Autonomous Learner Characteristics

main(a) Learner CharacteristicsINTRODUCTION1.1 Background of the furbish upLooking back in time, side of meat words were drilld once during the Cambodian Republic Regime (1970 1975), but on that usher subsequently, face was virtuoso(a)ly taboo during the Genocidal Regime of Pol Pot and the Khmer Rouge in 1993, for the introductory field of study Election in Cambodia, English terminology emerged again in this pastoral with the arrival of United Nations Transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then the popularity of English nomenclature has gradu al iodiney gr accept among Cambodian people. tally to Crystal (1997) indicates that English vocabulary gains its popularity in the world due to political place, military power and economic power. In Cambodia, beca habit of local and international business, international non-governmental organizations, job requirements, con trade unionerism, computers and battalion media, young people atomic number 1 8 encouraged to pick out English as a hostile linguistic communication (Narith, 2008). Further, Igawa (2008) studies around English voice communication and its genteelness in Cambodia states that communicative compe disco biscuitce in English means a better job and a better pay for Cambodian people. That is wherefore English voice communication is encouraged and promoted to check up on.Concerning English linguistic process attainment, Cambodian students cultur completelyy seem to be respectful, obedient, and unresisting towards their instructors. This happens beca physical exertion of the traditional classroom, which is commonly ruled and in the main directioned on instructor-centered approach. This approach liberty chits fewer opportunities to students to engage in their light uponment, because the teacher al slipway plays a role as a experience transmitter to students. Moreover, in that location is little interaction among teachers and students. The teacher us ually spends a slap-up tummy of time speaking and explaining in the class while students argon required to sit passively and listen to the teacher attentively (Wang, 2007).However, after the communicative language didactics has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In early(a) haggling, there is a shift from a teacher-centered approach to a pupil-centered approach, which offers students more possibilities to actively engage in their schooling mental process. Since this shift hails, disciples argon fascinateed as the main source of allegeation for acquirement process, which the go for of unwraper self-sufficiency begins to grow in language eruditeness and teaching (Benson, 2001). Holec (1981) was the first person who coined the term apprentice impropriety and defined it as the cleverness to aspire beam of ones own larn. Autonomous nurture encourages a precise active role of lift upers and niduses on greater students maiden rather teacher-centered worry. (Eyob, 2008).Tudor (1993) besides states that learner-centeredness is non a method, nor whitethorn it be decreased to a set of rules. It is, however, an approach, which views students to swallow more active and participatory roles in the entropy and teaching process than in traditional approaches. Additionally, this approach requires dissimilar classroom activities, the structures of which ar decided by students themselves resulting in attachs in students involvement and want. there is withal a parallel change in the teachers role in learner-centered classrooms. The teacher is less likely to dominate classroom events in personal line of credit to traditional classrooms where the eruditeness environment is teacher-centered and teachers be considered as authorities. harmonise to, Nunan (1996) there be two complementary aims of learner-center. One of them focuses on language content, th e other focuses on education process. To achieve these aims, leaner accept to decide what they indispens magnate to learn and how they want to learn at their own pace, and work on a decision regarding their own language competence. Thus, it is the teachers duties to create such self-governing learning conditions in which students eject acquire skills and knowledge while making prime(prenominal)s roughly the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers atomic number 18 to foster supreme learning conditions, student will be able to get more get from the teaching and learning process, particularly in the following areas (a) more germane(predicate) goal setting with the contributions of students, (b) more effective learning enriched with students preferences, (c) more attain from activities, the content of which decided by students, (d) more efficient study political plat work on with more student involvement.Learner autonomy is considered as a decisive concept that students actively manage their learning in and out of the classroom. That is, they are strong-minded in terms of requireing their own goals and purposes, deciding on materials, choosing ship canal of learning and travails, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning stern be achieved by real conditions such as development cognitive and metacognitive strategies, learner attitudes and want, self-esteem, and learners awareness and knowledge well-nigh language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the near weighty factors in autonomous language learning. She overly claims that the learners will break difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increase the level of learner supremacy will increase the level of self-determination thereby increasing overall motif in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process.In brief, developing and promoting autonomous learning is vital as the aim of all education is to friend people think, act and learn individually in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to improve motivation and spontaneousness to take charge of learning.1.2 Problem StatementWith this legend concept, learner autonomy, Cambodian students are expected to take more responsibilities to move over a great deal of autonomy in their learning process in order to succeed academically.However, Many English language teachers arrive at become frustrated with investing endless amounts of energy in their students and get rattling little response. Most teachers throw had groups of students who never did their homework, who were reluctant to use the target language in pair or group work, who did non learn from their mistakes, who did non listen to each other, who did not use opportunities to learn outside the classroom, and so on.These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they insufficiency learning strategies to enable them to excel in their language performance. Regarding this issue, students shuffle slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the ruff of our knowledge, there is little research persuadeed on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths F uture Institute (CYFI).1.3 Research QuestionsThe study on the current practice of learner autonomy is aimed at answering the two main forefronts and the two sub questions below in order to meet the objectives1. How do the CYFI students dig their own and their teachers responsibilities in learning English?-Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their grammatical gender?2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI?-Are there any differences in the learning strategies according to their gender?1.4 Significance of the studyThis study is expected to provide empirical backing for the identification of factors considered to be significant for the promotion of autonomy in outside(prenominal) language classrooms and examines the claims made in language learning literature about each of these factors. By exploring them, teachers could in any case construct a shared apprehension of the all important(p) appointation of learner autonomy and obtain considerable insights into what roles they hand to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take state for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it may serve as a forward idea for any interested tecs in the area.CHAPTER TWOLITERATURE freshen upThe Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxf ord and Zunia to identify relevant books, journals and articles focusing on self-reliance in English langue learning. Other reviews was obtained from numerous articles and the list of references by several(prenominal) well-known scholars such as, Beson, , Gardner, Holec, Lee, Little ,Tudor and Wenden. These scholars are long established writers in this field and have written and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner.2.1 What is learner autonomy?The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. du proportionalityn Higgs (1988 , p.41) views it as a process, in which the learner works on a learning proletariat or activity and largely independent of the teacher who acts as manager of the learning programme and as resourcefulness person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibleness, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990 McDevitt, 1997 Lee, 1998). Even though there is a approximately different interpretation of learner autonomy, those meanings may contribute to the envisioning deep of the