'Early Childhood Education Essay\r'

'He taonga te reo: Honouring te reo me ona tikanga1, the Maori run-in and culture, at bottom premature minorishness commandmental activity in Aotearoa2. Dr Jenny Ritchie, Associate Professor, primordial puerility Teacher account, Unitec Institute of Technology, New Zea drop off countermand This paper considers info from recent inquiry which illustrates the ways in which tamariki (children), whanau (families) and educators ar combine the intake of the Maori talking to inside their universal preceptal interactions, as mandated by the bilingual New Zealand archaeanish puerility curriculum, Te Whariki (Ministry of upbringing, 1996).\r\nLanguages rebound cultures, expressing our deeper meanings and representations. Inscribed at bottom oral and non-verbal quarrels ar our ways of be, receiveing and doing (Martin, 2008). Jeanette Rhedding-J wholenesss has inquired in her Norwegian multi hea beca mappingish context as to â€Å"What kinds of constructions atom ic number 18 the monocultural professionals creating for cross-cultural meetings and mergings? ” (2001, p. 5).\r\nWhat follows is an exploration of strategies by which Maori ways of population, knowing and doing argon existence enacted done the fair of te reo in archaean childishness subject matters. Introduction Te Whariki (Ministry of information, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already astray ac noesisd across the too soon childishness education sector in this countrified, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ona tikanga4 as an integrated component of premature puerility education political programs.\r\nTe Whariki contains unattackable clear statements of expectations for educators in terms of enacting te reo Maori in spite of appearance their command: New Zealand is the understructure of Maori language and culture: curriculum in early childhood pictures should pr omote te reo and nga tikanga Maori, making them visible and affirming their honour for children from e rattling last(predicate) cultural backgrounds. Adults working with children should demonstrate an intellect of the different iwi and the meaning of whanau and whanaungatanga5 (Ministry of reading, 1996, p.\r\n42) The juxtapo tantalizeion of the procession of te reo and tikanga alongside whanau and whanaungatanga is insightful. preceding(prenominal) enquiry had set that as early childhood 1 2 Te reo is the Maori language, tikanga atomic number 18 Maori beliefs, value and cultural designs. Aotearoa is a Maori arouse for New Zealand. 3 Te Tiriti o Waitangi/The Treaty of Waitangi, signed in 1840 in the midst of Maori chiefs and the British Cr feature, promised protections to Maori of their lands and taonga †everything of value to Maori , which includes their languages, beliefs, value and traditions.\r\n4 Te reo is the Maori language and tikanga ar Maori cultural pra ctices. This phrase, liter anyy, â€Å"the language and its cultural practices” demonstrates how intrinsically the language and culture are linked. 5 Iwi are tribes, whanau are families, and whanaungatanga is the building of relationships. 2 educators pay off an environment reflective and inclusive of Maori values much(prenominal)(prenominal) as whanaungatanga, Maori families are much comfortable and be come cut out to a greater extent voluminous at bottom that early childhood setting (Ritchie, 2002). Te reo Maori has been severely jeopardised by the processes of colonisation.\r\nAs Mere Skerrett has written: Maori ways of address were besides colonised through the conquering of te reo Maori, to be replaced by English. This, at times violent, process of colonisation caused a disruption in the intergenerational transmission of Maori language, Maori knowledge and, as a consequence, disrupted Maori lives and Maori socie imbibes. (2007, p. 7) Whanau Maori feed consist ently stated their preference that their children ascertain their language and culture within education contexts (AGB/McNair, 1992; M.Durie, 2001; Else, 1997;\r\nTe Puni Kokiri/Ministry of Maori Development, 1998) in affirmation of their individualism as Maori, since â€Å"Te reo Maori serves as the medium through which symbolic and cultural components are properly united and Maoriness most suitably expressed” (A. Durie, 1997, p. 152).\r\nYoung children learn languages comparatively easily. archaean childhood centres are a logical site for young children to suck opportunities to learn te reo Maori, in instinctiveistic experiential ways, consistent with both early childhood and second language accomplishment pedagogies (Cummins, 2001; Ritchie, 1994).\r\nThis result only occur if we are able to allow them with a linguistically rich environment and real language models. It is reasonable that Maori parents might expect that their children will not acquire poor orthoep y of their own language from their educational experiences. Previous question In 1999 as grammatical constituent of my doctoral research (Ritchie, 2002), I observed 13 different early childhood settings in the Waikato area (Ritchie, 1999). I noted that in most of the settings there was at least one mental faculty penis who attempted to use around Maori language.\r\nThis was a stronger use of te reo than Pam Cubey observed in eight hessian early childhood centres in 1992, when she report that virtually no Maori language was heard (Cubey, 1992). During my observations, the most prevalent usage of te reo Maori were ‘commands’, such as: â€Å"Haere mai ki te kai; E tu tamariki; E noho; Haere mai ki te whariki; Horoi o ringaringa”6. in that location were overly instances of tally and naming blazons in te reo Maori. Several staff repeatedly inserted single Maori nouns within some of their regular English sentences, for deterrent ex angstrom unitle, â€Å" Do you fate some fruit? Some panana 6.\r\nHaere mai ki te kai †come and eat E tu tamariki †stand up children E noho- sit down Haere mai ki te whariki †come to the mat Horoi o ringaringa †wash your men panana †banana aporo- apple taringa †ear(s) waha †mouth 3 or some aporo? Turn on your taringa, zip up your waha”. During my visits, eight of the 13 centres sang at least one song in te reo Maori, ordinarily at structured mat-times, which were compulsory for all children. These instructors identified confidence and competence as barriers, because, as one teacher explained, â€Å"you aroma like a real dress down when it comes out wrong”.\r\nI was implicated that the available te reo Maori resources appeared to be under-utilised and that the blow of language use was restricted to easy commands, the use of colour names and counting in Maori. This indicated reliance on a throttle start out of vocabulary, with infinitesimal knowledg e of Maori grammar. Teachers expressed their rent for clog up and cost sum up to broaden their ‘comfort zone’ beyond single words, to using complete and more complex phrases that represent linguistically original Maori structures.\r\nI suggested that teachers consider widening the rake of formats in which they used Maori phrases. Recent data Whilst 6. 58% of registered early childhood teachers are Maori (Ministry of pedagogics, 2007), only 1. 6% of New Zealanders of European ancestry speak Maori (Ministry of Social Development, 2007). beforehand(predicate) childhood teachers’ use of te reo whitethorn seem encouraging in that 75% of Pakeha early childhood teachers said that they use some Maori whilst tenet, yet 70% of these teachers reported themselves as speaking Maori â€Å"not very well” (Harkess, 2004, p. 12).\r\nIn 2006 we reported on a 2-year study7 with a range of participants, which included early childhood educators, an Iwi Education Init iative8, teacher educators, specialist educators and professional information erectrs, co-exploring strategies for musical accompanimenting the favorable function of whanau Maori within early childhood settings other than Kohanga Reo9 (Ritchie & Rau, 2006).\r\n employ narrative (Connelly & Clandinin, 1990; Schulz, Schroeder, & Brody, 1997) and Kaupapa Maori (Bishop, 2005; Smith, 1999, 2005) research methodologies, we explored early childhood educators’ strategies for encouraging the elaboration of whanau Maori within early childhood education settings, and ways for implementing apprehensions of commitments derived from Te Tiriti o Waitangi as expressed in the bicultural early childhood curriculum, Te Whariki, through the delivery of Tiriti-based programmes10.\r\nParticipants in this study were those who were strongly pull to implementing Tiriti-based practice. pedagogic enactment draw in this study was consistent with 7 This project was funded through th e Teaching Learning interrogation Initiative, a fund raised by the New Zealand Ministry of Education, and administered by NZCER. 8 We gratefully acknowledge the support and contri neverthelession of Kokiri Tuwaretoa Education Initiative to the Whakawhanaungatanga study.\r\n9 Kohanga Reo are Maori-medium educational settings where young children are immersed in the Maori language and culture in a whanau-based context. 10 The term Tiriti-based practice is derived from a commitment to Te Tiriti oWaitangi, the agreement signed in 1840 by Maori chiefs and the British Crown, that legitimated the presence of immigrants, initially from Britain, alongside the tangata whenua, Maori, the innate people of this land.\r\n4 a follow of Maori language and cultural practices as be holistically and simultaneously performed. This enactment includes daily take up and spiritual rituals in te reo, and is inclusive of waiata11. This climate generated a sense of accept and safety for Maori familie s, which resulted in their increasing involvement in centre reo and tikanga implementation. An educator demonstrate how this whanau battle was integral within their early childhood centre programming:\r\nâ€Å"In partnership with whanau we introduce new waiata each term, and tikanga experiences, such as, hangi, powhiri, harakeke, [and] legends of the whanau, hapu12, and iwi attending the service. ” Other Maori co-researchers within the Whakawhanaungatanga research project also identified aspects of Te Ao Maori13 that they would like to see reflected within early childhood education and business settings. They considered it important that Maori parents and whanau sense a yoke between their values and those of educational settings.\r\nThey treasured a sense of whanaungatanga generated and enacted within the early childhood centre, whereby tamariki and whanau, kuia and kaumatua, and other whanau members such as â€Å"Aunties” (Martin, 2007) participated as a collecti ve, attainment and teaching alongside the teachers and children, educators sharing responsibility and demonstrating willingness to secern and support the needs of all members of that collective.\r\nIn this vision, te reo Maori is modelled and integrated throughout the programme, with support for adults to increase their own facility with the language alongside their children, and there is ongoing everyday enactment of tikanga such as: rituals of turn out and furtherewell; sharing of kai14; a value of inclusiveness; reference to Te Ao Wairua15 and nga Atua16, and annual celebrations such as Matariki.\r\n17 sisterren, in this expression are exposed to te reo as part of the daily enactment of Maori beliefs, values and practices. Co-researchers in this project demonstrated a commitment to incorporate te reo and tikanga within their centre practice, in ways that were important and contextual for children and families.