning in their own lives.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

The Importance in Having a Mentor for Becoming a Better...

The insights I gained from this exercise on the development of a leaders’ moral character is that through hard work, ethics, and determination anyone can be successful at being a leader. We must learn from mistakes and reprimand ourselves when we fall behind our best performance. Malinda states The development of a leader of moral character must include confidence, charisma, determination, wise, detailed, organized and patience. I concur with this statement I exhibit many of these traits. A verse on moral character is one Corinthians 15:33 in the English Standard Version Bible which states â€Å"Do not be deceived: Bad company ruins good morals.† In addition, seeing Mrs. Potier in her work atmosphere enables me to see how she solves problems†¦show more content†¦My first report helped identify the mentor and her background. Malinda is a grounds keeper for the city if Norfolk she must run a tight ship with her crew leaders. She keeps them on their toes making su re that each is using their workers to their full potential. My first report also had the interview questions. In my second report we see the answers to the interview and the GLOBE test that both Mrs. Potier and I took. Malinda said I thought it was easy and I tried to understand how you would grade it and what it would say about my behavior. I do not mind you sharing your information with your classmates. Having Mrs. Potier takes the quiz and me seeing how similar our answers are. It made me feel like I was even closer to being a good leader since Mrs. Potier’s answers were similar to my own. This exercise has enabled my leader skills to evolve as well as my moral values/ character. I have grown as a leader by learning to be patient and working hard and finishing task ahead of time so I wont fret when sick. Growing as a leader is being able to solve problems with little assistance. 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It was apparent that I was having trouble satisfying my coworkers in addition to patients; I also became heavily involved with committee work and projects around this same period. My current position is clinical flow coordinator, considered by the director to be an assistant n urse

Learn How to Conjugate Préparer (to Prepare) in French

When you want to say I am preparing in French, youll use the verb  prà ©parer, which means to prepare. Yet, to get it into the present tense, youll also need to know how to conjugate it. This lesson will introduce you to the simplest conjugations of this very common word so you can use it in the present, past, or future tense whenever you need to. The Basic Conjugations of  Prà ©parer Many French students dislike verb conjugations because there are many words that you have to memorize. Where English often just adds an -ing or -ed ending, French changes the ending for every subject pronoun within each tense. However, the good news is that  prà ©parer  is a  regular -er verb. It uses the same endings as verbs like  monter  (to go up) and  rà ©veiller  (to wake up), along with the majority of other French verbs. This means that you can apply what you learned for those conjugations to this one and each new one becomes just a little easier. Well begin with the indicative mood, which includes the most basic conjugations for the present, future, and imperfect past tenses. These are the most important and youll use them all the time, so concentrate on these before moving forward. To begin, identify the verb stem (or radical): prà ©par-. Using the chart, youll find the proper endings that match both the subject and the tense of your sentence. For example, I am preparing is je prà ©pare and we will prepare is nous prà ©parerons. Present Future Imperfect je prpare prparerai prparais tu prpares prpareras prparais il prpare prparera prparait nous prparons prparerons prparions vous prparez prparerez prpariez ils prparent prpareront prparaient The Present Participle of Prà ©parer As with most regular verbs, to form the  present participle  of  prà ©parer, you simply add an -ant  to the radical. This gives you the word  prà ©parant. Prà ©parer  in the Compound Past Tense Another way to express the past tense is with the  passà © composà ©. Its a compound and actually a little easier than memorizing all those imperfect forms. To form it, begin by conjugating  the auxiliary verb avoir  into the present tense according to your subject. Then, simply attach the  past participle  prà ©parà ©, which will indicate that someone has already prepared. For example, I prepared is  jai prà ©parà ©Ã‚  and we prepared is  nous avons prà ©parà ©. More Simple Conjugations of  Prà ©parer You will also find times in your French conversations when you want to imply uncertainty to the act of preparing. For those, you can use the subjunctive. On the other hand, if something will be prepared only if something else happens, then the conditional is useful. Used with less frequency, you may also encounter either the passà © simple  or  the imperfect subjunctive. They are good to know or, at the least, be able to recognize as a form of  prà ©parer. Subjunctive Conditional Pass Simple Imperfect Subjunctive je prpare prparerais prparai prparasse tu prpares prparerais prparas prparasses il prpare prparerait prpara prpart nous prparions prparerions prparmes prparassions vous prpariez prpareriez prpartes prparassiez ils prparent prpareraient prparrent prparassent When you need to quickly tell someone to prepare, its acceptable to skip the subject pronoun and use  the imperative form. For these, youll shorten  nous prà ©parons  to  prà ©parons. Imperative (tu) prpare (nous) prparons (vous) prparez