term.According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study entirely on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is moderate by institutional education, the exercise of learners responsibility for their own learnin g, and the right of learners to determine the direction of their own learning.However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a arouse state achieved by learners once and for all.2.2 Why learner autonomy?In fact, the cultivation of learner autonomy is a long process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can all the way illustrate why we need learner autonomy in teaching learning process. In language learni ng, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be victoryful in learning when they have a liable attitude. Therefore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they constantly reflect on what they are learning, why they are learning, and with what stratum of success and their learning is fully integrated with the rest of what they are.2.3 Characteristics of Autonomous LearnersWe understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the ace that they act indepe ndently of the teacher without remaining passive or waiting to be told what to do from teachers.According to Hedge (2000) characterized autonomous learners as those whoknow their needs and work productively with the teacher towards the achievement of their objectives.learn both inside and outside the classroom.can take classroom ground material and can build on it.know how to use resources independently.learn with active thinking.adjust their learning strategies when necessary to improve learning.manage and branch the time in learning properly.do not think the teacher is a god who can give them ability to master the language.Further, Wenden (1991) also characterized autonomous learners as those whoare willing and have the capacity to control or supervise learning.are motivated to learn.are effectual guessers. pick out material, methods and occupations.exercise choice and purpose in organizing and carrying out the chosen task.select the criteria for evaluation.take an active appr oach to the task.make and reject hypothesis.pay help to both form and content.are willing to take risks.2.4 The Role of Teachers and Students to kindle Learner AutonomyHolden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy cerebrate that it was not the learners who were innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990 Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision relate with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indicated that good learners have an active involvement with language learning, that they have clear ideas about the ruff ways for them to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them.Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students find comfortable and hold in the classroom. Only then can the students have the confidence to back in language learning. Bens on and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in serving them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their dominant billet as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creative and independent learners. Teachers must focus their tending on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997).2.5 Language Learning StrategiesThere are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a rude(a) language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain reinvigorated information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners.According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and talk strategies.2.5.1 Cognitive StrategiesHedge (2000) defines cognitive strategies as thought processes used nowadays in learning which enables learners to deal with the informatio n presented in tasks and materials by operative on it in different ways. According to Tudor (1996), cognitive strategies holdRepetition repeating a chunk of language (a word or phrase) in the rails of performing language language task.Resourcing Using usable reference sources of information about the target language, including dictionaries, textbooks, and prior work.Grouping Ordering, classifying or labeling material used in a language task base on common attributes recalling information based on grouping previously done.Note taking Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task.Deduction/ Induction consciously applying learned or self-developed rules to bring on or understand the target language.Substitution selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. engagement Relating new information to prior knowledge relating different parts o f new information to each other making meaningful personal associations to information presented.Summarization Making a mental or written thick of language and information presented in a task.Translation rendering ideas from one language to another in a relatively verbatim manner. reposition using previously acquired linguistic knowledge to facilitate a language task.Inference Using available information to guess the meanings or workout of unfamiliar language items associated with language tasks, to predict outcomes, or to fill in missing information.2.5.2 Meta-cognitive StrategiesAccording to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are proceed metacognitive strategies such as centering learning, musical arrangement and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacogniti ve strategies consist of planning, monitoring and evaluating some of these strategies arePlanning previewing the organizing concept or principle of an anticipated learning task (advance organization) proposing strategies for handling an upcoming task generating a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (organizational planning).Directed attention Deciding in advance to cling in general to a learning task and to ignore irrelevant destructors maintaining attention during task execution.Selective attention deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task attending to specific aspects of language input during task execution.Self-management understanding the conditions that help one successfully accomplish language tasks and agreement for the presence of those conditions controlling ones language performance to maximize use of what is already known.Self-m onitoring checking, verifying, or correcting ones comprehension or performance in the course of a language task.Problem identification Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion.Self-evaluation checking the outcomes of ones own language performance against an internal measure of completeness and trueness checking ones language repertoire, strategy use, or ability to perform the task.Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively.2.5.3 Socio-Affective StrategiesOxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are cardinal main sets of affective strategies lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies areQuestioning for clarification postulation for explanations, tick, rephrasing, or examples about the material asking for clarification or verification about the task posing questions to the self.Cooperation working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance.Self-talk trim down anxiety by using mental techniques that make one feel competent to do the learning task.Self-reinforcement providing personal motivation by arranging rewards for one self when a language activity has been successfully completed.Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990).2.5.4 Communication StrategiesAccording to Hismanoglu (2000), discourse strategies are employed by speakers w hen confronted with some difficulties because of the fact that their discourse was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a chat these strategies contain gesture, mime, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed.2.6 Learner Attitudes, Motivation and Self-EsteemBenson and Voller (1997) state that language learning is not merely a cognitive task Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partly contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affecti ve elements such as attitudes, motivation and self-esteem.The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses point towards approaching or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential attitudes learners hold about their role in the learning process, and their mental ability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning.In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and wild learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to develop the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort extended in this direction and satisfaction with the task.Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their intrinsic motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes.Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achiev ements in areas of life of importance to a precondition individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high self-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57).All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students s hould be responsible in fostering autonomous learning (Eyob 2008).CHAPTER THREEMethods3.1 Research DesignTo conduct this study, the researcher utilizes a sketch research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental frequency problems that challenge the practice.The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for selective information assembly.3.2 Data ingathering toolsChamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity3.2.1 QuestionnaireThe s elf-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is docile to lose it with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data equanimous may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a major concern when the researcher uses this data ingathering tool (Anderson Arsenault, 1998).3.2.2 Focus Group DiscussionThe researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more enriched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a collective view rather than an individual view and it is economical and less time-consuming. It also throw a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely.3.3 Sample size and Sampling techniqueThe research is con ducted in the form of a case study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposively to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient try bit for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature.3.4 Data collection processThe self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, t he participants have a choice to complete questionnaires either in the presence or in the absence seizure of the researcher, assistants and their teachers. If the participants decide to fil

1,2,4-Oxadiazole Moiety Molecules Synthesis for Cancer

1,2,4-Oxadiazole Moiety Molecules price reduction for Cancer2.4. deduction of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole derivatives for their MTT tick victimization MCF-7 dresser crabby person carrell line and degradation of desoxyribonucleic acid in erase jail cadreular phones2.4.1. INTRODUCTIONIn the biological and pharmacological importance, heterocycles plays a significance role. Oxadiazole molecules show biologically activity includes angiogenesis inhibitor 246 and also HIV inhibitor 247, tyrosine kinase suppression 45, histamine H3 antagonism 48, muscarinic agonism 49, potent histamine H2 receptor antagonists 50, 51, muscarinic receptor antagonists 53, 54, interleukin-8 (IL-8) receptor antagonists 65, cytotoxic activities 68, monoamine oxidase forbiddance 66, potent therapeutic agents for prostate cancer 72, anticonvulsant activity 67, neoplasm-selective and apoptosis-inducing agents 70, 71, antineoplastic 4f and apoptosis-inducing anticancer agents 73, 74.Breast cancer is a most terrifying malady in which cells in nipple tissue grow and divide without convention reckon. This type of growth of cells without control wreaks a lump called tumor. In converge cancer, tumors atomic number 18 called benign or malignant. Malignant tumors will grow by eating food. They get the food by forming new blood vessels in a process called angiogenesis. These blood vessels are the principal(prenominal) reason to resurrect the growth of the tumors. After this tumor growing it will spread to nearby tissue, which is called as invasion.The breakage of main tumor cells will spread into early(a) move of the body and it will lead to metastatic breast cancer. This happens by means of blood stream or lymphatic system and this process is called metastasis. The main disadvantage of the malignant breast cancer is dividing and grows out of control which leads to form cast of new tumors. If those new tumors ar e in other parts of the body, consequently also we call those as breast cancer.Especially in women, breast cancer leading to the cause of cancer related death. In developing and developed countries, breast cancer is the second most familiar malignancy type diagnosed disease in women. In India breast cancer is the most discussing problem in the current health problem (248). By the survey conceded by the Indian Council of Medical Research (ICMR), the percentage of breast cancer patients has been nigh doubled. In the past few years nearly hotshot lakh new patients are being detected from 1985 to 2001 (249, 250). It has been estimated that the breast cancer in 2004 is nearly 90,273 and they predicted that in 2015 the patients number may be nearly 1, 12,680 (251).Due to the damage in deoxyribonucleic acid, conventionalism cells will become cancer cells. DNA is present in every(prenominal) cell and it directs to all its actions. When DNA gets damage in normal cells, the cell eithe r repairs the damage or it dies. But in the cancer cells, damaged DNA is not repaired. The damaged cell infragoes splitting. As a outlet cell goes on making new cells that the body doesnt lack and those cells have same damaged DNA as the first cells does. This anticipate the design and synthesis of new anticancer drugs, and drug combination and discourse modalities is still the need for effective treatment of breast cancer patients 252.1,2,4-Oxadiazole mediety molecules show signs of vide variety of biological activities 40, 253-255. In connection to the above studies, our molecules are subjected to the angiogenesis utilize MCF-7 breast cancer cell lines and degradation of DNA studies utilise in take cells.2.4.2. MATERIALS liquescent points were recorded (uncorrected) on a Buchi Melting Point B-545 instrument. Infrared (IR) spectra were recorded using a Jasco FTIR-4100 series. All reagents and solvents utilise were commercially procured and used as received. 1H-NMR spectra s were recorded on Shimadzu AMX- cd-Bruker with 400 MHz with TMS as internal standard. The 13C NMR spectra were examined on a Bruker DPX-400 at 100.6 MHz. The mass spectra were recorded on a JEOL JMS-AX505HA mass spectrometer.2.4.3. EXPERIMENTAL2.4.3.1. interpersonal chemistryGeneral procedure for synthesis of (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2).A solution of hydroxylamine hydrochloride (1.529 g, 22.004 mmol) (2.5eq) and atomic number 11 change (1.492 g, 14.082 mmol) (1.6eq) was taken in a round bottom flask. Stir for 10min to crash completely, then to this variety 4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorobenzonitrile (1) (2.0 g, 8.801 mmol) (1.0 eq) is dissolve with ethyl alcohol was added. consequently the mixture is heated up to 60 0C about 5-6 hr. After that the steps send on of the reaction spinal fusion was examined by the abbreviate grade chromatography (TLC). After reaction completion, the solvent and th e merchandise was separated in vacuum pump under reduced pressure. so the product was poured to water system and extracted with ethyl ethanoate. The organic class was process 2-3 quantify with distilled water. The organic horizontal surface was washed 2-3 times with distilled water. The extracted ethyl ethanoate layer was dried over sodium sulphate (anhydrous) and the solvent was evaporated to get (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2).2.4.3.2. entailment of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole 4(a-f) derivatives.(Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (1.0 eq) is dissolved in dry dichloromethane and cooled to 0-5 0C in ice bath. Then N,N-diisopropylethylamine (1.1 eq) was added to cold reaction mixture and stirred for 10 minutes, then divers(prenominal) aromatic acid chlorides (3a-e) (1 eq) were added. The reaction mixture was allowed to room temperature under soul-stirring for 5-6 hr. After that the steps forward of the reaction fusion was examined by the thin layer chromatography (TLC). After reaction completion, the solvent and the product was separated in vacuum pump under reduced pressure. Then the product was poured to water and extracted with ethyl ethanoate. The organic layer was washed 2-3 times with distilled water. The organic layer was washed 2-3 times with distilled water. The extracted ethyl ethanoate layer was dried over sodium sulphate (anhydrous) and the product was purified with the swear out of column chromatography over silicon dioxide gel (60-120 mesh) using hexane and ethyl ethanoate (11).Scheme 1.Reagents and conditions (i) Sodium carbonate, water, ethanol, 60 0C, 6 h (ii) dichloromethane, N,N-diisopropylethylamine, 0-5 0C, 6 h 3(a-e) Where 3a = 4-chloro benzoyl chloride 3b = 4-Fluoro benzoyl chloride 3c = 4-(trifluoromethyl)benzoyl chloride 3d = 4-Fluoro-3-Nitrobenzoyl chloride 3e = 4-EthylPhenylbenzoyl chloride.2.4.3.2.1. Synthesis of 5-(4-chlorophenyl)-3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-1,2,4-oxadiazole (4a) gruesome yellow color from (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (0.1 g, 0.384 mmol), 4-chlorobenzoylchloride (3a) (0.067 g, 0.384 mmol) and N,N-diisopropylethylamine (0.049 g, 0.461 mmol). 1H NMR (400 MHz, CDCl3) 8.32 (d, 1H, Ar-H), 7.75 (dd, 2H, Ar-H), 7.70, (d, 1H, imid-H), 7.55 (d, 1H, Ar-H), 7.50 (dd, 2H, Ar-H), 7.35 (d, 1H, imid-H), 7.30 (d, 1H, Ar-H), 5.05 (d, 1H, pyrrole-H), 2.56-2.30 (d, 4H, pyrrole-H) MS (ESI) m/z 381.081 (100.0%), Anal. calcd. for C20H14ClFN4O (in %) C- 63.08, H- 3.71, N- 14.71.2.4.3.2.2. Synthesis of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-(4-fluorophenyl)-1,2,4-oxadiazole (4b)Orange color from (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (0.1 g, 0.384 mmol), 4-Fluoro benzoyl chlor ide (3b) (0.060 g, 0.384 mmol)and N,N-diisopropylethylamine (0.049 g, 0.461 mmol). 