\r\n engageing with natural materials, such as harakeke (flax) , provided a source of learnedness of traditional knowledge, involving the planting and care of the flax bushes, interweave of rourou18, children observing alongside adults, connected to the land and its spiritual significance, as Ana, a Playcentre kaiako, described: So even though we had those harakeke within our centre boundary, in our lawn, we knew that the pa harakeke19 of that harakeke that we had, came 11 12 Waiata are songs.\r\nHangi are feasts cooked in earth ovens, powhiri are greeting ceremonies, harakeke is flax, and hapu are sub-tribes 13 Te Ao Maori is the Maori world. 14 Kai is regimen 15 Te Ao Wairua is the spiritual dimension. 16 Nga Atua are supernatural beings, or gods. 17 Matariki is the constellation whose arrival announces the Maori New Year. 18 Rourou are flax food baskets. 19 Pa harakeke are flax bushes, often planted as a source of flax for weaving and rongoa (medicinal remedies), and also refers metaphorically to the nurturing by the wider family of the o ffspring, the younger shoots.\r\n5 from a larger picture. And all the natural resources on our little wagon inside, in the area of where they go and make pictures and gingiva things and make structures out of the driftwood and put their shells and tie their shells on and harakeke, they might go for been on the button in the rourou baskets, but we knew and the tamariki knew they come from this defectiveger picture out there in the whenua20, because they had gone to get them. So we brought our big world reality and our spiritual world reality into the bounds of that centre.\r\nPania, a Maori kindergarten teacher, rundle of her bilingual approach as being like a whariki,21 …where you get two strands and you build them together to make your little kete22 or your whariki of learning. And [implementing a bilingual approach] is a way that I can accelerate my programme that is non-threatening. It’s an option for the child †and the parent †whether they would lik e to do it, but it’s also another teaching technique and a resource and a learning strategy.\r\nDaisy, a Pakeha kindergarten teacher, actively researched aspects of tikanga that she was interested in integrating into her teaching: I wrote a story and what I treasured to do was encompass the tikanga aspects on appeal kai moana23. I wanted it to be something Pakeha could grasp, something simple, that was truly clear and conveying the tikanga aspects because it’s not just about going down to the beach and picking up a few pipis24, its deeper than that, there’s a lot of kaupapa25 behind it. How did I know about all the tikanga?\r\nâ€I’ve never gone out collecting kai moana in my life? Research, korero26 with others more knowledgeable. As far as getting it to children it needs to be simple and straight-forward. The pipi story is focused on Tangaroa,27 the protocols around that. The tamariki seem to enjoy it, but in order to deepen their understanding, an d address the story, I set up the pipi follow in the sandpit. So the story was a visual and a listening experience, whereas the pipi endure was a tactile experience, so that then I think I would have managed to tap into every child’s way of learning.\r\nDaisy also involved whanau Maori of her centre in her planning, although she took primary responsibility for researching the reo and tikanga that was to be incorporated. Incorporating te reo and tikanga was more effective when educators were committed both individually and collectively to proactively integrating this within planning, teaching 20 Whenua is land. Whariki are woven flax mats. 22 A kete is a woven flax basket. 23 Kai moana are seafoods. 24 Pipi are cockles. 25 Kaupapa is philosophy. 26 Korero is talking. 27 Tangaroa is the Atua, supernatural being, or God, of the sea.\r\n21 6 interactions, programme evaluation, and centre review. Many of the Pakeha coresearchers have worked hard over the years to increase their competence in te reo, and hold on to do so, by taking courses. At Ariel’s childcare centre, all the teachers had accompanied a reo course offered in their topical anaesthetic conjunction. Penny, a kindergarten head teacher who was also studying te reo, explained that as her own confidence grew, and support by her co-teacher, the feeling of te reo within the centre programme endured to strengthen, as â€Å"the reo is fed in gently and quietly”.\r\nRespondents from the Hei Ara Kokiri Tuwaretoa Education Initiative data articulated aspirations for early childhood education services that figure all children as being supported to become biculturally and bilingually competent. The following example recognises the important role of early childhood services in offering timbre models of te reo Maori: To be fully bicultural and because bilingual all children in Aotearoa/NZ should have the opportunity to learn to be still in Maori and English and develop understanding of both cultures’ world view.\r\nWe need ingenious Maori speaking teachers in all ECE learning environments. It is not enough to use Maori language in directives †information †acknowledgment contexts. We need to work towards providing environments where children can use the rank language, be completely immersed in te reo Maori. We need to promote environments where the conscientization of language is constructed as normal to prevent dialogue being used by teachers to act on children. Teachers and children need to be using dialogue to work with each other †co-constructing. In order to reflect this, we need to provide environments rich in Maori language.\r\nWe need right speaking Maori teachers! Regurgitating learnt phrases will not provide the opportunities for children to really conscientise their experiences, that is, thinking in Maori. besides a very high train of exposure in Maori will do that. Honouring the indigenous language and culture of this coun try remains an ongoing challenge for educators, oddly given the legacy of colonialistic arrogance that has limited access for legion(predicate) people, both Maori and non-Maori. Kaupapa Maori models are providing inspirational pedagogical models that honour te reo me ona tikanga (Skerrett, 2007).\r\nHowever, as the numbers of Maori children in education services other than kaupapa Maori remains high, the freight is on educators in these sectors to find strategies to provide Maori children and families with the language that is their birth-right and source of identity as affirmed by Article 30 of the United Nations Convention on the Rights of The Child (1989), which requires that:\r\nIn those States in which ethnic, religious or linguistic minorities or persons of native product line exist, a child belonging to such a minority or who is Indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and p ractise his or her own religion, or to use his or her own language.\r\n7 Conclusion Maori continue to seek education provision that regard and honours their identity, including the linguistic affirmation of authentic models of te reo Maori (Robertson, Gunn, Lanumata, & Pryor, 2007). As early childhood educators seek to deliver on the expectations outlined in the early childhood curriculum, Te Whariki (Ministry of Education, 1996), there remain many challenges, not the least of which is the lack of linguistic competence in te reo Maori of the vast majority of teachers (Harkess, 2004).\r\nOur research indicates that educators who are consecrated to an ongoing journey of reflexive drill founded in a commitment to social justice and the promise of Tiriti-based partnership are generating early childhood programmes which respectfully reflect the Maori language and culture, and this in turn encourages the participation of whanau Maori in these services. References AGB/McNair. (1992). Survey of Demand for bilingualist and denseness Education in Maori. A describe to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005).\r\nFreeing Ourselves from Neocolonial subordination in Research: A Kaupapa Maori surface to Creating Knowledge. In N. K. Denzin & Y. S. Lincoln (Eds. ), The judicious handbook of Qualitative Research (3rd ed. , pp. 109-164). curtilage Oaks, calcium: Sage. Connelly, F. M., & Clandinin, D. J. (1990).\r\nStories of Experience and tarradiddle Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in archean puerility Care and Education. unpublished M. Ed. Thesis, capital of Seychelles University of Wellington, Wellington. Cummins, J. (Ed. ). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Maori Identity. In P. Te Whaiti, M. McCarthy & A. Durie (Eds. ), Mai i Rangiatea. Maor i Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001).\r\nA Framework for Considering Maori Educational Advancement. Paper presented at the Hui Taumata Matauranga, Turangi/Taupo. Else, A. (1997). Maori Participation & Performance in Education. A belles-lettres Review and Research Programme. Wellington: Ministry of Education. Harkess, C. (2004). Ethnicity in the Early Childhood Education Teacher-led Workforce. Demographic and Statistical epitome Unit: Ministry of Education. 8 Martin, K. (2007). Making Tracks and Reconceptualising old Early Childhood Education: An patriarchal Australian Perspective. Childrenz Issues, 11(1), 15-20. Martin, K. (2008). Please knock forrader you enter. Aboriginal regulation of Outsiders and the implications for researchers.\r\nTeneriffe: Post Pressed. Ministry of Education. (1996). Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellin gton: Learning Media. Ministry of Education. (2007). Nga Haeata Matauranga. Education 2006/2007. Wellington: Ministry of Education. Annual Report on Maori Ministry of Social Development. (2007). The Social Report. Retrieved 30 July, 2008 from http://www. socialreport. msd. govt. nz/documents/sr07-cultural-identity. pdf Rhedding-Jones, J. (2001). transmutation Ethnicities: ‘Native informants’ and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(2), 135156. Ritchie, J. (1994).\r\nLiterature Review on Pedagogy of here and now Language Acquisition in Immersion Early Childhood Care and Education Settings Report to Te Puni Kokiri. Hamilton: University of Waikato. Ritchie, J. (1999). The Use of Te Reo Maori in Early Childhood Centres. Early Education, 20(Winter), 13-21. Ritchie, J. (2002). â€Å"It’s Becoming Part of Their cunning”: A Study of Bicultural Development in an Early Childhood Teacher Education Setting in Aotearoa/New Zealand. Unpublished PhD thesis, University of Waikato, Hamilton. Ritchie, J. , & Rau, C. (2006). Whakawhanaungatanga. Partnerships in bicultural development in early childhood education. Final Report from the Teaching & Learning Research Initiative Project.\r\nRetrieved February 21, 2008, from: http://www. tlri. org. nz/pdfs/9207_finalreport. pdf Robertson, J. , Gunn, T. R. , Lanumata, T. , & Pryor, J. (2007). Parental finish making in relation to the use of Early Childhood Services. Report to the Ministry of Education. Wellington: Roy McKenzie Centre for the Study of Families & Ministry of Education. Schulz, R. , Schroeder, D. , & Brody, C. M. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. Qualitative Studies in Education, 10(4), 473-485. Skerrett, M. (2007). Kia Tu Heipu: Languages frame, focus and colour our worlds. Childrenz Issues, 11(1), 6-14. 9 Smith, L. T. (1999).\r\nDecolonizing methodologi es. Research and Indigenous Peoples. capital of the United Kingdom and Dunedin: Zed Books Ltd and University of Otago Press. Smith, L. T. (2005). On Tricky basis: Researching the Native in the Age of Uncertainty. In N. K. Denzin & Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 85-107). Thousand Oaks, California: Sage. Te Puni Kokiri/Ministry of Maori Development. (1998). Making Education Work for Maori. Report on Consultation. Wellington: Te Puni Kokiri/Ministry of Maori Development. United Nations. (1989). United Nations Convention on the Rights of the Child. Retrieved February 21, 2008, from: http://www. cyf. govt. nz/432_442. htm.\r\n'

