How does Priestly create dramatic tension in An Inspector Calls Essay Example

How does Priestly create dramatic tension in An Inspector Calls Essay Example How does Priestly create dramatic tension in An Inspector Calls Paper How does Priestly create dramatic tension in An Inspector Calls Paper Essay Topic: Literature JB Priestley creates immense tension in his 1945 play, An Inspector Calls, with didactic purposes to question how society deals with individuals and their problems. The growing tension between the characters on stage is reflected in the audiences awareness of gap between the rich and the poor. Priestley is able to criticize society boldly, as he distances the characters on stage with, tone of speech, and the whereabouts of the characters. This means he can additionally take advantage of societys regimes and the tension portrayed as he writes the play in 1945. An Inspector Calls is set in 1912 at a time when society was strongly capitalist, and class, exceedingly, divided the world. It was written in 1945 at the end of the unspeakable Second World War. As the play is written at this time it allows Priestley to take advantage of creating tension by questioning conservative policies and class distinction. Between these dates Britain was involved in two world wars, which caused major upheaval in the world. Priestley had seen the unpleasant tragedies and was overwhelmed and concerned that the lesson of the war remained unlearned: and did not lead to improvement of the lives of ordinary people, but yet to another war. Due to the fact that Priestley was a socialist, he felt that society should be equal and class barriers should be broken. Priestley creates vivid tension with the use of setting and props, the Inspector, Societys double standards, speech and dramatic irony. However another way Priestley endures tension is by playing around with a challenging genre. Firstly in the setting of Act One, wealth is immediately established into the atmosphere of tension in society, indicating that the characters are wealthy by living in a large suburban house. To the audience this could show an instant sign of snobbery. Many more values are added to show wealth and symbolism of the characters. Part of the stage direction and props is the cigar box. It states symbolism of power establishing Mr Birling as an authority figure, which sets up tension when the Inspector interrogates him. The inconvenience of the dining table is mentioned and suggests the inflexibility that later shows about the set ways of Mr and Mrs Birling. The table manages to create tension as it is referring to the atmosphere and nature of the family. It reflects the solid unit which is uncomfortable, much like the subtext and unity of the family which later crumbles under the society of inspection. It creates tension by becoming awkward and artificial, just like the family. The fireplace has a colossal deal of importance in the play. It can be dramatically seen as a juxtaposed paradox to the holocaust. It represents a flaming inferno and the burning down of societys barriers. Later on in Act Three the Inspector gives an intense, dramatic and extremely heated speech. He mentions fire and blood and anguish which could be referred to the fireplace that is lit throughout the play. It is almost a continuous heartbeat that is heating up the tension and conflict of characters. It is as if the fire is spreading like a disease from one person to the next as they start to confess one by one. The fireplace also has a correlation with Evas death. She apparently died by being burnt burnt her inside out which relates to a fire and produces a mass of tension. The lighting in Act one is notified and thought about deeply to create a vast amount of tension and unease. At first the lighting should be pink and intimate creating comfort but then it switches to harder and brighter when the inspector comes in. The stark lighting becomes alarming to the family and creates the effect as if they are put under a microscope. Also the vivid lighting exposes the characters and societys flaws as well as their own. However later as the Inspector arrives with the hard-hitting light it causes the family to be literally under the spotlight and makes the harsh clear reality evident. As soon as Inspector Goole steps foot into the room his presence certainly ups the intensity between each other and the Inspector. To begin with his name is eerie as he is announced as Inspector Goole. It is a deep name as you are reminisced of the word ghoul and can be linked together which creates a spooky aspect of his name and becomes daunting. He creates at once an impression of massiveness, solidity and purposefulness immediately the Inspector creates unjust tension in the room and is profoundly hard hitting. He manages to have a concentrated effect on the character as well as the audience and takes everyones undivided attention. He speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking. Here the inspector continues to keep giving a harsh force on each individual especially when tension is created between the Inspector and Birling. When speaking to Birling, Birling begins to feel manipulated as he starts to use hyphens when speaking, and not acting so abrupt. However Birling is very observant and weary of the Inspector and as soon as he finds a error he immediately becomes stuck up. For example Birling realises that the Inspector is new and