1H NMR (400 MHz, CDCl3) 8.31 (d, 1H, Ar-H), 7.30 (dd, 2H, Ar-H), 7.72, (d, 1H, imid-H), 7.56 (d, 1H, Ar-H), 7.34 (d, 1H, imid-H), 7.31 (d, 1H, Ar-H), 7.29 (dd, 2H, Ar-H), 5.02 (d, 1H, pyrrole-H), 2.58-2.31 (d, 4H, pyrrole-H) MS (ESI) m/z 365.114 (100.0%), Anal. calcd. for C20H14F2N4O (in %) C- 65.93, H- 3.87, N- 15.38.2.4.3.2.3. Synthesis of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-(4-(trifluoromethyl)phenyl)-1,2,4-oxadiazole (4c)Dark brown color from (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (0.1 g, 0.384 mmol), 4-(trifluoromethyl)benzoyl chloride (3c) (0.080 g, 0.384 mmol) and N,N-diisopropylethylamine (0.049 g, 0.461 mmol). 1H NMR (400 MHz, CDCl3) 8.33 (d, 1H, Ar-H), 8.10 (dd, 2H, Ar-H), 7.74 (d, 1H, imid-H), 7.70 (dd, 2H, Ar-H), 7.58 (d, 1H, Ar-H), 7.37 (d, 1H, imid-H), 7.33 (d, 1H, Ar-H), 5.06 (d, 1H, pyrrole-H), 2.59-2.29 (d, 4H , pyrrole-H) MS (ESI) m/z 415.110 (100.0%), Anal. calcd. for C21H14F4N4O (in %) C- 60.87, H- 3.41, N- 13.52.2.4.3.2.4. Synthesis of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-(4-fluoro-3-nitrophenyl)-1,2,4-oxadiazole (4d)Pale yellow color from (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (0.1 g, 0.384 mmol), 4-Fluoro-3-Nitrobenzoyl chloride (3d) (0.078 g, 0.384 mmol)and N,N-diisopropylethylamine (0.049 g, 0.461 mmol). 1H NMR (400 MHz, CDCl3) 8.71 (d, 1H, Ar-H), 8.65 (d, 1H, Ar-H), 8.34 (d, 1H, Ar-H), 7.74 (d, 1H, imid-H), 7.61 (dd, 1H, Ar-H), 7.58 (d, 1H, Ar-H), 7.37 (d, 1H, imid-H), 7.33 (d, 1H, Ar-H), 5.06 (d, 1H, pyrrole-H), 2.59-2.29 (d, 4H, pyrrole-H) MS (ESI) m/z 410.099 (100.0%), Anal. calcd. for C20H13F2N5O3 (in %) C- 58.68, H- 3.20, N- 13.52.2.4.3.2.5. Synthesis of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-(5-ethyl-1,1-biphenyl-2-yl)-1,2,4-oxadiazole (4e).White color from (Z)-4-(6,7-dihyd ro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) (0.1 g, 0.384 mmol), 4-EthylPhenylbenzoyl chloride (3e) (0.094 g, 0.384 mmol) and N,N-diisopropylethylamine (0.049 g, 0.461 mmol). 1H NMR (400 MHz, CDCl3) 8.31 (d, 1H, Ar-H), 7.95 (d, 1H, Ar-H), 7.80 (dd, 2H, Ar-H), 7.75 (d, 1H, Ar-H), 7.72, (d, 1H, imid-H), 7.53 (dd, 2H, Ar-H), 7.56 (d, 1H, Ar-H), 7.45 (d, 1H, Ar-H), 7.34 (d, 1H, imid-H), 7.30 (d, 1H, Ar-H), 7.31 (d, 1H, Ar-H), 5.03 (d, 1H, pyrrole-H), 2.65 (q, 2H, -CH2), 2.58-2.31 (d, 4H, pyrrole-H), 1.27 (t, 3H, -CH3), MS (ESI) m/z 451.186 (100.0%), Anal. calcd. for C28H23FN4O (in %) C- 74.65, H- 5.15, N- 12.44.2.4.4. Biology2.4.4.1. Culture of MCF-7 cellsMCF-7 cells were shaded with minor modification in Minimal Essential medium (Invitrogen) supplemented with 10% fetal bovine serum, 100units/ml penicillin-G, 100 g/ml streptomycin and 1% sodium bicarbonate (Invitrogen). MCF-7 cells were obtained from cubicle repository unit of National Center for Cell Sciences (NCCS), Pune, India. All cell lines were maintained at 37C in a humidified air with 5% CO2 256.2.4.4.2. Culture of EAT cellsAnimals, in vivo tumor genesis and imidazole derivatives treatment Six to eight weeks old female mice were acclimated for one week while caged in-group of five. Mice were housed and fed a diet of animal cream puff and water ad libitum throughout the experiment. All the experiments were approved by the institutional animal care and use committee of the University of Mysore, Mysore, India. Ehrlich Ascites Tumor (EAT) cells (5106 cells/mouse) were injected intraperitoneally. These cells grow in mouse peritoneum forming an ascites tumor with massive abdominal swelling. The animals showed a dramatic subjoin in body weight over the growth period and the animals succumbed to the tumor burden 1416 days after implantation.2.4.4.2.1. Isolation of EAT cells from mice peritoneal cavity and entangled treatment From the peritoneal cavity of tumor-bearing mice the EAT cells were isolated (control and treated). 2-3 mm of sterile PBS was injected in to the peritoneal cavity of the mice and the peritoneal fluid containing tumor cells withdrawn, collect in sterile petri dishes and incubated at 370C for 2 h. The cells of macrophage linage adhered to the bottom of Petri dishes. The non-adherent population was aspirated out gently and washed repeatedly with PBS. Moreover, viability of these cells was assessed and was found to be 95% by trypan blue dye excision. The feasible EAT cells were processed for progress experiments. The EAT cells (5 x 106) were treated with or without compounds of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole series 4(a-e) and incubated at 370 C for different time interval or for known period of time. After the incubation period the cells were used for the further analysis 258.2.4.4.2.2. Cell count by Trypan blue dye exclusion assay.EAT cells were treated with different concent rations of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole compounds 4(a-e) at various time periods (04 h). Cell viability was assessed by mixing aliquots of cell suspension with 0.4% trypan blue and counted using heamocytometer. Cells that picked up the dye were considered to be dead 259(a).2.4.5. Result and Discussion2.4.5.1. interpersonal chemistrySynthesis of the key intermediate (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2) is outlined in Scheme 1. Briefly, hydroxylamine hydrochloride and sodium carbonate was taken in water and stirred. 4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorobenzonitrile (1) was dissolved in ethanol and added to the reaction mixture. The presence of NH2 and =N-OH proton peaks NMR spectra indicates the formation of (Z)-4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluoro-N-hydroxybenzimidamide (2). The key intermediate compound (2) was taken in dry dichloromethan e and cooled to 0-5 0C, and N,N-diisopropylethylamine was added. Stirred for 10 min, then different aromatic acid chlorides 3(a-e) was added drop by drop. The reaction mixture was allowed to room temperature under stirring for 5-6 h and after that the steps forward of the reaction fusion was examined by the thin layer chromatography (TLC). After reaction completion, the solvent and the product was separated in vacuum pump under reduced pressure. Then the product was poured to water and extracted with ethyl ethanoate. The organic layer was washed 2-3 times with distilled water to get target 3-(4-(3-(1H-imidazol-5-yl)propyl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole 4(a-e). Upon completion rasping products 4(a-e) were obtained with a good yield of 8193% and which the product was purified with the help of column chromatography over silica gel (60-120 mesh) using hexane and ethyl acetate (11). The absence of CO proton peak in synthesized derivatives in 1H spectra confirmed the in dividuality of the products. The details of chemical structures, physical data and purity of compounds are effrontery in Table 1.CompoundR1YieldMP (oC)Purity4a90277904b85100934c81110894d82142924e799581Table 1. chemic structures, physical data and purity of compounds 4(ae)2.4.5.2. Biology2.4.5.2.1. MTT assayThe MTT assay was performed jibe to the protocol previously reported 257. MCF-7 cells were plated at a density of 1 X 105 cells in 96-well plates. (Subsequently, the 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole series 4(a-e) were assayed using concentrations from 0.05 to 0.5 mM). After 24 h of incubation, 10 L of 5% 3-(4,5- dimethylthiazol-2-yl)-2,5-diphenyl tetrazolium bromide (MTT) (Sigma Aldrich) (0.05 mg/mL) were added to the culture medium. After 4 h at 370C the culture medium was outside and 200 L of DMSO were added to dissolve the salts of formazan. The absorbance was measured with a 96-wells plate spectrophotometer at 5 70 nm. The experiments were independently performed three times and each experiment contained triple replicates. reign over samples containing a complete culture medium devoid of cells or control cells with 0.1% DMSO were also included in each experiment.Figure 1. The MTT assay of compounds 4(a-e) in MCF-7 breast cancer cell lines.Sl.No.Name of the compoundIC50 Value1Cisplatin10g24a100ug34b200ug44c100ug54d800ug64e200ugTable 2. Compounds 4(a-e) and their IC50 value (g/ml) on MCF-7 breast cancer cell lines.2.4.5.3. DNA fragmentation assayEAT cells were collected from mice treated with or without 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazole series 4(a-e). Thein vivo and DNA was isolated using the phenol chloroform method. In brief, cells were lysed in a buffer containing 50mM TrisHCl, pH 8.0, and 0.5% SDS, and incubated for 30min at 37C. The cell lysate was subjected to 8M potassium acetate precipitation and left for 1h at 4C. The supe rnatant was subjected to phenol/chloroform/isoamyl alcohol (25241) extraction and once to chloroform extraction. DNA was precipitated by adding 12 volumes of ice-cold ethanol. The precipitated DNA was dissolved in 50L TE buffer (pH 8.0). The DNA was digested with 20g/mL RNase at 37C for 1h. The DNA was quantitated and equal concentration of DNA (25g) was resolved on 1.5% agarose gel, viewed under UV light, and documented using BIORAD gel documentation system Figure 2 259(b).Figure 2. The DNA degradation of compounds 4(a-e) in Ehrlich Ascites Tumor (EAT) cells.ConclusionA series of 3-(4-(6,7-dihydro-5H-pyrrolo1,2-cimidazol-5-yl)-3-fluorophenyl)-5-substituted-1,2,4-oxadiazoles 4(a-e) has been synthesized by using simple synthetic procedures and were screened for their MTT assay using MCF-7 breast cancer cell line and degradation of DNA in Ehrlich Ascites Tumor (EAT) cells activity. All the final compounds exhibited good in all the in-vitro activity.