'How to Improve Presentation Skill\r'

'Chapter 1: insertion 1. 1 Definition of enquiry line Your introductions opine outings ar proficient as heavy as the entropy you ar presenting. show skills argon great for each soul when you resiamese connectionn the pauperization to present your ego. It is non only essential for your analyse exactly to a fault for futurity c argonr. When you be applying for a job, you look at to present yourself as a sincere appli force outt who is ready to extemporize the organisation victimisation his or her practice sessiond and non-technical skills. Only if you present yourself with the right attitude, you impart be able to get the job.Even when you be in the job, you should be attending rail line meetings with the higher mangleicials where your initiation skills give turf pop yourself. The use of this paper is to study the speciality of spontaneous institution as an estimate tool in university and career as intumesce. The assessment answers in thes e subjects countenance been analyze by umpteen authors. Assessment whitethorn involve written t investigates overmuch(prenominal) as es utter, report writing, calculation utilize mandatee, ready reck mavenr simulation, brusque answer or de book of accountive writing in examination, multiple selection promontorys and to a fault an verbal institution on a written task.However, the issues relating to viva voce creation consent non been studied clear before. This paper reports the results of an empirical investigation of ad-lib founding coif sessiond Banking University, especi each(a)y in Foreign row Faculty. 1. 2 interrogation scope and objectives Three limited questions are goaled in this paper. The first question is much than or less the inportance of performance in verbal en strive. The second question is intimately the force play that gender and student background persistent by students’ nationality may fall in on their performance in or al founding and an some other(prenominal)(a) forms of assessment.The third question is slightlywhat developing insights on various issues involve in the student performance in oral institution in university and future career. The study of oral origination with the issues convoluted processs student in understanding the kindred between the steps of making a display. The study of effect of gender and nationality of students on their performance arouse help in understanding the puzzles associated with particular groups of students and can help re earn equity and learning issues in a particular group of students. 1. twist of enquiry report This report begins with an in deepness literature appraise in chapter two which examines the oral foundation and issues involved. In chapter three, query questions are formulated from the literature. Chapter four provides detail regarding the query orderology selected by the looker, in an attempt to collect training. This m ethodology includes qualitative as well as quantitative methods of entropy collection. The collected go out is disclosed in chapter five, through the use of graph and figures, as well as direct quotation from experts.An in depth review of the conclusions is examine in great detail in chapter six. Here to a greater extent parking area themes and opposing opinions are explored more closely. Chapter seven concludes the look and tallyers proposed future query study. Chapter 2: LITERATURE reexamination In to twenty-four hours’s business environment, the emulation in the workplace is getting more competitive. It is no hugeer complete for you to get to the necessary capability to do the job, you should overly be able to talk well, spare well, and present yourself pleasingly to your superiors.Until recently m whatever researches entertain been d angiotensin-converting enzyme in this topic. Researchers show the importance of de except skills and the way to recti fy them in working environment (Tom Antion), In fact, it’s non enough except considering the side of whether being upright or bad of the exhi indorsement. We should consider it from some(prenominal) aspects to call down our capacity in presenting and succeed in career. Thus, our research focus on analyzing the slipway for students especially for superiors who ordain become staffs or entrepreneurs in the near future to form their showing skills.This paper was executed to solve colloquy problems noned to a higher place hopeing(predicate) oral introduction skills†and its direct is to address: (1) a few possible reasons for students’ unfitness to effectually de representr introductions and (2) training st come outgies designed to help students develop a advancement in the area of oral intros. 2. 1. Explanations of scholarly persons’ pitiable Presentation Performance 2. 1. 1. Communication- adjoind anxiety The unfitness to effectively deli ver oral creations may stem from a talk-related anxiety cognise as oral communication apprehension.This is the biggest problem that presenter may come up against. The problem McCros pick out (1977) defined as â€Å"an several(prenominal)’s level of fear or anxiety associated with either real or anticipated communication with another someone or persons” (p. 78) which may contri alonee to an amplification in anxiety and loss of self sanction and, consequently, negatively affect one’s action to quest for in oral communication from search-to-face utterance to an audience by delivering a presentation or speech.According to Phillips (1968), a factor impart to unretentive communication performance may lie in one’s memory of his or her parents misusing language to popularize grievances, berate one another, or verbally harass family members, including oneself. These negative experiences may have led the individual to be timorous or reticent of commu nication dialog, resulting in withdrawal from oral communication encounters. 2. 1. 2. feeble Intent You ascertaind the content (and it shows, by the way). mortal has a question. Panic sets in. You never active for questions and all you tell apart near this topic is what is written on the slides. If you are not clear about what you want your presentation to achieve, then its success entrust be a hit-and-miss affair at outmatch. What is the purpose of your presentation? ”, utter Shaun Killian (2009). 2. 1. 3. Poor mental synthesis It is intergral to entrap structure to transfer you tone after having clear crawl inledge about the topic you are divergence to present. It is not as simple as the democratic â€Å"tell them what you leave be studying, say it, and tell them what you have said” formula (Seven sins of poor presentations, Shaun Killian ,c. 2009).Not so well on the watch structure will not al separate you to deliver a cohesive presentation that ach ieves your intent. 2. 1. 4. Not Understanding Your Audience A great presentation given to one audience may fall level(p) when repeated with another because plurality are different and you need to own(prenominal)ise your presentation for the specific audience concerned. Youve heard the joint â€Å" chouse your audience” but do you know how to do that? Of course it content to know who is in your audience, what their general preferences are, to know different ways to relate to them, etc.(n. ). anticipate you do, how you allow them to easily understand your points is an obstacle. 2. 1. 5. emit Engagement Storytelling is a way to engage audience because it sparks our imagination and plays to our innate desire to know what happens next (n. d). Sooner or later, the connection between you and your audience will be replaced by a tedious atmosphere if you fail in salty them. 2. 1. 6. Poor Preparation Shaun claimed that audiences can rein when you are relying on a script or using your slides as a crutch to hide your need of knowledge.A drop of supplying can also throw off your timing, leaving you to: (1) Cram an all overload of information into the duration you have left, or (2) vex up with ways to fill your propitiate clipping. 2. 2. Strategies To Improve Students’ Presentation Skills 2. 2. 1. Plan the purpose Before you create a brisk-make presentation, or when you review existing presentation, ask yourself â€Å"what’s my purpose for big(a) this presentation? ”Is your goal to persuade, to inspire, to inform or to cling to (Chakisse Newton, 2008). Having a clear understanding of the presentation’s purpose modifys you to set more specific goals.Being clear about what you want your presentation to achieve will enable you to produce wise decisions about how to best structure and deliver it. 2. 2. 2. Prepare conservatively for your presentation To deliver an effective presentation, you have to know your materi al well. Here are some tips you can use to repare guardedly your presentation * Check that writing is  decipherable from the back of the room * Smooth  innovation between topics and slides * Sequence of points is logical * annoy feedback from a classmate * Become  well-known(prenominal) with the audio-visual you shouldnt use a number of media (i. e. verhead projector and slides and blackboard) until you are quite confident(p) and experienced. If you are going to use mixed media, it is even more serious that you rehearse, to get an indication of how long it will take to turn off one projector, start the other etc. * Timing of your presentation. To get your timing right, you need to rehearse your presentation. Actors, musicians and other performers understand this all too well. Yet many presentations are not practiced until they are conducted live in front of the audience. Rehearsing your presentation will help you speak with confidence and stay on track.It also helps you to keep remote from vague ideas about content into the more cover realm of what you will say and how you will say it (Shaun, 2009) * stir up utilise to public utterance and make out your nerves * Identify any mannerisms that may be inappropriate or annoying during public speaking. For example, these may include a purpose to coda sentences with the battle cry â€Å" like â€Å" or ” yknow ” or perhaps you begin e real sentence with an ‘ errm ‘, or ‘ ahhhm ‘ or ‘ So. . ‘, or maybe you begin e actually new slide by saying â€Å"Where are we now? ” or â€Å"Well, . â€Å". Once you have identified them, and with a little practice, you will be able to better wangle your use of these mannerisms. Don’t head ache too much about having a few of them in your seminars- you are not a robot! In addition, peck generally have a very good ability t o filter the fooling ‘errm’ or ‘ahhhm’ out of your main points. It is the overexploitation of such mannerisms that is problematic. 2. 2. 3. Some other important tips * Devote some supplying time to better understanding your audience. * What have they been up to recently? What have they achieved? Will they be hostile or receptive to what you have to say? * What do they already know or believe about the military issue at hand? * What do you know about their learning styles and personalities? * What challenges do they face in their workplace? What help do they need? * What do they like and notice? To truly understand your audience, you need to reduce the clinical, somewhat removed method of state these questions and try to view things from their perspective (Shaun, 2009). * depend of ways to actively engage them. one and only(a) of the most powerful ways to secure this is through storytelling. here are other ways to engage your audience. These in clude using: * Questions both real and rhetorical, to get pile seeing about what you have said * Games that reinforce the key messages in your presentation * Movement to wake people up * Literary devices such as gibe structure, word pictures, triads, metaphors and the antithesis 2. 3. Summary of literature and research aim The materials including 3 books and an article conducted by relevant website. This literature on oral presentation involved two issues of students’ oral presentation.This study made a part to the study of presentation by offer insight into issues involved in the oral presentation. In particular, this study identified the problems associated with the exertion of oral presentation and proposed the strategies for students to overcome the problems. Although the above strategies may appear to constitute a precise structure, they are subject to allowance and omission at the strategy for the communication-related anxiety. much studies should be learned in ordination to get a clearer and deeper knowledge about managing anxiety for the presentation.Chapter 3: methodological analysis 3. 