Why Drug Trafficking Continues to Rise Despite the Risks...

Drug use around the world is very common. According to Drug Trafficking, â€Å"The United Nations Office on Drugs and Crime estimates that 208 million people worldwide use drugs annually on at least one occasion.† Illegal drug trafficking is an increasing issue around the world that many people are not aware of. This issue causes problems to people everywhere, whether they are involved with drugs or not. Cocaine use has many harmful effects for people. For example, it can cause problems in a child if a mother uses it during pregnancy. â€Å"Prenatal cocaine exposure is associated with an increased risk of cognitive impairment and developmental delays during the first two years of life† (Infants). Often mothers do not realize the problems they are†¦show more content†¦If places like these were more closely watched, less drugs would be able to pass through. In addition to Costa Rica and Britain, Also, Last night we had additional information that (Harding and Jo seph-Calhoun) were bringing a substantial amount of crack cocaine back from Lewiston. Theyve been making near daily trips for the past two weeks to Lewiston (qtd. in Karkos). There are a few reasons why drug traffickers continue to sell cocaine despite the risk of getting caught. The main reason is money. According to Terry Karkos, cocaine has a street value of about $1,500 to $1,600. Drug dealers understand they can make a lot of money. Some traffickers sell drugs because they are poor and use it to support their family, such as Corro Zuzunaga Enrique Bruno, â€Å"The reason why I did this is because my family is very poor and has no money, Bruno said, adding that his 83-year-old mother was ill in Peru and he could not afford to cover her treatment (qtd. in Denial). In his case, he needed money to support his sick mother. If he had any other source of income, he would not have to risk getting caught with illegal drugs. In addition to Bruno, Lane Anderson says that poverty has a g reater influence on the outcome of society than exposure to cocaine. Anderson means that poverty is what makesShow MoreRelatedPast and Current Trends1207 Words   |  5 PagesPast and Current Trends Drugs and alcohol have played a role in American society for many years. There is, however, a wider variety of drugs available today than ever before and with this wider variety there comes a wider range of addictive qualities and health related risks that individuals who take these drugs are subjected. Habit forming drugs were introduced into American society as far back as the 1700s. These drugs were widely used for medicinal purposes without any knowledge of their addictiveRead MoreDrug Trafficking And The United States10785 Words   |  44 Pagesincreased occurrences of drug trafficking in the United States and the world as a whole. 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Rob Parson Case free essay sample