The concept of leadership in US and japan

The concept of leading in US and japan institution unite States and japan be two giant economic places in the pacific region. Each earth has baffleed their own management and leading practice that is suitable for their husbandry. Gupta, Hanges Dorfman (2002) fix that unify States is clustered in the kindred host as Australia, New Zealand and England in the Anglo Culture enchantment lacquer is in the same group as Korea, China and Taiwan in the Confucian Asia. The argument is that the nations in the same cluster run through to a greater extent than closely related nicety than the other cluster.Despite the heathen differences in that location is one signifi micklet aspect where united States and Japan are sympathetic both countries embrace the capitalism ideology. just R as welln, Holt, Terpstra Cheng (2008) call down that the Nipponese meter reading of capitalist idea is not identical to their US counterpart. That is one tenability why Japan drop dummy up preserve their goal heedless the westernization enforced by globalization. leading is one of the areas where the Japanese is still diverse studyd to join States. Due to long economic and political relation amid Japan and get together States, it send away be argued that in that respect are close to ex switch overs of evaluates and belief. Which raise the question whether the leadinghiphip crosswise the different husbandry is different in its entirety or have interchangeableities? This seek is aimed to compare and discriminate the western approach to leadinghiphip represented by join States and the eastern approach to leadership represented by Japan by using Hofstedes five dimension of ending as the doer of comparison. The essay will first explain the culture and its dimensions and then fol beginninged by the exact description of from each one dimension by canvas both United States and Japan in each section. After that the suggested leadership genius b ase on path-goal theory and rewarding formation will be provided for each res publica on the frame take shape of five culture dimension. Also the electric receptacle where leadership transcends the cultural boundaries which is possessed by transformational leaders will be discussed and to be concluded in the end. However it is important to note that the culture dimension of Hofstede is only a general perspective of a orbits culture. cultural dimensionLuthans and Doh (2009) define culture as a system that is integrated into the party where the accumulated experience of behavior and characteristics of the members is the foundation. Therefore the culture affects ratified system, education, economic system, management practice and leadership style and perception. some(a) culture requires a leader to be democratic, where in other culture an autocratic leadership style is more(prenominal)(prenominal) appropriate (Hartog, House, Hanges Ruiz-Quintanilla, 1999). That is why it is i mportant to understand the similarities and differences crossways culture, specially the Japanese and United States to compare and contrast both nation approaches to leadership. To compare the leadership of United States and Japanese culture the model that will be used is Hofstedes (1980, 2001) cultural dimension which make up of power aloofness, un currentty avoidance, individualism collectivism, masculinity femininity, and future orientation. Even though in that location has been much criticism for the generalization of a nations culture and its softness to represent the cultural differences within each country (Siyakumar Nakata, 2001), this model still can be used to compare the differences of leadership in United States and Japanese culture because the behavior and characteristics of leaders in one country is relatively the same compared to the other regardless.Power withdrawnnessThe concept of leadership is closely related to the power distance between the leaders an d their chase. This is because the single- comfortd function of a leader is related to power, influence and status in the society or in organization (Lord Maher, 1991 as cited in Hartog et al., 1999). Power distance itself is the degree of acceptance from the society of the power and authority distribution in organizations and institutions, defined by Hofstede (1980, 2001). Power distance and purpose making exploit and authority are related together in inversely appearance (Schuler Rogoysky, 1998). United States is regarded as a country with broken in power distance in the culture dimension. Therefore the decision making and responsibility is more likely to be more directed from the leaders. On the counterpart the Japanese decision making process is unique where the process has to go through with(predicate) peer consultation before it is approved. This is also related to the responsibility of leaders in each country. Glinow, Huo and Lowe (1999) assert that pursuing goals a nd degree of responsibility varies depends on the degree of leaders authoritarianism.Individualist CollectivistThis dimension is defined as a degree of frame train where society is closely related to their group or not (Hofstede, 1980, 2001). In individualist countries where people are more concerned ab out(p) their own interest and needs, leaders tend to take on credit of their success. Compared to the countries where collectivism is more valued the credit of success goes to the group. This is similar to the argument of Yan and Hunts (2005) argument whereIndividualistic cultures, such(prenominal) as the U.S., where leaders oftentimes take credit for their organizations success, inference-establish perceptions run. However, in collective cultures, such as Japan, where self-effacement is valued, leaders often keep a low profile when their organizations succeed, and recognition-based perceptions dominate. Lack of insensitivity towards the culture which ignores the expected behavi or, value and assumptions can designate leaders at stake, especially leaders that expatriate to another country where the cultural dimension is different. This dimension is well affected by the socioeconomic victimization of a country and also its democratization which increase the free-lance thought and action, concern of others, acceptance to change, self indulgence and pleasure and light the conformity, tradition and security (Schwarz Sagie, 2000). Masculinity FemininityThe values that is dominant in masculine societies are the materialistic objectives, not caring for others and assertiveness while feminine society have different values such as quality of life, social relationship and caring for others (Hofstede, 2001). Again the U.S and Japan is in the opposite side of this dimension. leaders in U.S does not tolerate unretentive performance in the organization while its counterpart the Japanese capture poor performance if the subordinate is to learn from the mistakes. T his dimension is also connect explicitly with the gender differences. In the research conducted by Wu Minor (1997) comparing fe manly managers in United States Japan and Taiwan they found out those female managers in United States tend to be more pragmatic and aggressive compared to their counterpart in Japan and Taiwan. Even though there are significant differences in leadership of female managers in United States and Japan, it seems that in both countries leadership role is dominated by male compared to female, despite both nation acceptance of equality in gender. dubiousness avoidanceUncertainty avoidance is defined as the degree to which certain culture willing to take or reject the risk associated with the decision (Hofstede, 1980, 2001). In relation to leadership this dimension does not explain now how a leader in certain culture, rather it explain on one of the aspect of leaders criteria based on their trueness to the organization. Glinow et al. (1999) suggest that in a country where the uncertainty avoidance is high loyalty is significant factor and leaders is perceived as giving a behavioral model for their subordinate, however in the countries where uncertainty avoidance is low this is not a factor. For instance Japanese workers which is categorize in culture with high uncertainty avoidance values their job highly and some likely to be the important part of their personal life, especially if they work in large corporation (Ouchi Jaeger, 1978). This phenomenon will not be found in United States where the uncertainty avoidance is low. The system in some western countries is based on a person achievement. One can be a leader as long as they have sufficient ability and capability to regardless the period of working in the company.Future orientationThe final culture dimension added by Hofstede (2001) and it is just state that certain countrys cultural orientation is on the long call while other is short term. Japan is one of the countries that are categorized in the long term. As pointed out by Alston (1989) that the Japanese leaders evaluate the activities in term on the long term development of organization. This is in congruence with their high loyalty to organization. On the other generate the United States is mostly orientated to the short term because of their achievement based value.United States leadingUnited States has been the subject in this essay as the country that highly represents the low context culture. The culture has the characteristics of low power distance, high individualistic, masculine, low uncertainty avoidance and short term oriented in the cultural dimension. Therefore it is more suitable for United States leaders to use participative, supportive leadership and implement the reward and penalisation (Dorfman, Hibino, Lee, Tate Bautista, 1997). Participative leadership can be used because the fact that United States is a country with high individualistic and also strongly hold to democratic system. However it is not the case for directive leadership because most workers in United States are highly educated with skills and experience (Kerr Jermier, 1978). Supportive leadership is also acceptable due to moderate to strong relationship of leaders and following (Indvik, 1986 cited in Dorfman, et al., 1997).Due to the materialistic nature of United States culture the reward and punishment system is effective. According McClelland Boyatzis (1982) high individualism and high achievement is also factors leveraging the effectiveness of reward and punishment in United States. thusly leaders in this country should use these different leadership styles depending on the demand of situations to effectively lead the people in the organization.Japanese LeadershipJapanese is regarded as a country with high power distance, middling collectivist, more feminine, low uncertainty avoidance and long term orientated. Arguably, outer pressure arising from the expansion of globalization wi ll eventually force Japanese to converge towards the western values and norms that are deemed to be global and regulate (Frenkel, 1994 as cited in Dalton Benson, 2002). Ornatowski (1998) also concurred to the notion of forces of globalization of creating one ground market will lead to standardization of management practice across the globe including ending Japanese-style Leadership. However, Dalton Benson (2002) observed although Japanese firms are undergoing transformational phase of alter management practices, the effort fall short as constraints exist by strong employment security enforced and supported by legal framework, traditional management values, government policy and advocating position from enterprise federation prevail. Therefore Japanese leaders, directive, supportive, rewarding system is more appropriate (Dorfman, et al., 1997). leading and supportive leadership style is acceptable because of the Japanese has their own learn relationship system sempai-kohai wh ich can not be found in United States. This relationship system can increase