takes advantage and becomes arrogant. The Inspector has a defined way of asking people questions, it is very calmly said but in an aggressive mode. He is able to bring justification into his etiquette act. Throughout the play many terms are referred to societys double standards. In the Edwardian Era sex before marriage was frowned upon and was not traditional, in this case Gerald was playing in between two women. It was acceptable for Gerald to have a relationship with Sheila as they were being truthful and loving to each other and are of the same class and social hierarchy. However when Gerald began seeing his mistress Daisy Renton (also known as Eva Smith) it was not acceptable to have a full, sexual relationship as she is of a lower standard in society. He should have subscribed to Edwardian values and kept Sheila as his love, conversely he had an affair with Daisy. Ironically Eric refers to prostitutes as fat old tarts-this is another ambiguity and double standard used and shows how the women are inferior. In Edwardians views Eva (Daisy) was seen like a prostitute because she stayed at bars where prostitutes hung out. After all the talk of sex and prostitutes the house becomes corrupted as Priestley emphasises the double standards. Another double standard used in the play is the fact that women seem too feeble to men. They need to be protected against words of evil as if they cannot provide or look after themselves. Birling sends the two women out of the room, as they need to be protected and defended, as they are the weaker sex. He does this mainly to relieve the tension of his women hearing all the foul talk. As well as the double standards the ways in which characters spoke to each other in An Inspector Calls. Priestley conveys each character differently and he does this by their speech. The Inspector indicates a lot of tension to the family as he is very calm and collective which stresses them out, as they are not. This shows that he is in control and this unfortunately makes them even more distressed, the Inspector is almost like a Priest. Countless stage directions are used mainly adverbs like: aggressively, defensively, abruptly, eagerly and uneasily are used which are shown creating dramatic tension in numerous ways. The way in which the characters speak to each other has many different effects as Mrs B is awfully snobby, Mr Birling is arrogant, Sheila feels like she is completely guilty for everything that has occurred and so on. Shelia says Thats what you say this creates tension in the use of language and emphasises you you imply that she doesnt believe him. Other tense moments are created: Eric suddenly guffaws this stage direction and interjection is slightly bewildering and out of place. It creates tension as it doesnt interlock with the atmosphere and Eric is having his secret amusement. Making everyone perplexed, but intrigued. Another effect created when characters are speaking is the use of hyphens/dashes. It creates tension as it interrupts language pace and the structure causes tension. Furthermore it shows that there is anticipation in their speech and there is something to hide or break down in communication. Lastly JB Priestley constantly refers to the use of dramatic irony. Mainly Birling is the upholder of his naivety and complacency. Birling is extremely ironic when it comes to his arrogant monologue. It is completely prejudice and completely erroneous. I say there isnt a chance of war this is totally ironic as two years later the war started so he is making himself look like a fool. Also dramatic irony is used because as it is written later, the audience know that he is wrong and that a war was uprising then. Because of setting the play in 1912 it reminds the audience that they cant be complacent and that they have seen two world wars since the plays setting. Also Birling debates about how the titanic would be unsinkable, absolutely unsinkable and again this is totally incorrect as the titanic hit an iceberg and sunk. He also pronounces to Shelia and Gerald that when you marry youll be marrying at a very good time. Once more he has juxtaposed himself as the time that Shelia and Gerald were going to marry is not good because it would have been the time of war. Furthermore Birling describes the German officers talk as silly pessimistic talk when in actual fact it is not silly talk but truth and reality, which people should have taken into consideration and taken responsibility. So finally to conclude Priestley is able to create dramatic tension throughout Act One and the rest of the playwright with the use of props, speech and society. Priestly deliberately sets in another time but very critical of the modern society he wants to criticize. He wants to put across his views that people need to create a society, which concerns and feels responsible for each other. Priestley implies to the audience that they are all sinners as Priestley is using biblical ideas and illusions, so that a microcosm of Goole becoming a Preacher man. Priestley desired to educate people and warn them and communicate with the populous through the popular medium of the theater. But Priestley boldly manages to intensify his longed emotions for a socialist country which makes the play so tense that he cliff hangers the end making the audience wonder that the Apocalypse is the revelation at the end of the world where we will be judged for who we are and what we do.