Parson only needs to be ‘fine-tuned’ a little and kept under ‘constant vigilance’. His performance surpasses his negative behavior and he definitely shows the gut to take the company to unprecedented heights. Parson fulfills 6 of 8 criterions needed to become a Managing Director. The two areas on which Parson needs to work is commanding respect from his colleagues and on his planning and organization skills. We feel that Parson is a performer an achiever and he has made significant contribution towards the growth of the company. Thereby, Parson should be promoted to the position of the Managing Director. He has the personality type of a rebel which automatically leads him to not follow the rules of the company. Parson’s is one of the star performers of the company. Clearly he has changed the face of the investment banking division of the company. Even though he did not fit into the typical Morgan Stanley crowd he still made the effort and created a niche for himself. He sold as aggressively as he did in his previous company. There was no complaint in terms of his performance. His clients loved him. He also is very communicative as he makes sure that all his subordinates have the details needed to make decisions. After evaluation and all these considerations we think that Parson should be promoted to the post of Managing Director. Q 2. If you were Paul Nasr, what would be your goal? What issues would you raise and why, and how would you raise them? The first and foremost goal for Paul should be to make Capital Market services division of Morgan Stanley more versatile thereby making it more challenging for its employees. Nasr should include a Client feedback system in order to have evidence to prove that their employees like Rob Parson are meeting expectations whenever questioned within or outside the company. Paul Nasr should try to develop a positive emotional attitude among the team as the health of the organization depends on its employees. He should identify employees emanate a feeling of negativity within the company. Secondly he should try and clear the myth amongst Morgan Stanley employees that Parson is also another employee for him and he will not indulge in nepotism and favoritism. Robert Parson is a star employee of Morgan Stanley and even then the company policies should be adhered to by him like they are by other employees. He should explain that he is only fair and he wants to provide Parson with time to adjust to the culture of the company. And lastly Paul should take on the role of the mentor with more veracity and provide genuine feedback and reprimand him when needed. Paul Nasr should himself guide Parson or appoint someone solely for this purpose on the ways of dealing with situations where Parson is facing difficulty in adjusting the team’s style of working. Initially Paul Nasr should appreciate Parson’s accomplishments for the organization and the hard work that has gone in for achieving it. Knowing your clients and their requirements shows the interests Parson has in his Clients and successfully making the deal and selling the product or the solution. The positive attitude, product knowledge, cross selling, technical expertise, that Rob possesses, all lead towards the goal of being a ‘business getter’ and this would be the basis for a successful managing director. But all this should not be at the cost of losing out on the company’s goal of being a ‘One-Firm firm’. It is important that Rob aligns himself to the company’s goal. He should integrate his efforts with that of his team’s and share the areas of common expertise without causing a loss to the organization. This can only be achieved when he would start paying more attention to his interpersonal skills and professionalism at work place. As a managing director he will deal with the administrative part of solving unprecedented problems and command respect from people inside and outside the firm. Rob should treat colleagues in a more respectful manner and in return command respect from them. Rob must think before he reacts impulsively to an emerging problem because by doing so he may knowingly or unknowingly hurt people’s emotions at the workplace. There are changes in Rob’s attitude over the period as observed by his colleagues which means Rob is actually making an effort to remain calm at times. Petty issues like improving communication within the organization and respond to e-mails should be tackled which would help him in the long run for building relations with his team members and become more accessible to them. Q 3. If you were Rob Parson, what are your goals? How would you try to influence the processes? Rob Parson, should focus on the efforts needed to achieve his long term goal of being in a senior leadership role in the firm. In order to achieve this he should do a self assessment test and then depending on the results conduct a SWOT analysis. The results would be similar to the socializing part that has been identified by Rob but we would add more comments in the professional aspects. The SWOT analysis would present the following results: Strengths ? Performance, Client delight and networking skills Weakness ? Impatient, Aggression, Lack of internal communication, and Lack Empathy Opportunity ? To be promoted to the position of a Managing Director Threats ? Parson will not be promoted and in order to fulfill his long term goal he will have to switch the job Parson should acknowledge the fact that his achievements have indeed helped the organization succeed in business. He should also look back at what cost the success has come. Defying company’s policies and developing a hostile environment around him will prove to be a hurdle in his goals and becoming the Managing Director will become an aspiration rather than a reality. Foremost thing to understand is that Morgan Stanley is an ethical company and lays emphasis more on the culture and policies framed and believe in being a â€Å"one firm firm†. Decision needs to be made whether to stay in the firm and continue to contribute to its greater success and enjoy the benefits of success or being unable to adjust to the culture, think of quitting. In any of the high-profile organizations rules are there to stay and one should acknowledge the fact that you should work within the set framework. As he identifies himself to be an ambitious individual and get ready to take-up challenges, he should definitely think of the position of a Managing Director. He must also try to analyze the requirements for the position. A Managing Director is the â€Å"standard bearer† for all the junior employees, works within the framework set by the company’s policies and coordinates with various units within the firm.