the personal draw between leaders and followers (Chen, 1995 as cited in Dorfman, et al., 1997). The participative leadership style is not acceptable because the power distance of leaders and followers in Japan is relatively high. And because of the cultural value and the loyalty to the company, rewarding can have more influence rather than punishing system.Transformational LeadershipTransformational leaders have several attributes that are universally seen as contributing to salient leadership (Hartog et al., 1999). Luthans Doh (2009) suggest that those attributes can be characterized into four interrelated factors idealized influence, Inspirational Motivation, Intellectual stimulation and Individualized consideration. Transformational leaders are the source of charisma and they increase the confidence, loyalty or followers by providing vision that the later accept. The effectiveness of leaders charisma is follower low- aim especially if there was a significant change or crisis predate (Northouse, 2001 as cited in Reave, 2005). Moreover Yukl (1998) as cited in Hartog et al. (1999) stressed that there is a negative consequences for followers to follow the leader if they have low self esteem. Nevertheless this factor of transformational leadership is accepted across culture. Transformational leaders are also extremely effective in articulating their vision and providing sense datum of purpose to the followers to idealize their influence. There are certain ways to communicate a vision leaders vision the followers such as soft spoken manner of Ghandi and bold manner of J.F. Kennedy (Hartog et al., 1999). These leaders have the capacity to stimulate their followers mind in challenging the old paradigm and accept new one in hunting lodge to bring change and fulfill the vision. This can also mean that followers in organization are empowered by leaders to be more creative and by doin g so bring more value to organization itself and being closer to the desired vision (Fry, 2003). Lastly the leaders that are categorized as transformational leaders are able to fare the needs of their followers and fulfill those needs by their individualized consideration. This will enhance the trust and loyalty of their followers. High loyalty of followers can realize the achievement or vision and mission in more effective manner which is build by trust between leaders and their followers. This trust is one of the most important variables in leadership (Yukl, 2006 as cited in Jung, Yammarino Lee, 2009). ConclusionsFirstly it can be concluded that despite Japan and United States have the same ideology of capitalism, the cultural value of each country have a very significant wedge on the Japanese and United States Leadership style. Though the cultural dimension is tough one by one in contrasting Japan and United states, it is also true that those five dimensions can simultaneousl y affect the value and belief that is important for both leaders and followers (Offermann Hellmann, 1997). And congruence in value and belief with the culture increase the effectiveness and acceptance of the misadventure theory (House Aditya, 1997).Secondly there are some aspects of leadership that is acceptable across the cultural differences. For instance the Transformational leadership mentioned earlier. That is affected not only by leaders but also the followers are important factor to consider.These findings can be used by leaders and managers in organization, especially when they are faced with situation to lead people from different cultural background. It is also not limited only in organizational level but also for personal understanding to better learn and develop their leadership quality.ReferencesAlston, J. P. (1989). Wa, Guanxi, and Inhwa managerial principles in Japan, China and Korea. line of merchandise Horizons, 32(2), 26-31.Dalton, N. Benson, J. (2002). Innova tion and change in Japanese man Resource Management. 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Principles Of Information Security And Governance Information Technology Essay

Principles Of instruction Security And Governance instruction Technology EssayThe progress and expansion of the field of schooling engine room and worldwide network has given birth to the issues desire, irreverence of tuition certification establishment, hacking and virus attacks. reading gage validation play lively role in providing regular trade protection of training from a wide regularize of menaces to arrest line of descent sector continuity. It helps minimize send a chance factors, maximize profits, investment returns, and boost the theme. virus attacks, hacking and study theft are some of the basic dangers faced by some placements, and the solution lies non sole(prenominal) in the hands of technology but watchfulness as well. teaching gage failure or poor prudence lead to business and financial loss and reputation damage. I will be shedding light upon the principles, chance factors, silence threats and then the required strategies, polici es and procedures for administration and care of an schooling earnest surgical incision and face plan in my agreement.information Security GovernanceA incorporate exemplar of policies, procedures and authority of handling, sharing and recording protestation securely and confidenti ally is termed as randomness trade protection presidential term (NHS, 2005). A supremacyful information surety system in an organization jibes the confidentiality, integrity, handiness, earmark and identification, authorization, accountability and silence (Whitman and Mattord, 2009, p. xvii) of information and entropy related to protective cover and reputation of an organization. Information governance in an organization requires squadwork, where all the provide members are aware of the wideness of the confidentiality of information. This mannikin mentions sure that the information and data is secure with accuracy and similarly that the information are shared and recorded in co mpliance with all the legal and lawful procedures and proper set of rules and guidelines (Simmons, Scott, et al., 2006).Information gage governance compliments the Information technology and corporate governance and is an important portion of both. Most of the companies in order to provide a contemporary milieu to the information system of governance are using internationally recognized frameworks like COBIT and ISO 17799. The Control Objectives for Information and related Technology (COBIT) is a framework designed in 1992, by the IT Governance Institute (ITGI) and the Information Systems audited account and Control Association (ISACA). This framework works for the IT trouble in implementing and ontogeny the Information security system measure governance on a wider platform. It take ons the threat analysis, seek assessment, cost estimation as well as countermeasures and future (Solms, 2005). understand 1 Proposed Integrated IT Governance Framework (Dahlberg and Kivijrvi, 2006).Figure 1 shows a proposed integrated IT governance framework. A successful information governance building builds on the integration between the structural and processes attitudes of IT governance, business-IT alignment, and senior executives needs (Dahlberg and Kivijrvi, 2006, p. 1). The framework requires the involvement of the attention board, executive and subject steering committees, service speech squads and all the faculty members related to the net workings, systems, occupations, desk whirligigs and cross functional works (Richardson, 2010, Q 3). death penalty and administration of IT security are carried out by the Information security counsel of the organic law which help see the levels of requirements. Information security counseling follows a methodology or framework which imply top management commitment and information security policies (Ghonaimy, El-Hadidi, et al., 2002). Information security governance ensures that the information security management establish, implement, monitor, and review these procedures and policies in order to meet the business objectives of the organization (Pironti, 2008). The Information security team is responsible for handling security issues regarding the safety and confidentiality of companys information and data protection. It also helps of importtain the integrity and availability of information. Information security management deals with the security team, organisational refinement, change management, assessment luck factors, pile and put on the line demeanour. It is responsible for the development of strategies, policies and procedures to reduce threats, gambles and attacks. The Security team presents to the management team the security analysis, reviews and implementation plans (Parker, 1981).Information Security issues and risk factorsA hack, a virus or a denial-of-service attack whitethorn have the effect of halting business operations (Ross, 2008, p 1). The main dangers faced by many organizations take on, identity theft, leakage of psycheised information, data manipulation and modification and improper get at to security passwords and secure areas. general IT security risks include malware, hacking the system, terrorism, extortion, people and non compliance behaviour of the staff and mangers. These dangers sess affect the overall reputation of the company and stakeholders bend concerned. Main losings and threats include loss of Confidentiality, integrity, availability, authenticity and reliability of information, which require protection (Stoneburner, Goguen, et al., 2002).Confidentiality threat means the unauthorised access to secure information. The breach of confidentiality give nonice emit in number of ways, like the absence of the screen savers on the personal computers and laptops would invite dangers like leakage of data information as staff members or any external visitor with bad intentions discharge slow access them. Similarly, the post-it notes with id and passwords reminders would pose the same violence of confidentiality. Secondly, the direct access to the boniface room primal would be like inviting security theft and accessibility of the unauthorised person (Stoneburner, Goguen, et al., 2002).Integrity implies unauthorised modification and manipulation of data. unlicensed access implies leakage of important information which could mean that anyone can dislocate or misuse the confidential information of the company and this could lead to the dispersion alteration and stealing of personal data and identities of spot personnel and hacking and virus attacks on the organization secure system. An employee can misuse the data information by changing the main figures, mistyping or deleting important information by accident or on purpose. When members of staff take the official laptops alkali with unencrypted personal information, this could mean the leakage and distribution of confidential data passage in the wro ng hands (Stoneburner, Goguen, et al., 2002).Availability means providing accessibility notwithstanding to the authorised users. Loss of availability of data could be caused by attacks like hacking, virus or hardware failure. Unavailability of system to the end-users could mean for theoretical account affecting the productivity time and hence affecting the organisational goals of the company (Stoneburner, Goguen, et al., 2002). in that respect are number of other issues and risk factors regarding information security that can threaten the Information security governance. Lack of professionalism of the employees can generate many high risk issues, for example, sending unofficial emails within the organization assign improper use of internet, which is wrong and unethical. Plus if someone is incharge of companys high risk or sensitive data information then internet shop or emailing can easily invite virus attacks or hacking.Information Security Strategies, Policies and ProceduresTh ese risk factors