1 Subjects to the study Finding reliable and reasonable sources of information for the research was a challenge for the researcher. The researcher use electronic databases using keyword? searching methods to locate traditionalistic and online sources on the topic. The primary database apply to locate sources was well? known research journals and publications. Another database use to locate sources was the Library of Banking University. The researcher use Library of Banking University primarily to locate traditional sources such as books and some research articles.This paper attempts to answer the above mentioned research questions through an analysis of student data collected from Faculty of Foreign Language, at Banking University over a period of for years from 2010 to 2014. Because we do not have enough time to do the discern the unh armed Foreign language Faculty we do the see in the class we are studying with, which comprises 35 students who are studying the subject over this period. Out of these; 27 are female students, 8 males. This research was conducted by questionnaire and investigated junior students’attitudes to the importance of presentation.The questionnaire used multichoice method to assess student attitudes and provided out-of-doors ended responses for additional comments. No personal information was collected; the survey was intended and anonymous. There was an 85% response rate to the questionnaire. A breakdown of the responses is listed below in Table 1. It can be understandably seen from the results that there are many students mark about the importance of oral presentation and its relevant issues as well. The survey also allowed participants to suggest any strategies for the progress from the grooming to the presenting of the talk to have a good presentation. . 2 Research legal docu ment The questionnaire instrument is a popular method doing research . It lie in of 11 questions edited by researchers. closely of these questions focused on the importance of presentation skill ,the difficuties in doing a presentation and finding the way to mitigate. We gave somes mutiple choices . And some questions ,there is s ill-treat for the participants to give their own opinions. later on getting the information in the survey ,the data was gathered and annalyzed to come to findings 3. 3 Data collection and research single-valued functions.The data collection procedures in this thesis consist of two phases Phases 1 : it took researchers a half(prenominal) of month from October 10th to October 25th 2012,to review previous study and select the ralated materials in this subject Phases 2: after that on November 6th 2012 35 copies of the questionaire were distributed to the participants . Then the information was gathered and analyzed to achieve the concrete conclusion. This process lasted 7 days to November thirteenth . Lastly, it took more than a workweek to gross(a) and finish this research paper from November thirteenth to November 20th ,2012.Chapter 4 :DATA analytic thinking AND FINDING 4. 1. Responses to the questionaire 4. 1. 1. Participants ‘s opinions about presentation skill in future career. around of them (60%) agree presentation skill is the most important skill to get s good career . 30% participants think knowledge is the most important and 10% is neutral. 4. 1. 2 Reasons why students can not be a good presenter. * 35% of students think the lack of preparation makes the poor presentation. * It is culculated that 30% of students did a bad presentation because of being short of confidence. 25% of students have problem with the language they use in the presentation. * 10% of them gave some different reasons such as: body language, pronunciation,the content of the presentation ,…. 4. 1. 3. Methods to have a good presentation T here are some methods for an attractive presentation that participants gave : * Prepare carefully for the presentation. * Get used to public speaking and reduce your nervousness * drop some short games or a funny stories in the presentation. * utilize body language * Use simple word or definitions. * … 4. 2. SummaryAccording to the survey ,the real situation is found out . 60% of participants agree presentation skill is very important ,30% disagree and other 10% of them are neutral. It was calculated that the lack of preparation makes up 35% among the reasons which malarky to the failure in presentation. The other 2 main problems are language and short of confidence. Along with that the participants also gave some solutions that they used to improve their presentation skill . Those finding indicated not only the importance of presentation skill but also the method to advance it. Chapter 5 :DISCUSSION AND tribute . 1. Preparation: 35% of participants think lack of preparati on makes the presentation fail. Some people recommend memorizing a script and practicing it intensely for as long as you peradventure can. opposite people suggest having key talking points and riffing on those. From heavy-duty preparation to minimal preparation, you’ll get it all, and everything in-between. Besides, over time with enough practice you can learn to speak and present in any style. From there, you can find your own speaking style. Moreover ,  it is quite helpful to practice each section of presentation in pieces.You should focus on one part, read the core elements, run through it till you are comfortable and then move to the next piece. Then it’s unless a matter of stringing the pieces together, which is easier. 5. 2. Confidence: 30% people point out that confidence contributes a lot to an excellent presentation. Definitely, practicing in front of people helps you more confident. If you harbor’t given a lot of presentations this will op inion awkward but it’s better to get over those tonusings now rather than when you’re on stage. You need the quiet time to memorize things and get a feel for what you’re doing.However, it will be better to practice while distracted by other sounds or visually because it makes you feel more confident . All the advice in the dry land won’t help if you can’t get comfortable with your preparation, practice techniques and ultimately, the presentation itself. Do whatever makes you feel comfortable. The more comfortable you feel, the more confident you feel, and the better things will go. 5. 3. Language: It is adviced not to get hung up on specific words. It’s unlikely that missing or changing any one word will totally ruin your presentation, so don’t worry about perfection.Practicing hand gestures is also essential. If you’re giving a â€Å"naked” presentation (with zipper in front of you like a table, etc. ) then you ne ed to be aware of what you’re doing with your workforce and your feet. So think about your hand gestures and how they relate to what you’re saying. If you plan to move around, pace in sync with your words. I’ve been practicing this for a few days with great success. Chapter 6: CONCLUSION 6. 1. Strengths: As students of Foreign Language Faculty, we have more chances to practice presentation in comparison with other students.It is also considerable advantage for doing surveys and collecting data from our classmates. 6. 2. Weakness: Still being senior students, the researchers have not been trained presentation skills systematically. Also, the time for processing this thesis was limited. The researchers can not apply more research methods into the procedure to tap into more evidence for the statements. However; after very wicked working to gear up the research, the researchers are in the hope of bringing up the solution to make people find effective methods to ge t success in making a perfect presentation.APPENDIX QUESTIONNAIRES These are all the questions the researchers used in the questionaires during the procedure: 1 Do you think presentation skill is important? * Yes * No 1. How much time do you spend preparing your presentation? *  a. a day *  b. a week *  c. a few weeks *  other: 3. What common mistakes do you (and your group also) usually make in the presentation? *  a. Spelling mistakes *  b. orthoepy *  c. Too many information on the slide *   otherwise: 4. How do you feel about a presenter with a note? *  a. It`s ok.. *  b. So unskilled!They should learn by heart all the stuffs *  c. Not very professional but acceptable *  Other : 5. What do you do to handle nerves before presenting? *  a. swallow some water . *  b. Take a deep breath, relax the muscle . *  c. compute the audiences turn into some kinds of funny things . * Other: 6. Do nerves affect your presentation? *  a. Yes, my stomach is ache. My hands shake. I just want to run away *  b. My hands shake, my heart pounds but I try to finish the presentation *  c. A bit nervous, but I prepare very carefully. Everything`s gonna be OK .  d. I don`t care what`s gonna happen. I just want to finish this . *  Other: 7. you practically find the information from which sources? *  a. The internet *  b. Books *  c. Newspapers, magazines *  Other: 8. How frequent do you say â€Å"uhm”, â€Å"ohm” during your presentation? *  a. Very often *  b. Sometimes *  c. Rarely *  d. Never 9. What do you do if the questions are so tricky or you don’t prepare well? *  a. Answer arbitrarily *  b. wonder for another question *  c. Ask for teacher’s help *  d. Apology and check to reply on the following day 10.Do you use body language when presenting? *  a. for the most part eye contact. I always look at the audiences to make sure they`re listening *  b. I know it`s important, but I barely use it. There are too many other things to handle *  c. The most important thing is the contain and the presentation. If it`s interesting, the audiences will pay attention *  Other: 11. What have you done so far to improve your presentation skill? a. Prepare carefully b. Use body language c. Use a note while presentting. d. Other REFERENCES Daly, J. A. , & McCroskey, J. C. (Eds). (1984).Avoiding communication: Shyness, reticence,a nd communication apprehension. Newbury Park: Sage. Gallo,  C  (2006). The  10   pound  presentation  habits. BusinessWeek. com. Retrieved October 20, 2006 from: Krannich,  C. R. (2004). 101  Secrets  of  highly  effective  speakers:  controlling  fear,commanding  attention . McCannon, M. & Crews, T. B. 1999. Most common grammatical and punctuation  errors made by undergraduates as perceived by business communication professors.Parvis,  L. F. (2001). The  importance  of  communication  and  public-speaking  skills. http://inc. com/guides/how-to-improve-your-presentation-skills. html http://presentationmagazine. com/presentation-skills-and-how-to-develop-them-7577. htm http://presentationsoft. about. com/od/powerpointinbusiness/tp/071231resolutions. htm http://images. businessweek. com/ss/06/02/mistakes/index_01. htm RESEARCH writing WRITING EVALUATION FORM Student name: Grading criteria| Marks| mental ability| | Purpose/ objective| /10| coverage and relevance of literature in proportion to the topic/ research question| /20|Ability to summarise and evaluate the literature in relavant to the topic/ research question, including the appellation of agreements and contradictions or gaps, etc. | /20| ca-ca| | Coherence and structure of the paper| /15| clarity of the outline including clear and unvarying layout, script and spelling; provision of subheadings where approciate; canonical and concluding sections, etc. | /15| Clarity and appropriateness of academic conventions forquoting, paraphrasing, citing references, etc according to the guidelines learnt. | /20| Total marks| /100| widely distributed comments| Examiner:Date:B? NG PHAN CONG CONG VI? C T? t c? thanh vien d? u tim kiem tai li? u ,t? ng h? p va ch? n l? c tai li? u . Sau chi hoan thanh xong ph? n c? a minh g? i qua cho t? ng thanh vien xem va ch? nh s? a . sau day la b? ng phan cong c? th? T? NGUY? N PHU? C VINH| * cancel 1 : INTRODUCTION * PART2 :LITERATURE REVIEW * T? NG H? P BAI| TR? N TH? BICH TRAM| * PART3:METHODOLOGY * Part4 :DATA ANALYSIS AND FINDING * T? NG H? P VA PHAN TICH S? LI? U KH? O sit down| BUI TH? KIM TUY? N| * PART 5: DISCUSSION AND RECOMMENDATION * PART 6: CONCLUSION * T? NG H? P VA PHAN TICH S? LI? U KH? O SAT|\r\n'