Globalization Essay

Globalization Essay Globalization, according to the basic dictionary definition, is the expansion of activities or ideas to a worldwide scope. Globalization: Brief Overview Globalization is a process that has penetrated all spheres of our life. Largely, it has been influenced by technological advancements, including increased mobility of information, money, and people. Basically, it has penetrated our lives so deep that one can easily take for granted the fact that he or she is driving an American car, watching Japanese LCDs, using American iPhone produced in China, eating some Swiss cheese, wearing Italian clothes and using French perfumes. It’s now a fact that globalization is a process that is observed worldwide and will unlikely be reversed in the nearest future. Globalization has made the world smaller – and most distant places – easier to reach. We are Experts in Globalization Essay Writing Naturally, since this is a process that has penetrated  too many spheres, it is becoming a subject of very frequent essays. We get dozens of globalization essay assignments on a daily basis and have the experience required to come up with an effective globalization assignment. For instance, globalization is a phenomenon that can be written about from the viewpoint of trade, information technology, industry, transportation, management, finance and dozens of other topics. Therefore it’s an incredibly vast topic to write on, and we are proud to have the ability to cover all sorts of essay topics. Irrespectively of whether your paper needs to be written from a rather general high-school or college freshmen perspective or this process needs to be analyzed from a more sophisticated approach and involve schemes, diagrams, tables, and drawings, we are able to effectively meet your requirement. Our writers will do the necessary background research and will come up with an immaculate globalization paper that is a 100% match to your query. Is Happy to Assist You with your Globalization Paper Of course, should you have any question or concern, you are free to discuss it with either our staff or directly with your writer. We take pride in our communication panels, which ensure the quality of service and ultimate customer satisfaction. To crown it all, we offer a free plagiarism scan that verifies the paper is fully authentic. If you have a globalization essay that you need help with, we will be glad to help you. is the service you can trust!

ECON PAPER Essay Example | Topics and Well Written Essays - 2000 words

ECON PAPER - Essay Example My small business is related to the development and marketing of herbal medicine for chronic ailments like arthritis, asthma, which when treated with allopathic medicines bring many side effects with them. Doctors prescribe the drugs, which are mostly NSAIDs and are used to provide relief from pain. Although, they are highly effective yet they have severe side effects too. They can instill stomach cramps, drowsiness, diarrhea, heartburn, edema (swelling of the feet), nausea and much of the discomfort. Over and above, NSAIDs carry a risk of causing heart attacks, stroke, clotting, and kidney failure, if taken for a long period of time. The risk is proportionate to the dosages. No patient would like to suffer such perils after continued consumption of these drugs. If they are given a choice for an alternative herbal medicine; it is certain that they will always switch over to a safer drug where the possibilities of any side effects are not there. My herbal medicines are made from rind of mangosteen, ginger, and many such herbs. My herbal medicines are targeted to those customers who do not get permanent cure from ailments as mentioned above. (See The Columbia Encyclopedia, p-30582) Mangosteen is a naturally available fruit and is said to be a queen of fruits in their growing countries. Extracts of it are used to formulate herbal medicines that work as a potent anti inflammatory. Its extraordinary ability to cure lies in a compound called xanthones, which are abundantly available in the rind of this fruit. Science has found 40 types of xanthones in mangosteen. Thus, this is the most potent source of xanthones naturally available. Xanthones are the most powerful antioxidants provided by nature. Antioxidants are the compounds necessary for our healthy life. They slow the process of ageing and work as potent anti inflammatory

Family Values Essay Example | Topics and Well Written Essays - 750 words

Family Values - Essay Example And when the mother is not there and the child gets hurt (in an accident at the playing field) it is the brothers and sisters who take care of their sibling. Home and family atmosphere is enriched and strengthens by a belief in helping out each other, confessing and positively reacting to human needs for comfort and a lifelong support. This also involves viewing other’s mistakes as humans and not robots because computers and robots are not programmed to forgive or forget (Petersons, 2003). The members of the family know that human needs are satiated through effective and productive relationships. That is why even when there is a fight, it eventually ends as family members succumb to their dependence on other family members and this serves to strengthen the family bonds. Only the physical wellbeing is not necessary. Healthy mental and cognitive development is also the need for healthy life. That is why two most crucial aspects in the development of healthy and productive (to the society and to the family) behavior nurture at home, not the GPs clinic. These aspects are; Families that are live like a closely knitted unit and take care of each other form a real impetus of a healthy lifestyle. This concept is deeply rooted in nursing theories. Following are the fundamental concepts that are tied with family care in my area of practice. (a) Commitment: committing to anything, person, notion, philosophy or object bears the fruit. Same principle applies in nursing practice and the model of family care. This concept of family care applies not only in my area of practice but on all forefronts. Commitment is just another name for will power. And it is this will power that makes the family stay united and look out for each other. (b) Appreciation and affection: It is only natural for parents to encourage their young ones when they achieve even