and security issues require proper security policies and pass on framework. Although the HR department already possess a set of security policies and procedures but they are seldom implemented.The information security governance plan works with the risk management plan with strategies, security policies and procedures to work efficaciously in providing a completely secure environment. Information governance ensures application of all the security policies (Nagarajan, 2006). chance analysis is very important in the first place implementing information security rules, strategies, policies and controls. stake analysis forms the basis of risk management system.Implementations of information security in an organization comprise six study activities Policy development, understanding roles responsibilities, suitable information security design, regular monitoring, security awareness, training and education. Now in order to achieve safe information security essent ial elements of control within the organization is required. Security controls include technical and non-technical controls.Technical ControlTechnical control provides logical protection by implementing protective software into the system. This includes access control mechanisms, identification and authentication mechanisms, data encryption, access control list and intrusion detection system, summation other software and hardware controls. Computer security can be achieved by creating strong passwords, updated anti-viruses anti-malwares, firewalls, screen savers, proper encryption and creating backup files (Stoneburner, Goguen, et al., 2002). guardianship in minds that the passwords should be strong and well protected and employees mustiness not share them with anyone and these passwords should be changed periodically. Organisations must have incident response procedures which include the backup generators for electric failure and off-location data centres in case of inhering disasters or accidents.Non-technical ControlsManagement control include management and administration of security policies, operational measures, risk assessments and training and education. Management control is responsible for educating staff members to guide them in handling the case sensitive data and information through a suitable security awareness course. HR team should conduct a proper background check on the employees and especially on the ones who are incharge of handling confidential information in plus to providing proper training to the staff members. The administrative control should also inform employees the UK legislation and laws of data protection that are in place. Internet threats can be turnd by educating staff member and creating an awareness of confidentiality, prohibiting web browsing, chatting and bootless emailing within the computers containing confidential information and downloading software from unknown or susceptible sources. Moreover, their leve l of computer literacy must be analysed in order to identify their capabilities in handling information. It must also administer the authorization and re-authorization of the system (Stoneburner, Goguen, et al., 2002).Security awareness architectural plan should provide security training and must also analyse the level of computer literacy in each employee. Information security officer must administer and implement information security awareness program, which should include providing training and awareness to the senior management, staff and employees composite in handling data information as well as educating the end-users or the clients. Involvement of all the users within the organisation is essential (Ghonaimy, El-Hadidi, et al., 2002). useable control include physical control and environmental security. It plays a vital role in implementing administrative and technical controls. Operational security ensures the smell of electric supply, humidity, temperature controls and p hysical facility protection system. Some examples include backup generator, physical intrusion detection systems like alarms and motion detectors. This system also monitors and controls physical accesses to the secured areas, some examples include locks, doors, cameras, security guards and fencing (Stoneburner, Goguen, et al., 2002).The HR department should provide security awareness training to the staff members and must make sure that when appointing a naked employee, the contract of employment must include the security policies and procedures. These security controls should be revised and renewed annually in order to achieve successful information security. All these essential controls and security awareness program must be implemented by the gentle Resource department.Information security socializationPeoples behaviour and attitude towards their working atmosphere forms the organisational grow of the organisation. Information security culture evolves from the behaviour and a ttitudes of the people towards confidentiality, integrity and availability of the organisational information and knowledge. It includes people, training, processes and chat because the inside behaviour poses a more than serious threat to the security of information than outside behaviour (Ghonaimy, El-Hadidi, et al., 2002, p. 204). It is in that respectfore essential to understand and analyse the organisational and corporate culture of the organisation as well as the need to change the security culture within the organisation. Threat analysis would indicate how much the organisational culture contributes towards the violation of security and it should be changed accordingly by educating staff members (Ghonaimy, El-Hadidi, et al., 2002).Figure 2 describes a proposed information security culture in an organisation.Figure 2 A proposed information security culture (Ghonaimy, El-Hadidi, et al., 2002).A healthy security culture is achieved when people in the environment are trained t o handle the clients confidential information securely and are completely aware of the threats and dangers roughly them regarding information theft hacking and virus/malware attacks and they should be trained to handle these situations with self-reliance and responsibilities (Richardson, 2010, p. 3). Information security culture can change the organisational culture in a positive way. For example, the staff must understand that if servicing or repairing is required than this should only be handled by an authorized person. Security culture depends upon the managerial attitude, including the top management, security awareness and training and awarding of security conform behaviour (Ghonaimy, El-Hadidi, et al., 2002). stake Management SystemHowever, the information security policy alone cannot be counted upon to effectively eliminate these threats because it narrowly focuses on the use of technology to mitigate threats as the nature of threats and attacks have changed to become highl y targeted, highly effective and nonadvertised (Pironti, 2008, p. 1). Therefore a proper risk management model is compulsory.The ever changing faces of attacks and dangers on the information security require proper risk management system which must be understood and supported by the senior management and business leading of the organization, to identify and finalize investment levels utilizing proper information protection and risk management capabilities. Moreover, regular reporting is essential to demonstrate the effectiveness of the Information Risk management practices. This model will definitely improve the qualification of the information security team in following the Risk management teams decisions, which is made by the higher officials, who can have the valuable begin towards information infrastructure and can make these decisions effectively. The corrective access code of a successful risk management program depends upon the presence of a sensation team leader (Piront i, 2008).Information risk management program helps in characterizing and analyzing whole system of companys information highlighting risk factors and information infrastructure. It combines single(a) functional capabilities into one single well managed and well oriented organization enhancing business strategies. It increases the efficiency of security teams. It produces a bridge of confidence and communication between the team and the leaders. This program provide protection against wide range of threats in ground of security theft not by bound access but by evaluating appropriateness and requirement of extent of that access, which in turn does not stop an organization to achieve their targets (Pironti, 2008).ConclusionIn order to achieve a level of satisfaction in terms of confidentiality, integrity and availability of companys case sensitive information and data protection, reliable information security governance is required. This framework must include the implementations, novelty and revision of the strategies and policies within the organisation, understanding the need to change the organisational security culture and monitoring and management of the information security team with the supervision of the top management. However with the expansion of global network day by day, there are major risk factors of viruses and malware which require a risk management system as well. These policies, strategies and procedures must be implemented through the HR department including hiring and training of security officers and staff members with the approval of the top management. vermiform appendix A Summary of the paper presentationKey Elements of an Information Risk Management ProgramAs part of our MSc assessment we were asked to take part in a paper presentation on the key elements of an Information Risk Management system based on a paper written by John Pironti, which was published in 2008 in the Information Systems Control Journal, Volume 2.Information secu rity has become more challenging with the ever-changing and evolving faces of threats in the information processing. The adversary creates a new threats as soon as the defender develops and implements the defensive controls. The defenders get modify by the ethics, rules, knowledge, time, and lack of investment and resources. The adversaries can only be frustrated by a suitable Risk management approach by using available assets, resources and potential. Policies, procedures and processes complemented by technology prove far more effective in mitigating security threats than the technology alone. Information security only relies upon the technology to create defences against threats that can easily be downloaded or purchased. The agent is that these components require proper implementation and operation.The organizations Information Risk Management approach identifies which information to protect and the level of protection required to align with organizational goals. It must be u nderstood and supported by the senior management and business leaders of the organization, to identify and finalize investment levels utilizing proper information protection and risk management capabilities. Team Structures in most of the companies forthwith have segregated leaders with the title chief, which is of no significance as the main chief has limited access to the senior positions and business strategies. In order to meet current challenges, all these independent capabilities must be united on a single platform as Information Risk Management program.Information Risk Management Program helps in characterizing and analyzing the whole system of companys information highlighting risk factors and information infrastructure. It combines individual functional capabilities into one single well managed and well oriented organization enhancing business strategies lead by the Chief Risk Officer. The leader becomes the central point to produces a bridge of confidence and communicati on between team and leaders regarding all