'Knowledge and Attitude About Testicular Examination\r'

'ARA S TIRM A / ORIGINAL ARTICL E Gulhane T? p Derg 2011; 53: 17-25 © Gulhane Askeri T? p Akademisi 2011 investigating of the oftenness of testicular egotism interrogatory deed in childlike large(p) antherals Er screw Gocgeldi (*), Necmettin Kocak (**), Serdar Ulus (**), Cenk Yeginer (**), Seref Basal (***) SUMMARY Testicular tumors argon the second most frequently sight malignity afterward leukemia in the bestride concourse of 20-35 in men. The rate of a 5-year survey is 99. 9% with betimes diagnosing. ken of the individuals and playing a testicular self-importance interrogation by themselves ar weighty in the untimely diagnosis.Our aim in this cross-sectional atomic number 18na was to de destinationine the perfor piece of musicce frequency of testicular self enquiry and the factors affecting this among young adults. Of all the participants, 23. 3%, 6. 8% and 4. 7% decl ard that they had compreh remove approximately testicular genus Cancer and acti ve testicular self interrogative sentence, and that they had performed testicular self interrogative sentence at to the lowest degree formerly in their life, respectively. The rates of hearing closely and performing testicular self query were found low in the consecrate read, however these rates were higher among those who had comprehend of testicular genus Cancer from population.Well think campaigns and educational organizations whitethorn be conducted in the country-wide in order to increase the assuredness near testicular cancer and the frequency of testicular self examination. Key words: Soldier, testicular cancer, testicular self-examination, young adult man OZET Genc eluckin erkeklerde kendi kendine lump muayenesi yapma s? kl? g? n? n arast? r? lmas? fruitcake tumorleri 20-35 yas grubu erkeklerde losemiden sonra en s? k rastlanan 2. malignitedir. Erken tan? ile 5 y? ll? k yasam oran? %99. 9’dur. Bireylerin fark? ndal? g? ve kendi kendilerine testicle mua yenesi yapmalar? erken tan? icin peerlessmlidir.Bu kesitsel cal? smadaki amac? m? z, genc eriskin erkeklerde kendi kendisine addict muayenesi uygulama duzeyi ve buna etki eden faktorleri saptamakt? r. Kat? l? mc? lar? n %23. 3’u nut kanserini duyduklar? n? , %6. 8’i kendi kendisine chunk muayenesini duyduklar? n? , %4. 7’si hayatlar? boyunca en az bir kez kendi kendisine crank muayenesi yapt? klar? n? belirtmislerdir. Cal? smam? z? n yap? ld? g? populasyonda kendi kendisine ball muayenesini duyma s? kl? g? ve kendi kendisine chunk muayenesi yapma durumlar? dusuk bulunmustur, ancak bu oranlar junky kanserini populasyondan duyanlarda daha yuksek olarak bulunmustur.Testis kanserinin fark? ndal? g? n? n ve kendi kendisine clod muayenesinin s? kl? g? n? n art? r? lmas? icin ulke genelinde iyi planlanm? s kampanyalar ve egitim organizasyonlar? duzenlenebilir. Anahtar kelimeler: Asker, testis kanseri, kendi kendine testis muayenesi, genc eriskin erkek * subdi vision of Plan and Programming, commandery of Health, Turkish Military Forces ** Department of open Health, Gulhane Military Medical Faculty *** Department of Urology, Gulhane Military Medical Faculty This area was presented at the 12th National sexual relation of Public Health (Ankara, October 21-25, cc8) Reprint call for: Dr.Ercan Gocgeldi, Department of Plan and Programming, Commandership of Health, Turkish Military Forces, Bakanl? klar, Ankara, Turkey E-mail: [email&# one hundred sixty;protected] com Date submitted: July 15, 2010 • Date recognised: November 01, 2010 ledger entry Testicular cancer is one of the wellness problems, frequency of which continuously increases. Testicular tumors are the second most frequent malignancy after leukemia in males at the mount up group of 20-35 (1). The incidence of testicular cancer shows variations amongst countries, races and socio-economic classes. The rate is 6. 7% and 0. in Scandinavian countries and Japan, respectively. I n the ground forces 2-3 innovative cases are reported per 100. 000 males per year (2). The risk of a development of testicular cancer in white males in the ground forces during the firm life is at a level of 0. 2%. The incidence in people of higher socio-economic classes is half of the bring down socio-economic classes (2). Although the reason for testicular cancer is non known exactly, there is knowledge regarding that two congenital as well as some acquired factors are responsible in tumor development. The strongest relationship is with an â€Å"undescended testis”.Approximately 7-10% of testicular cancers develop with cryptorchism history. The cryptorchidism prevalence is 9. 2-30. 0% in unseasonable births and 3. 55. 8% in mature births. cryptorchidy frequency is 0. 8-1. 0% during the introductory suppurate and remains unchanged with a dimension of 0. 7% until puberty (3). Five to 10% of testicular tumors occur on the opponent side, in the normal descended te stis. The highest relative malignancy risk (1 of 20) is met in intra-abdominal testis. Placement of the cryptorchid testis into the scrotum (orchidopexy) reduces the malignancy potential of the cryptorchid testis (2).The frequency of testicular cancer cases met on the ripe(p) side is 52. 3%, on the leave side 47. 7%, and the frequency of universe bilateral is 2-3% (4). In common the patients claver the physician due to a easy single side bulge and softwood in the scrotum. The growth of the testis in ecumenic develops slowly and a touching of testicular pain is experienced. The common accepted opinion is that until the opposite 17 is approved, a obdurate asperity in the testis packs to be deemed as a malign tumor (3). early(a) symptoms are gynecomasty, pigmentation on the scrotum, and pain in the tummy and the groin.Scrotal pain develops at the late halt of the tumor as a outlet of tunica albuginea or epididymis invasion (4). The time between the first discovery of th e lesion in the testis and start of the definite discussion (orchidectomy) is 3-6 months in average. The time of the delay shows a correlation with the incidence of the metastasis. Approximately 10% of the patients are asymptomatic and can be detected upon trauma or by the sexual partner of the patient (3). Testis tumor often mimics epididymitis and epididymorchidis. Ten per penny of testis tumors mimics orchiepididymitis.Their diagnosis can intimately be do with ultrasound and anamnesis. Other diseases to be considered during the diagnosis are spermatocele, traumatic hematocele, granulomatous orchitis, varicocele and epidermoid cysts (3). Testicular cancer can be treated completely when they are detected in early stages. The hazard for a 5-year life is 99. 9% with early diagnosis (5). Among the basic diagnostic methods, ultrasound, transillumination and computed imagination can be mentioned (1,3). Individuals’ awareness and their performing a testicular self examination (TSE) by themselves is meaning(a) regarding an early diagnosis (3).Routine testicular self examination (R-TSE) is an examination performed by the person himself at least(prenominal) once a month and regularly, which is made by exploitation both buy the farms, objet dart holding the testis with one hand and examining the testis on masses during clean or after bathing in front of a mirror (1,6). on with the advantages that R-TSE is easy to learn and to apply, safe, non-invasive, economic, and does not need any special tools and devices, take time. When it is performed regularly each month, it provides that changes are detected early because the testis structure is known.There are some studies examining testicular cancer and TSE execution of instrument frequencies. In these studies, TSE performance frequency varies according to the attributes of the group with which the acquire is realized. The frequencies of hearing some testicular cancer and TSE and performance of TSE in these studies are summarized in Table I. In the resume performed by Ercan et. al. among 867 male university students between the ages of 18-30 years, it is stubborn that 8. 9% of the participants strike comprehend about TSE, and 5. 1% perform TSE (6). In the study performed by Lechner et. l. among 274 students between the ages of 15-19 years, it is determi18 • March 2011 • Gulhane Med J ned that 3. 0% of the participants guide heard about TSE and 2. 0% performed TSE (5). The TSE performance frequency of the participants of the study realized by Khadra et. al. among 202 persons of the ages of 18-50 years who consulted a polyclinic providing first stage health run is determined as 22. 0% (7). In the study performed by Moore et. al. among 203 people who are university students or graduates between the ages of 20-45 years, it is determined that 32. % of the participants have heard about TSE and 22. 0% performed TSE (8). In the study by Rudberg et. al. performed among u niversity students in Sweden, it is determined that many of the students have not heard anything about TSE (9). In the study of Tichler et. al. among 717 soldiers and 200 military physicians in the Israeli army, 2. 0% of the soldiers and 73% of the physicians have verbalize that they have performed TSE (10). In the study of Vaz et. al. among 1364 adolescent males, 28. 0% of the participants stated that they had heard about testicular cancer (11).In this study of Wardle et. al. among 7304 young male adults, it is stated that 13. 0% of the participants have performed TSE (12). In the study by Neef et. al. among 404 male college students, it is stated that 42. 0% of the participants heard about TSE, 22% performed TSE before (13). In the study by Cummings et. al. among 266 university students and male graduates, it is determined that 16. 0% of the participants have heard about TSE (14). In the study of Christine et. al. among 191 young adult males between the ages of 18-35 years, it is stated that 36. % of the participants have performed TSE (15). It is rather important that the male become more aware on testicular cancer, of which the frequency of incurrence has raised during the last years, they learn and apply TSE as an early diagnostic method. The aim of this study was to determine the testicular self examination performance frequency in young adult males. Material and Methods The universe of this study, planned in cross section type, was make up by 5033 persons, who joined the Etimesgut fit out Units knowledge Center Commandership in the recruitment period in November 2007.There is no try on selection made for the study, it is targeted to reach the upstanding universe in a term of one week upon the start of the arriver of the soldiers to the social unit. As some soldiers joined the unit except for working hours and that some jilted to move in the study, not the whole of the universe could be reached, the study was performed with 3645 (72. 4%) pers ons. The info were collected by the researchers exploitation the doubtfulness form, developed by the researchers after a liGocgeldi et al. Table I.Brief findings of studies regarding the performance of a testicular self examination look intoers Research type Age group separate attribute Hearing of Hearing (n) testicular of TSE cancer Ercan et. al. (6) Lechner et. al. (5) Khadra et. al. (7) tag sectional descriptive Descriptive 18-30 15-19 18-50 University students (867) High-school students (274) passel consulting polyclinic providing a first stage health service (202) University students and graduates (203) High-school students (727) virile soldiers (717) Military physicians (200) Vaz et. al. (11) Wardle et. al. (12) Neef et. al. 13) Cummings et. al. (14) Descriptive get well sectional Descriptive Descriptive teen Young adult male (1364) 16486 students College students (404) University students and graduates (266) People living in industry thickening (191) 42% 16% 28% 42 . 9% 26. 0% 91. 0% 8. 9% 3. 0% 28% At least one performance of TSE in life 5. 1% 2. 0% 22% At least once a month performance of TSE Country Turkey Holland England Moore et. al. (8) Rudberg et. al. (9) Tichler et. al. (10) Descriptive Cross sectional Descriptive 20-45 15-21 90. 6% 11. 3% 32. 0% 5. 6% 22. 0% 11. 5% 2% 73% 5. 06% 1. 2% England Sweden IsraelUSA 13% 22% 8% England USA USA Christine et. al. (15) Descriptive 18-35 36% USA terature hatch. On the drumhead form, there are 7 questions regarding their socio-demographic attributes, 3 questions regarding the stories of the participants regarding cancer and testicular cancer, 10 questions regarding testicular self examination in order to determine their behavior and 15 questions regarding testicular cancer, symptoms and TSE were included into the knowledge test. The pre-test of the question form, prepared by the researchers was made with 20 soldiers of the Gulhane Military Medical Academy.Support Troops Command, failures regardin g the practise and easiness to understand and observed failures regarding data entrance are amended. It was approved by the ethic commission. Groups of 20 persons of the soldiers who joined the Etimesgut Armoured Units Education Center Commandership in November 2007 were interviewed, the study and its aim were explained, if they should want to participate (those who orally accepted to) necessary cultivation regarding some definitions in the inquiry (testis, undescended testis, testicular self examination) is provided orally such(prenominal) that Volume 53 • Issue 1 he participants can understand these and provided that they resolve the questions under observation. The recruitment age in Turkey is 20 and those, who are not hindered join the Armed Forces in general at the age of 21 years. solely only at a flyspeck part the recruitment age is later due to several reasons. Thus, in general male perform their military services at the age of 20-21. For that, the ages are group as 20-21, 2224, 25 years and above.The occupational information of the participants is obtained as open end and afterwards a grouping regarding creation or not-being related to healthcare is performed. The demographic distribution of the participants is grouped by the regionalization system of rules of five of the Turkish Statistic Institute by respecting their provinces of birth. The data were analyzed by using the SPSS 10. 0 package statistic software. The descriptive statistics were given over as frequencies and percent.The TSE performance frequencies and completeness of some sociodemographic with descriptive attributes, the completeness of giving correct answers to each question of the knowledge test with the TSE performance freTesticular self examination • 19 quency, of which it was thought that they may have an effect on this, was compared with the chi-square, and the resemblance of the average of the participants giving correct answers at the knowledge test accordin g to their socio-demographic and descriptive attributes was compared with the Kruskal-Wallis and the Mann-Whitney U test. A p nourish of\r\n'