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

Nonverbal Communication Essay

1.1 Identify the reasons people communicate. There are several reasons why people coomunicate in the work setting. * To promote relationships and offer support – Arranging regular contact and building a shared system of support. * To maintain relationships – As the practitioner, it is important to be able to build and maintain a strong bond and trust between yourself and the child and also with the parents/carers. * To exchange information – This could be verbal and non-verbal. Staff can exchange information in the form of ‘handing over’ in settings such as respite care homes. Information can be exchanged by writing in ‘communiction books’. Practitioners and parents/carers also exchange information regularly. * To negotiate and liase with others – Early years managers will often liase with the parents/carers and also other professionals. * To express needs and feelings – Children and young people should feel free to express their needs and feelings to adults. They should feel confident that we will acknowledge them and try our best to m eet their needs. 1.2 Explain how communication affects relationships in the work setting. Communictaion is the key to creating a positive working environment. Creating effective relationships in the work setting allows you to support other people in times of need and vice versa. Read more:  Identify the different reasons why people communicate  essay 2.1 Explain how to establish the communication and language needs,wishes and prefernces of individuals. As a practitioner, you havr to accomodate the individual needs,wishes and preferences of the people you encounter. Culture, language, Gender, Religion, disability and environment are all things that could becaome a communication barrier between the practitioner and other people. You need to be able to show empathy and give support at the appropriate time. Take into account the individuals preferences and wishes and meet their needs as much as you can. 2.2 Describe the factors to consider when promoting effective communication. There are many factors to consider when promoting effective face-to-face communication. A busy and noisy environment will deter effective communication, whereas, a quiet place will allow the children and young people to feel more relaxed. Personal space also needs to be valued. Being too close may make the other person feel uncomfortable. 2.3 Explain a range of communication methods and styles to meet individual needs. As mentioned before, communication is not only verbal, it is also non-verbal. Effective communication consists of listening, responding, questioning and understanding at the appropriate times and in the right manner. There are a range of methods we can use to communicate, such as; * Facial expressions and eye contact * Body language * Tone of voice * Turn-taking In order to know and choose which method is most effective, you have to take into account their culture/religious beliefs, for example, as a muslim, eye contact is considered a form of disrespect. 2.4 Explain how to respond to an individual’s reactions when communicating. When communicating there are cues and signals the other person gives to us. We need to learn how to pick up and respond to those signals appropriately. There are a few points that can help, such as: * Maintaining eye contact (if appropriate) considering each culture. * Maintaining an open posture – Try to keep your body and hands neat and relaxed. Nodding occasionally for positive support. * Showing that you are listening – Giving the speaker brieg prompts to continue, such as ‘yes’ or ‘go on’ * Listening with undivided attention – Give the speaker the time to talk. Do not interrupt. Allow them to finish. * Listen to what is not openly said – The soeakers body language may give you a clue to their ‘hidden feelings’. These points allow you to be an ‘active listener’ Active listening is when you are not only focusing on what is being said, but also  the feelings and emotions that are being expressed. 3.1 Explain hwo people from different backgrounds may use and/or interpret communication methods in different ways. People with different cultures and beliefs communicate in different ways. We need to have respect for their views and give them the confidence to express themselves freely and make choices without being judged or scrutinized. A person with confidence issues may struggle to express themselves. They should be encouraged to practice their communication skills with others but in their own pace. A childs family background may affect the way they communicate, as every childs home life is unique. This needs to be taken into consideration. 3.2 Identify barriers to effective communication. There are a variety of barriers to effective communication, such as: * Environment – A noisy setting with lack of privacy, or maybe a building which is not accessible to all, e.g – wheelchair users. * Disabilty and impairment – Children with disabilities and impairments may communicate in different ways. Staff may have to be trained to recognize and familiarize themselves with this kind of communication barrier. * Additional language – Enhlish may not be the mother tongue of every child. Practitioners need to support the child to develop an additional language which may only be applied in the setting. * Blocking the others contribution – During face-to-face communication there are several facial expressions which may block the communication of the other person, such as: yawning, fidgeting, a look of boredom etc. 3.3 Explain ways to overcome barriers to communication. There are a variety of reasons why there may be a communication barrier. The key to overcoming barriers is identifying the particular problem and then you will be better prepared to overcome it. There are several things you can do to help overcome communication barriers. I speak clearly and maintain eye contact depending on religion, as some religions find this offensive. I allow plenty of time for communication it is important to give the other person your undivided attention and make them feel that their contribution is important to you. I put the other person at ease by keeping my body and  hands relaxed and talking to them in a quiet place where we are less likely to be disturbed, if possible. I avoid making assumptions or judgements, I understand that some people have difficulty expressing themselves. I never assume that I know what they are trying to say and always check that I have understood. 3.4 Explain strategies that can be used to clarify misunderstandings. Misunderstandings can cause lack of trust and resentment, both of which lead to flawed relationships. There are two practical techniques for checking understanding: Paraphrasing: Paraphrasing means using your own words plus the important main words of the other person, to check accurate understanding of wht he or she has just said. This allows the practitioner to clarify that he/she has understood what the other person has said, and the other person will have his/her story presented back to them clearly. Reflecting: In this way, the emotional content of the message is explained. This helps the other person to understand and appreciate the effect the problem is having on his/her life. The practitioner will also be reflecting a feeling of empathy. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively. In the setting, there may be people who are unable to communicate as well as others. Practitioners need to know when to call in help from outside professionals. There are a few training courses that practitioners can also take part in that would help, such as: Makaton, PECS, British sign language and signalong. 4.1 Explain the meaning of the term confidentiality. Confidentiality means respecting the privacy of any information about a child and his/her family. Confidentiality is very important when working in a children and young peoples setting. All practitioners need to practice confidentiality and not abuse this trust. 4.2 Explain ways to maintain confidentiality in day to day communication. In some circumstances, confidentiality may have to be shared with your line manager. If you suspect that there may be a child protection issue, this  will have to be shared with your manager in strict confidence. All parents should be aware of the settings policy and understand that certain things, such as, a childs dietary requirements or allergies will have to be shared with all staff to prevent any mishaps. There may be incidents discussed in work meetings. The children should not be identified and information shared should not be discussed beyond the group. 4.3 Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns.