communications about risk identification, mitigation and management. This program provide protection against wide range of threats not by hold in access but by evaluating appropriateness and requirement of extent of that access, which does not stop an organization to achieve their targets. This team leader has regular access to higher officials to provide them correct and update information regarding risk factors and business strategies.Key performance indicators are essential measurement tools for the performance of a business function, process or capability. These indicators need to be assigned thresholds to ensure that they are working within normal limits. The key elements of risk management program include presence of a Chief Information Risk Officer, Information security, Physical security, compliance, privacy, financial risk, market strategy risk, business operations risks, risk methods, practices, key performance analysis effectiv eness, cultural awareness, training, communications, strategy governance and risk oversight board and committee.Information Risk Management serves as a get on progression of information security. The Risk management program structures the Risk management, utilizing existing capabilities and provides a 360 degree holistic view of security risks within the organization.Appendix B Discussion generated from the paper presentationQ. What do you mean by the holistic view of risks that affect productivity and success?A. A holistic view implies focusing from a high perspective and ensuring that all the organisational requirements are met with relevant policies, processes and procedures complimented by technology rather than authoritative technical area on which the information security team focuses on.Q. How would you commute the businesses that such a wide model of Risk management program can get implemented with the requirement of so many resources?A. This program probably applies mos tly to the larger organisations with more number of people involving several(predicate) levels so that they are able to map on this new mature model, explaining the benefits and understanding why change the structure of the information governance. Another key element to highlight would be that this model re-uses the existing resources within the organisation.Q. Who resolve the key performance indicators in the policy and standards maintained by the Risk Management program?A. Normally it would be something which is discussed by all the real relevant departments rather than the IT department telling you what your KPI should be. It will be overture from a higher level and senior management.Appendix C References

The Self Reflective Essay English Language Essay

The Self Reflective Essay English Language Essay composing of an test swallows with a pre- sterilise-up process whereby the writer identifies appropriate invention strategies for his/her analyse. This requires paygrade of invention proficiencys in order to use the iodines that convey the objective of the testify to tar claimed auditory modality. A good stress should have good period of sequence of ideas that are sanitary coordinated to keep the earshot reading. It is essential to comrade redirect examination and critique an taste from a unalike writer as this enables adept to critique his/her first draft of look for and dispatch necessary corrections during show revision. This self reflective assay addresses challenges faced while writing an essay and reflectively proposes solutions to such challenges.Self Reflective EssayIn writing my essay, the pre- writing strategies that I used were brainstorming, cubing and neoclassic invention. Brainstorming enabled m e to commotion up a block in my sen judgment of convictionnt and conform to up with the right ideas concerning essay topic. I started by writing down all association regarding the subject in order to gain focus by subordinating the list of what I wrote into parts that would form the essay. This led me to cubing technique, which helped me to lead my thoughts and gain perspective that would most likely yield right ideas concerning essay topic. In my application for cubing technique, I attempted to describe, compare, associate, analyze and argue for and against the essay topic. I combined cubing technique with classical invention technique to check off that I give expound descriptions in my essay definitions, comparisons, relationships, circumstances and testimonies. feature these three strategies for my prewriting effectively ensured that the essay communicate all relevant areas of essay topic because what was not clear using brainstorming strategy was intercommunicate by cu bing and classical invention techniques, which have provisions for more detailed information. I realized that applying different pre-writing techniques is the key to good essay because one technique provides for what is missing in the other one. For example, using brainstorming technique alone gave me many ideas on the subject, which I organized using Cubin and classical invention techniques. These techniques proved effective and I would consider using them for my close essay.My purpose for writing this essay was to prove to the audience that time has come for educators to change from traditional classroom teaching and learning approaches to disruptive groundbreaking teaching strategies outside classroom that are more exciting to learners and teachers. My audience for the essay was learners and educators. I wanted the audience to know that students who travel to different parts of the world develop better social skills, are less(prenominal) rigid. They are more accommodative, hav e better problem solving skills and annihilate up being better decision makers than the ones who do not. I wanted the audience to understand that learning should not be confined indoors classrooms but it should be innovative enough to build learners reasoning, social and cognitive skills. I wanted to completely capture the wariness of the audience and get them into thinking about international travel learning and international conferences as disruptive innovative multicultural learning techniques that would equip learners with firsthand arrive on different cultures. I wanted to move the audience into thinking of their next international travel learning destination by the time they are through with reading the essay.In previewing my peers essay, I looked for main ideas conveyed in the essay, clarity of the ideas and how the ideas have been expressed and coordinated to stop and capture the attention of the targeted audience. I also looked at how convincing and practicable my pee rs ideas were to the targeted audience. I learned that essays that are not well organized lack flow of information being conveyed and discourage the audience from reading further. I discovered the great need to organize an essay and bring out flow of ideas right from introduction to conclusion in order to establish a direct connection amongst the essay and the audience. This captures interest of the audience and motivates them to keep reading. I therefore felt that I should apply the same technique as applied in my peer reviewed article and improve on my articles clarity of ideas.In revising my essay, I started by revisiting my objective for writing the article in order to get a clear picture of the message that I wanted to convey to my audience. I then started reading my article as I critiqued it with an aim of establishing areas of improvement. I realized that my ideas needed to flow swimmingly from one idea to another. The main revision involved linking up ideas to make my essay flow and keep the audiences interest captured passim their reading. I revised the essay to ensure that it meets its objectives in conveying essential message to audience and to establish a strong connection between my targeted audience and ideas being conveyed as this would make the audience to think along my school of thought. The revised draft was far much better than the superior draft, with an excellent flow of ideas. I learned that revising an essay is important because it eliminates grammatical errors and brings out coordinated flow of ideas that keep the audience cause to continue reading.The strongest aspect of my essay was the clear convincing ideas that supported my essay objective and kept the audience motivated to read. Furthermore, there was an excellent flow of ideas in my essay that were well coordinated to make the audience adjudicate themselves in my school of thought as conveyed by the essay. The weakest aspect of my essay was getting ideas to flow as most of my ideas were initially mixed up. However, this was addressed through revision of the essay. The writing challenges that I frequently ran into while writing this essay was getting the right haggling to explain ideas and capture the attention of audience. To address this challenge, I wrote one sentence at a time and read it to see if it clearly conveys required message before difference to the next sentence. This was however time consuming although it gave my essay the right words and coordination to capture the attention of audience. For the next assignment I prefer to start by reviewing a peer article before I come in on mine as critiquing the peer article will make me write a better essay.

The Lives of Dickens Characters :: GCSE English Literature Coursework

The Lives of Dickens CharactersCharles Dickens literary works be comparable to one another(prenominal) in some ways plot, setting, and even experiences. His novels remain captivating to his audiences and he draws them in to teach the readers lessons of life. Although each work exists separate from all of the rest, many similarities remain. Throughout the novels, Oliver Twist and Great Expectations, the process of growing up, described by the author, includes the themes of the characters ability to alienate themselves, charity given to the characters and what the money does to their lives, and the differences of good and abomination individuals and the effects of their influences. Collectively, these major novels overflow with orphans, adoptive parents, guardians, and failed parent-child relationships. Oliver, the main character in Oliver Twist, must forget about his infantile past (Marcus 182) in sight to seek the idyllic future (Marcus 182). He gets hurled from orphanages to fos ter parents and so on until he finds himself a portion of the wrong crowd. The pickpockets take him under their potence and attempt to show him the ropes of the embezzling operation. The orphan adapts well to the swindling lifestyle of Fagin and the boys, and through a series of mischievous choices, authorities apprehend him for stealing (although Dodger was the true felon), and Oliver must live with the consequences. Great Expectations also emphasizes the process of growing up through Pip, the main character. Pips mother and father passed away while he was young, and he was forced to reside in the house of his older child and her husband. The boy obtains many idealistic fathers, including Joe, Magwitch, Jaggers and Pumblechook, but none of these men basin give him what he needs from a predecessor. Dickens demonstrates to the reader the consequences that frightful parenting has on children. Some children are warped by the knottiest roots (Lucas 141). Pip, Estella, and Magwitch a re all examples of hurt children. The bitter children dwell on their past, or what has been disregarded (Marcus 182), and blame the parents for their sufferings. Other children such as Joe and Herbert survive bad parents and go on with their lives, not letting the history affect the outlook. Personalities in the novels became crook off physically or spiritually from human companionship. Oliver suffers from a smell out of estrangement. He fears being abandoned by foster parents and friends, even though the relationships are not healthy for him.