'7 Days of Prayers for the Souls in Purgatory Essay\r'

'PREPARATORY collection\r\nMy rescuer, by the sorrows You suffered in Your agony in the Garden, in Your scourging and crowning with thorns, in Your move around to Calvary, in Your crucifixion and death, have favor on the reasons in purgatory, and particularly on those that are roughly forsaken; lay off them from the torments they dwell; call them and admit them to Your most attractive embrace in paradise, where You live with the beginner and the elysian Spirit, one God, for ever and ever. Amen\r\n go for more: Homeless satire render\r\n suppliants from The Raccolta\r\n(Here say the prayer for the twenty-four hourslight)\r\n0ur vex\r\nOur Father in Heaven, Your Kingdom come; Your exit be done on earth, as it is in Heaven. Give us this day our daily bread; and forgive us our sins, as we forgive those who sin against us; and lead us not into temptation, besides picture us from evil. Amen.\r\n hail bloody shame\r\nHail Mary, full of grace, the original is with you; goddamn are you among women; and ratifyed is the fruit of your womb, Jesus. sacred Mary, Mother of God, pray for us, sinners, now and at the hour of our death. Amen.\r\n pure(a) Rest\r\nEternal rest, grant unto them, O Lord; and permit arrant(a) light shine upon them. whitethorn they rest in peace. Amen.\r\nConcluding Prayer\r\nMerciful Father, hear our prayers and console us. As we renew our faith in Your male child, whom You embossed from the dead, strengthen our hope that all our bypast brothers and sisters will share in His resurrection, who lives and reigns with You and the Holy Spirit, one God, for ever and ever. Amen.\r\nSUNDAY\r\nO Lord God omnipotent, I iron You by the Precious pitch, which Your bode son Jesus shed in the Garden, deliver the reasons in purgatory, and especially that one which is the most forsaken of all, and bring it into Your glorification, where it whitethorn appraise and conjure up You forever. Amen.\r\nOur Father, Hail Mary, Eternal rest, a nd so forth\r\nMONDAY\r\nO Lord God omnipotent, I implore You by the Precious Blood, which Your divine word of honor Jesus shed in His bestial scourging, deliver the souls in purgatory, and among them all, especially that soul which is nearest to its entrance into Your notoriety, that it whitethorn in short begin to praise You and bless You forever. Amen.\r\nOur Father, Hail Mary, Eternal rest, etcetera\r\nTUESDAY\r\nO Lord God omnipotent, I weightlift You by the Precious Blood of Your divine boy Jesus that was shed in His irate crowning with thorns, deliver the souls in purgatory, and among them all, particularly that soul which is in the greatest take on of our prayers, in order that it may not long be delayed in praising You in Your glory and mercy You forever. Amen.\r\nOur Father, Hail Mary, Eternal rest, etc.\r\nWEDNESDAY\r\nO Lord God omnipotent, I call You by the Precious Blood of Your divine Son Jesus that was shed in the streets of Jerusalem while He carried on His sacred shoulders the heavy burden of the Cross, deliver the souls in purgatory and especially that one which is richest in merits in Your sight, so that, having soon come through the high place in glory to which it is destined, it may praise You triumphantly and bless You forever. Amen.\r\nOur Father, Hail Mary, Eternal rest, etc.\r\n atomic number 90\r\nO Lord God omnipotent, I beseech You by the Precious clay and Blood of Your divine Son Jesus, which He Himself on the night before His ire gave as meat and drink to His earnest Apostles and bequeathed to His Holy Church to be the perpetual Sacrifice and life-giving nourishment of His fold people, deliver the souls in purgatory, but most of all, that soul which was most devoted to this secret of infinite love, in order that it may praise You in that respectfore, together with Your divine Son and the Holy Spirit in Your glory forever. Amen.\r\nOur Father, Hail Mary, Eternal rest, etc.\r\nFRIDAY\r\nO Lord God omnipotent, I b eseech You by the Precious Blood which Jesus Your divine Son did shed this day upon the tree of the Cross, especially from His sacred hand and Feet, deliver the souls in purgatory, and particularly that soul for whom I am most circumscribe to pray, in order that I may not be the cause which hinders You from admitting it right away to the possession of Your glory where it may praise You and bless You for evermore. Amen.\r\nOur Father, Hail Mary, Eternal rest, etc.\r\nSATURDAY\r\nO Lord God omnipotent, I beseech You by the Precious Blood which gushed forth from the sacred Side of Your divine Son Jesus in the comportment and to the great sorrow of His most holy Mother, deliver the souls in purgatory and among them all especially that soul which has been most devout to this horrible Lady, that it may come quickly into Your glory, there to praise You in her, and her in You through all the ages. Amen.\r\nOur Father, Hail Mary, Eternal rest, etc.\r\n'

'Ap Gov. Chapter Four Study Guide\r'

' civil Liberties and civic Rights Study Guide A. Chapter 4: a. Terms: i. Civil Liberties: The efficacious constitutional certificates against political sympathies. Although our civil liberties ar plaster castally set down in the billet of Rights, the appeals, wakeless philosophy, and legislatures pay back their meaning. ii. Bill of Rights: The first 10 amendments to the US Constitution, which circumscribe such(prenominal)(prenominal) basic liberties as freedom of religion, manner of speaking, and straighten out and guarantee defendants remedys. iii. prototypal Amendment: The constitutional amendment that establishes the four gravid liberties: freedom of the press, of linguistic process, of religion, and of assembly. v. Fourteenth Amendment: The constitutional amendment adopted later the Civil War that grounds, No State shall hold or enforce and recital of rectitude which shall abridge the privileges or immunities of citizens of the United States, nor shall wha tsoever state deprive all psyche of life-time, liberty, or goodty, without due forge of law; nor deny to any person within its jurisdiction the equal protection of the laws. v. Due cultivate article: come out of the Fourteenth Amendment guaranteeing that persons female genitalia non be deprived of life, liberty, or property by the United States or state governments without due process of law. i. Incorporation Doctrine: The legal concept below which the autocratic lawcourt has nationalized the Bill of Rights by making most of its furnishs applicable to the states through the Fourteenth Amendment. vii. Establishment Clause: Part of the commencement exercise Amendment stating that, â€Å"Congress shall make no law respecting an establishment of religion. ” viii. Free Exercise Clause: A First Amendment provision that prohibits government from interfering with the practice of religion. ix. Prior Restraint: A government go alonging stuff and nonsense from being publ ished.This is a common method of modification the press in slightly nations, but is normally unconstitutional in the United States, according to the First Amendment and as confirmed in the 1931 Supreme lawcourt shield of Near v. manganese. x. Libel: The publication of false or cattish statements that damage some anes reputation. xi. Symbolic wrangle: Nonverbal communication, such as burning a flag or wearing an armband. The Supreme Court has accorded some symbolic reference protection under the First Amendment. xii. technical Speech: Communication in the form of advertising. It green goddess be restricted more than any early(a) types of speech but has been receiving increased protection from the Supreme Court. xiii. Probable Clause: The situation occurring when the police see reason to believe that a person should be arrested. In making the arrest, police atomic number 18 allowed legally to look for and seize incriminating demonstration. xiv. anomalous Searches and Se izures: Obtaining evidence in haphazard or haphazard manner, a practice tabu by the stern Amendment.Probably cause and/or a search authorisation are required for a legal and proper search for an seizure of incriminating evidence. xv. Search undertake: A written authorization from a court specifying the area to be searched and what the police are clear-cut for. xvi. Exclusionary Rule: The blueprint that evidence, no matter how incriminating, cannot be introduced into a trial if it was not constitutionally obtained. The rule prohibits use of evidence obtained through unreasonable search and seizure. xvii.Fifth Amendment: A constitutional amendment intentional to protect the rights of persons accuse of criminal offences, including protection against double jeopardy, self-incrimination, and punishment without due process of law. xviii. Self-Incrimination: The situation occurring when an individual accused of a abomination is compelled to be a witness against himself or hersel f in court. The Fifth Amendment forbids self-incrimination. xix. Sixth Amendment: A constitutional amendment designed to protect individuals accused of crimes. It includes the right to interpret, the right to confront witnesses, and the right to a speedy and public trial. x. acknowledgment Bargaining: A bargain struck surrounded by the defendants lawyer and the prosecutor to the effect that the defendant go forth plead guilty to a lesser crime (or fewer crimes) in exchange for the states promise not to prosecute the defendant for a more flagitious (or additional) crime. xxi. Eight Amendment: The constitutional amendment that forbids cruel and unusual punishment, although it does not define this set phrase. Though the Fourteenth Amendment, this Bill of Rights provision applies to the states. xxii. Cruel and Unusual Punishment: Court sentences prohibited by the Eighth Amendment.Although the Supreme Court has rules that mandatory wipeout sentences for certain offenses are unco nstitutional, it has not held that the death penalty itself constitutes cruel and unusual punishment. xxiii. Right to privacy: The right to a private personal life free from the intrusion of government. xxiv. Marketplace of Ideas: the public fabrication in which beliefs and ideas are exchanged and compete xxv. inescapable Discovery: exception to the exclusionary rule that allows the use of illegitimately obtained evidence at trial if the court determines that the evidence would eventually find been tack by legal means xxvi.The Smith Act: required fingerprint and registering of all aliens in the u. s. and made it a crime to teach or advocate the violent profane of the u. s. government xxvii. Hate Crimes: crimes that involve hate against tribe because of color, race, or ethnic origin xxviii. Obscenity: an repellant or indecent word or phrase xxix. Miranda Warnings: warnings that must be read to suspects prior to questioning. Suspects must be advised that they have the rights of silence and counsel b. Cases: i. Schenck v.US: Speech is not constitutionally protected when the row used under the circumstances present a clear and present riskiness of bringing closely the evil Congress has a right to prevent ii. Gitlow v. New York: State statutes are unconstitutional if they are arbitrary and unreasonable attempts to exercise authority vested in the state to protect public interests. iii. Dennis v. US: The First Amendment does not protect the right to free speech when the nature or circumstances are such that the speech creates a clear and present danger of substantial harm to important national interests. v. Yates v. US: v. New York Times v. US vi. US v. O’Brien vii. Tinker v. Des Moines: viii. Mapp v. Ohio ix. US v. Eichman: x. Near v. Minnesota: xi. New York Times v. Sulllivan: xii. Miranda v. Arizona: xiii. Engle v. Vitale: xiv. Reynolds v. US: xv. Brandedneg v. Ohio: xvi. BSA v. Dale: xvii. dirty dog v. Kurtzman: xviii. West Virginia v. Barne tte: xix. Gideon v. Wainwright: xx. Smith v. Collins: xxi. Wallace v. Jaffree: xxii. peppermint gum v. Kuhlmeier: xxiii. Santa Fe School Dist. V. Doe: xxiv. Boy Scouts of the States v. Dale: c. Questions: i.Protections of the First Amendment were not originally extended to the states because either state had it’s own bill of rights. barely if a state passes a law violating one of the rights protected by the Bill of rights and the states constitution doesn’t prohibit this then nothing happens. This is determined from the Barron v. Baltimore case that said it alone restrains governments, not states and cities. Later though, it was changed by the ruling of Gitlow v. New York that said that states had to respect to some First Amendment rights. ii.Freedom of speech is the right to express opinions without censorship or restraint. There are many types of speech: 1. Libel: The publication of false or malicious statements that damage someones reputation. 2. Symbolic Speech : Nonverbal communication, such as burning a flag or wearing an armband. The Supreme Court has accorded some symbolic speech protection under the First Amendment. 3. Commercial Speech: Communication in the form of advertising. It can be restricted more than any other types of speech but has been receiving increased protection from the Supreme Court. iii.Basic restrictions on speech include: prior restraint, government preventing material from being published; obscenity, inappropriate speech; libel, false statements being published; slander. The government can limit symbolic speech if the act was to intimidate. iv. instruct Explanations: 1. Search and Seizure: must have potential cause to search personal affects; can only take what they went into search for 2. Privilege Against Self-Incrimination: this fifth amendment right protects a defendant from being forced to depict against him or herself; it protects against compelled testimonial evidence 3.Right to Due Process: if people be lieve their rights are being violated, they have the right to a fair and impartial hearing 4. Right to Counsel: individual right found in the sixth amendment of the constitution that requires criminal defendants to have access to legal representation v. The three bedrock tests the courts use to determine the constitutionality of a law is the dirty dog Test. It states that: 1. the statute must have a blase legislative purpose 2. its principal or base effect must be one that neither advances nor inhibits religion 3. the statute must not hold dear â€Å"an excessive government entanglement with religion. â€Å"\r\n'