Instant Solutions for Essay Samples for Business Majors in Step by Step Format

Instant Solutions for Essay Samples for Business Majors in Step by Step Format Keep in mind there are thousands of others students applying to your preferred university, and you will need to distinguish yourself. They reported they could not begin their research process until they had an idea of what they were going to write about. The review is going to teach you whatever you will need to understand and then you are able to place your purchase confidently. It takes only 5 minutes to read a review and discover out whatever you should know about that provider. This will be able to help you shape your very own short answer essay and give a wide berth to common short answer mistakes. When you have answered that question, you're ready to go. If a topic was left up to your choice, it's your responsibility to select an appropriate topic which you find exciting. If you select a subject of interest to you, you are going to have a much simpler time writing your essay and you're more inclined to delight in the experience. We provide some winter is very important to write three body paragraphs, a procedure can aid your capacity to craft the reader. Do not become stuck with material possessions and what you've achieved in life. Here are a few suggestions for tactics to use this resource effectively. The important style of an essay needs to be retained even though the contents are likely to have a good deal of references to statistical data along with graphical charts. Paragraph 4 would be made better by details about just what the practice included. It's very valuable to take writing apart as a way to see just the way that it accomplishes its objectives. Any use of material that is not regarded as common knowledge should have a credible source and be referenced. The sphere of physical therapy is growing, and with my skills in marketing, I aspire to grow the regional Ridgeview services across the planet. Information Technology majors, together with students studying Engineering and Humanities, want to be a portion of the organization's 60,000 employees. The previous scores as awarded by the College Board will be useful in establishing a ballparkobviously a 9 is still likely to be an excellent essay under the 7-point scalebut there could be some modest differences in grades between the 2 scales. Students used Wikipedia for an assortment of factors. To get a good job after graduation, they must learn how to write a good research paper. Business professionals need to be good at writing. Planning is the secret to prevent all that. The Common Application no longer needs a brief answer essay from many applicants, but a lot of colleges continue to include things like the brief answer as a portion of a supplement. Hence in the event you lack in either department, you're lost, causing poor grades and a sad reflection on your general performance due to a few poorly written inconsequential small business essay. Depending on the kind of work you're citing, you might have to include extra details. Anyone who works in journalism will tell you you are able to catch any reader's attention provided that you deliver an outstanding introduction. My job was supposed to work alongside the industry manager to help produce a more healthy marriage between the finance and marketing and advertising departments, thus improving our sales and workplace atmosphere. Bridget's essay is extremely strong, but there continue to be a couple little things that could be made better. Men and women tend to opt for a range of themes of who they are and attempt to describe all of them. He laughed and explained that it turned out to be a great change a seventeen-year-old knew so specifically what she wished to do. They're also personal qualities which will be attractive to a college. You're not being requested to explain how college will allow you to grow, but how Oberlin can help you grow. I am able to say that I'm a responsible and a hard-working student. Also have a look at her review of the ideal AP US History textbooks!