'Measuring Media Effectiveness in Bangladesh Essay\r'

'The media consists mainly of television, radio, press, net and cinema. This huge amount of money is spent on advertising primarily to create:Advertising/ radical dent Aw beness: Consumer has been introduced to or reminded close the marque station Familiarity: Consumer recognizes specific brand names shuffling imagination: Consumer agrees with positive attri alonees specific to individual brands corrupt smell: Consumer intends to purchase the brand So, as a big amount of money is associated to the media, the vendors strive o know how useful these media leave alone be in achieving these goals. Marketers have become increasingly aware of the implications of a changing media landscape. For example, continuing media fragmentation means that a more(prenominal) complex array of media plans are possible. stipulation that some media plans will be much more successful than others at engaging with consumers and delivering marketing profitability, marketers fatality to know how to increase the odds of finding the optimal media mix to achieve marketing success. 1. 1 motivating and Rationale of study\r\nPeople from different demographic groups are exposed to media in different ways. And similarly not e veryone is exposed to all the media. So it is very important for the marketer to know which media will be appropriate to go on his target market and when and how that media should be used. The marketer has to know how effective will a media be to achieve the marketing goals. There are several Medias like television, press, radio, internet and cinema and therefrom the marketer needs to know which media will contain out the best outcome from his advertisements.\r\nBecause if the marketer cannot reach the target market with the selected media, the allocated budget will be wasted and the marketing goals will not be achieved This research paper has tried to solve these problems of the marketer by giving an idea about the media background of Bangladesh. This r esearch explains how useful the television, radio, print and internet media will be in creating:Advertising/Total Brand Awareness: Consumer has been introduced to or reminded about the brand Brand Familiarity: Consumer recognizes specific brand names\r\nBrand Im advancery: Consumer agrees with positive attributes specific to individual brands Purchase Intent: Consumer intends to purchase the brand 1. 2 Method of Study The method used for this research was Personal in home survey where the researcher personally visited the respondents with the questionnaire and asked and explained the questions to the respondents. So the respondent understands the questions very clearly and can gestate before they answer. A sample size of coulomb was selected through convenient sampling method but also special care has been taken about maintaining a fair mix of different age groups and genders to get an unbiased result.\r\nAs this research except attempts to measure the media intensity level, so the following 2 assumptions/ surmise are made:1. All media are evenly expensive 2. All advertisements are of equal feature These two assumptions are made to eliminate the errors in measuring the media effectiveness. Because if these two assumptions are accepted accordingly the success of the advertisement will solely be on which media was used. 1. 3 Overall Objective The boilers suit objective of this research paper is to measure the effectiveness of media in Bangladesh by finding out the bow of each media on achieving the marketing goals.\r\n'

'Biographical Interpretation Works In Relation Essay\r'

'Many lit successionry works commence across as hard for explanation, it’s been a problem since literature has been a principal(prenominal) encumbrance in society. Over snip many styles of indication have been both approached and adapted by lectors and critics a identical. 1 of the almost popular is the biographical establishing material. This is when a interpreter makes use of details regarding the life, durations and works of an causation as a means of solving informative problems. The biographical interpretation is a really(prenominal) practiced mood to build up in boldness the readers head because the outgoing, and your past experiences ar what shape your mind as it matures constantlyywhere time, even so the sm all(prenominal)est experience can make a decent sized impact on wizard’s thought process.\r\nMark duad is a good casing of an author that has been analyzed, possibly even over analyzed. By every angle he has been mattered at, mos t nonably for his works on The Adventures of tom Sawyer and The Adventures of Huckleberry Finn. If you were to read his ledger The Adventures of Huckleberry Finn without taking a look at any biographical pieces astir(predicate)(predicate) Mark Twain you would undoubtedly not get as such(prenominal) out of the wise as you would in contrast, if you were to read the biography. To prove the point the support of the semi-biographical experiment The Life of Samuel Clemens and the Reception of Huckleberry Finn and The Adventures of Huckleberry Finn will be called upon throughout the es evidence.\r\nAt the beginning of the biographical essay there is an excellent explanation of the personal slope of Twain â€Å"the only clear picture is that Twain was a man of paradox” (pg. 19). The reason this get out fits the topic of biographical interpretation is because virtuoso constitute word within that quote, that key word cosmos paradox. A paradox is a statement that seems o bstinate to common sense and yet is perhaps true. With The Adventures of Huckleberry Finn being the novel that we ar taking a look at in contrast to the biographical side of Mark Twain this word, paradox, fits perfectly since there are paradoxes running throughout the novel. A good example of a paradox in the novel is from the address of Huck Finn himself: When it was dark I set by my campfire smoking, and feeling pretty satisfied; but by and by it got sort of lonesome, and so I went and set on the bank… and counted the stars and drift-logs and rafts that come down, and then went to sack out; there ain’t no emend way to put in time when you are lonesome; you can’t stay so, you short get over it. (Pg. 62)\r\nThe paradox that has been spoken by Huckleberry is that depression and lonesomeness can be slept away. Which when basic heard can be looked over and seen as straight out nonsense. However if it is thought about closely most people that are demoralise can be get a dissolute fix from what makes them depressed by sleeping through it as much as they can, sort of like sleep and relaxation was the drug of it’s time. It may sound inconceivable now, but in the era that The Adventures of Huckleberry Finn was penned the idea of sleeping, or rather lounging around for old age was not that inconceivable because they did not live the engross lifestyle in which we live in latest time.\r\nThis is just one of many paradoxes throughout the discussion that reflect the author in a ample way due to the fact that he was know as a lifetime paradox because of the way he lived his life. For a man that made gold out of writing about adventures of rafting down the manuscript and barely getting by money heady seem so interesting. But grew up living in Connecticut for a good summate of time in his life and also seek to be filthy rich, and have no worries is most likely the biggest paradox of his life.\r\nAnother way that the book of The Adventures of Huckleberry Finn can be looked at from a biographical perspective and make sense is the fact that the main characters in the novel have a very similar background as to which they grew up in. In a paragraph written by an African American professor of eastern studies and a source of African-American folktales and poetry. A man by the soma of Julius Lester speaks of the relationship between Huck, Tom, and Mark Twain himself in a very unique manner. Just later on he speaks of how he does not recollect ever reading the writings of Mark Twain, but then says something to the effect of what American child hasn’t read the tales of Huck and Tom so maybe he has, but the literature was not that significant to his life. What Lester has to say is something that most people taking the biographical interpretation approach should use as an approach to all authors in relation to the characters they write of: I do have an emotional memory of going to Hannibal, molybdenum with my parents when I was eight or nine, and visiting the two-story system house where Mark Twain lived as a boy-where Huck and Tom lived as boys. (Pg. 341, Morality and Adventures of Huckleberry Finn)\r\nThis is a nifty comment because when you take a novel and try and put a biographical interpretation onto that novel you need to take a very close look at the characters and their relation to the author. That is the anchor of the biographical interpretation, how the characters are at all a parallel to the author. With Mark Twain himself growing up for part of his life on the Mississippi it gave him great knowledge of what he was talking about, and it gave him the roots of the characters that are now notable American icons. Him having the knowledge of the Mississippi, and of southerly life in America at that time influenced the characters and the novel infinitely. Whether it is a satirical look at the way American life was at that time is a whole different essay. With all of this in mind it can be said that he sure lived the life of Huck and Tom whether it be on a lower level, or a parallel these characters and Mark Twain are one in the same.\r\nThese are only a hardly a(prenominal) examples of how the biographical interpretation of a novel is a very reliable approach to analyzing literature as long as you know that the biographical reading is accurate. Doing this will also make the novel much to a greater extent enjoyable because if you read the biographical essay, paragraph, novel, etcetera Then you will be able to go along the book and be able to not look down upon the book, but look more for the reason that that author had said what he said, and what he really meant by it. It is about looking from the in spite of appearance and looking out at the novel for the reasons coffin nail what was said, instead of looking into the novel for the reasons to not read the book altogether\r\n'

'How to Raise Leaders at Every Level to Achieve Extraordinary Results?\r'

'How to Raise loss attractors at Every Level to Achieve incomparable Results? Alaa Ahmed MBA Candidate Introduction attractershiphip is an important supposition in some(prenominal) sector, in family, school, arrangement, company, and in every community. The secret behind the success of any organization is its leadership. Academic analysis has vown us more than(prenominal) than 850 definitions of leadership (bennis, 1997). All of them induct the same factors plainly in distinguishable formulations. After I designate many of these definitions, I saw leadership as driveional a group of raft toward achieving a specific goal.Scholars looked and study leadership styles, and leadership patterns, whereas Jim Kouzes and Barry Posner studied leadership from a variant perspective. They dealt with leadership as a ch aloneenge and the leader who succeeds in liner the take exception and gets anomalous result is considered warning(a). As a result, Kouzes and Posner star ted their journey since 1983 facial expression for how the leader becomes monitory and achieves extraordinary results. Their study covered leadership in entirely told sectors and on all the continents of the world. They collected data from different pot and mangers during 25 years and analyzed them.They ensn ar that in position for a leader to be exemplary and able to get extraordinary results, he/she has to be able to transform set into actions, visions into realities, obstacles into innovations, discreteness into solidarity, and risks into rewards (Kouzes & adenosine monophosphate; Posner, 2002). To get all this through, they stunnedlined a mechanism that they called â€Å"The Five Practices of cautionary Leadershipâ€Å" ; at that place be cardinal commitments that go along with distri saveively put which argon the subject of our research. Model the course Model the fashion is aligned with two commitments .The first gear one is find your voice by correct up y our value. A leader must clarify the values that he believes in, look for the viridity values, and have the king to transfer these values into actions. A clear guiding principle is necessary to follow and to gain the consensus s dischargetily round these principles from to be easily applied. These values must be reflected in the leader’s behavior to underline credibleness which as Kouzes and Posner said is the primeation of leadership. Leaders’ clear values help them to practice the consequence commitment which is â€Å"set the event by positioning actions with sh atomic number 18 values”.Telling stories helps others think just most how to rent values alive. Giving rousing speeches is non abundant; a leader has to go first and take part by doing what he asks others to do. Also a leader has to be (dwysywd) which is the acronym of (do what you say you lead do). Followers give believe not what they hear from the leader but what they see the leade r consistently do. For example, the director usual of the company that I rub down for issued a s confidential informationping point that all employees must wear their ID on their chests as long as they were inside the company during the starchy leading time.The next day, we saw him standing at the entrance wearing his ID as an example or a model for us. Undoubtedly, model the way is not enough to complete the picture of the exemplary leadership, accordingly; leaders need to follow another practice in order to sh be the vision. Inspire a shared vision Leaders to inspire a shared vision with their employees, have to practice two commitments. The first one is to envision the next by imagining exciting and ennobling possibilities. Think for yourself and imagine the future day that you wish for your organization.Ask, listen, and adapt mentally and emotionally the employees’ vision, their future imagination, and what they aspire for the organization. The second commitment i s to enlist others in a common vision by good-hearted to a shared aspiration. A leader inevitably to analyze and discuss twain aspirations to create a common aspiration which contributes in strengthening the work relationship and enlisting others to work on achieving the common aspiration. Welcome any opinion or thoughts and give attention because innovation is created in this way. Francisco Magalhaes gives us an example through a story of his experience.When he had just started his new suppose at a line workshop, he thought about something related to his job and concluded that there was a way to constrict the cost by more than half. He told his colleagues about that, but he did not get their attention. His colleagues’ chemical reaction did not stop him; he went to his leader and told him about his idea. The leader immediately began analyzing Francisco’s proposal, discussed it with him and found that what Francisco proposed was correct. This direct leader contin ued encouraging Francisco in order to implement this thought on the ground and he told the director general about Francisco (Magalhes, n. . ). This leader shared Francisco’s thought and gave him more attention. Without his leadership Francisco’s original idea would have break danceed. Inspiring and relievering the innovative ideas of employees is what leaders have to do if they expect to be exemplary; however, this exemplarity will not be completed without contend the exercise. Challenger the process at that place are two commitments that can be utilize as st putgies by the leader to challenge the process (Kouzes & Posner, 2002). One of these commitments is searching out challenging opportunities to change, grow, innovate, and improve.Leaders, who stay leading in the same way for a long time, will stomach their employees’ enthusiasm. The with child(p) leader has to look for and create new ship canal to challenge the routine and encourage the group toward achieving its goals. mo Perry, a president and CEO of AutoTrader. com, says that one of his compelling leadership techniques is to tell their employees that one of their main responsibilities is to challenge the status quo and work constantly to improve anything that may be used to get the work through (Yaverbaum, 2004)The second commitment is experimenting, taking risks, and learning from the incident mistakes.The employees like to work with a leader who ventures into unfamiliar with(predicate) and uncertain situations and transfers risks into rewards because the best solutions are often found in these cases. Likewise, wisdom is gained through pain and demonstration (Bennis, 2003, p. 134). Andy Stanly highlighted that if leaders stop challenging the process, they cease to be leaders and they become four-in-hands (Andy, 2006). This pushes us to split among leader and manger by saying that the leader is someone who guides and the manger is someone who drives.Besides, Bennis observed that â€Å"the manager is a copy; the leader is an original, the manager administers, the leader innovates, and the manager relies on control; the leader inspires think” (Bennis, 2003, p. 45). However; leaders who search out opportunities, look into the unknown, are willing to take risks, and are lively to meet whatever challenges may face them, are not always considered exemplary. The leader needs to authorize others and support them, too. alter others to act For leaders to change others to act,they need to start with fostering collaborationism by promoting cooperative goals and building blaspheme.Create spiritual cooperation in the midst of all the organization’s members by emphasizing that you trust them and believe that they can do the best. Donald Evans, Secretary of U. S. section of Commerce says â€Å"Nothing is important to being and effective leader that having an unshakable trusting relationship with those whom you work with and th ose you lead” (Yaverbaum, 2004, p. 232). Great work does not fare without active involvement and support. Achieving the purpose of the organizations must be everyone’s responsibility, and good leaders promote teamwork quite than competition as the road to success.Competition, which is trying to struggle others, is vastly different in purpose from collaboration which is trying to do well. The cooperative relationships between members are assets of the organization. Leaders must know how to nurture them. In building a strong team out of people with diverse and sometimes conflicting interests, leaders must develop cooperative goals, seek consolidative solutions and build trusting relationships. There is a justness that you cannot do it alone. A leader will ever get anything extraordinary done without the talent and support of others.You need others and they need you. Then, the second commitment to follow through this practice is to strengthen others by sharing index and discretion. When you intend to keep back a decision, ask employees about their ideas and listen. Involve them in the decision-making process. Zenger and Folkman mention that leaders can find best recourses by asking people in work about their ideas and seeking details. send away others that you are concerned about their ideas and opinions (Zenger & folkman, 2007). Enable others to act is considered a major in front graduation to the quint practice which is encouraging the heart.Encourage the heart supporting the heart is the fifth practice set by Kouzes and Posner. Leaders who want to get extraordinary results should own contributions by showing appreciation for individual excellence. give thanks employees who did a great job, surprise them by natural endowment moral and financial support. Let them feel that what they did is considered something royal in order to push them to give more, at the same time, to encourage others who do not have contributions to compete w ith employees who have contributions. Continue by elebrating the values and victories by creating a spirit of community. Celebrate team success and pride in the accomplishments. There is a strategy to be a good leader is to explore and expect leaders around you (Zenger & folkman, 2007). By looking for leaders around you and big(a) them the feeling that they might be future leaders; you encourage them to do better. Credibility is the foundation of leadership The five practices that we have reviewed paint a partial tone picture of leadership. These practices are like a soundbox without soul, so there is no benefit from this body.They are like pillars built on the sands which readily will fall down. According to research done by Kouzes and Posner for more than two decades, they were looking for what people revere in their leaders. Findings were that credibility is the feature article that employees admire in their leaders, as the research showcase that the top four characteris tics that employees look for in their leaders are; ingenuousness, forward-looking, inspiring, and competent, consequently; these four characteristic are the inwardness of the credibility. The research ranged across the world and years .It shows that honesty is the number one trait then forward looking, competent, and inspiring (Kouzes & Posner, 2002). Employees follow you as a leader when they believe and trust you. But without credibility which is the foundation of the leadership, there is an uphill battle will face you because you will try to pull the employees to your situate and as you are the only pulling, soon both sites are being weary and give up (Brown, 2011). Without credibility, you as a leader will fail to transfer your values into actions then you will lose your employees’ trust.Table 1 Characteristics of admired leaders Percentage of Respondents selecting that characteristic Characteristic| 2002 edition | 1995 edition | 1987 edition | clean | 88| 88| 83| Forward looking | 71| 75| 62| Competent| 66| 63| 67| Inspiring | 65| 68| 58| Intelligent | 47| 40| 43| Fair-minded | 42| 49| 40| broad-minded | 40| 40| 37| Supportive | 35| 41| 32| Straightforward | 34| 33| 34| Dependable | 33| 32| 33| Cooperative | 28| 28| 25| unyielding | 24| 17| 17| Imaginative | 23| 28| 34| Ambitious | 21| 13| 21| Courageous | 20| 29| 27| Caring | 20| 23| 26| board | 17| 13| 23| Loyal | 14| 11| 11| Self-controlled | 8| 5| 13| Independent | 6| 5| 10| radical: The Leadership Challenge by Jim M. Kouzes and Barry Z. Posner , 2002. The Five practices of exemplary leadership are distinctive When we review all studies and research about leadership, we will find that Kouzes and Posner studies and findings are different. What distinguish their findings are the followings: 1- The length of the study flow rate which more than two decades. 2- Collecting data from different people (employees, managers, CEO’s, leaders). †They made their research more than one time in different periods in order to determine the constants. 4- Their surveys covered the world. (Africa, North America, mho America, Asia, Europe, and Australia ) 5- They transferred their findings into clear concepts. The five practices of exemplary leadership Exemplary Leadership Encourage the Heart Enable Others to bear Challenger the Process Inspire a dual-lane Vision Model the Way Credibility expiration: The Five Practices of Exemplary Leadership Make unique ResultsTwo recent research reports confirm the importance of the five practices of exemplary leadership (Kouzes & Posner, 2002). One of those debate was done by Richard Roi (2006). He asked the executives of 94 companies to rate their company’s senior leaders on the five practices of exemplary leadership. He analyzed those leaders with strong consistent application of the five practices; their companies had substantive growth in net income and stock price by comparison with companies that has leaders with weak carrying out for the five practices.There is a direct proportion between the five practices and the financial performance for the company. The second research consisted over 66,000 survey responses completed over the onetime(prenominal) two years. The finding is that the organizations that their leaders engaged in the five practices of exemplary leadership have significantly high levels of important employee attitudes ( global leadership associates , 2007). The evidence is clear that the main reason behind the success of any organization is the strength of its leadership.Also, the evidence is strong that what invent the leadership strong are the five practices of exemplary leadership. By these practices, leaders get extraordinary results and make significant differences in performance of their organizations. References Andy, S. (2006). challenge the process. ministry today magazine . bennis, w. (1997). leaders. new york: harper Business. Bennis, W. (2003). On sightly a leader. Cambridge, MA: Perseus Pub. Brown, M. (2011, 9 23). Credibility: A Critical Foundation of Leadership. 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