My Favourite Communication Essay Example for Free

My Favourite Communication Essay Introduction to communication, I not only have more knowledge, and skills but also having real experiences. Nonverbal Communication and establishing relationship level meaning which are the most important things I had been learned. Nonverbal communication is crucial in relationships because it is essentially the leading factor for communication. There are three different ways that nonverbal communication is shown in relationships: responsiveness, liking, and power. Responsiveness is when we use our eye contact, posture, and body gestures to convey our emotions and thoughts to the other person. For instance, if someone were to slouch in their chair and have a bored look on their face, they are probably conveying that they dont care about the class or that they are not interested in anything that is being said. Liking is a way to show positive communication towards others. Examples of this would be smiles, hugs, kisses, high fives, etc. Learning about nonverbal communication and how it establishes relationship level meaning is crucial in my everyday life. Nonverbal communication is essential in any relationship so learning about responsiveness, liking, and power, will give me a better understanding on the quality and level of my relationships. For instance, when I am working with a group at university, I will be able to better understand and have better awareness of the people who want to work and those who do not. It not only helps to better understand nonverbal communication but also to be aware of it in every situation. In my future career, nonverbal communication will play a fundamental role. If I am to pursue a profession in sign language interpreting, I will have to be able to tune my senses to everything nonverbal. Sign language is all about facial expression and body language, so learning about postures and gestures in nonverbal communication will really give me a tool to be aware of the nonverbal behaviors.

My Personal Philosophy of Education :: Education Teachers Reflective Writing Essays

Philosophy of Education A classroom is a community for learning, friendship, and growth. The most important aspect of any community, educational or otherwise, is communication. When communicating with my students, I will not talk down to them; instead, I will treat them like the equal human beings that they are. Respect will be given to and earned from all students. I will be honest, humorous, and easy natured, but I will not be afraid to discipline or assert my authority as the situation may dictate. Students will feel comfortable providing feedback on my lessons and classroom policies; they will know that although I may not use all of their suggestions, I have given them due consideration. I will attempt to know each of the students on an individual basis, knowing more than just their names and performances in class. Even if I am led outside math, I will try to inspire each student to achieve his or her best and to follow his or her dreams. I realize that not everyone loves math as I do, and I will not hold that against my students as long as they put forth their best effort. Students will feel welcome and safe in the classroom. They will not be afraid of giving a wrong answer and will take risks to answer questions and participate in class. I will encourage my students to visit me outside of class for anything, whether it is to get class-related help, to ask advice on courses or careers, or to vent about a really bad day. In my classroom, I will teach mathematics at a level in which the students will be able to comprehend the material, but will also be challenged by it. Math should not frustrate, nor bore, nor monotonously repeat mundane problems. To remedy these common problems, I will share my love and enthusiasm of the discipline by creatively introducing new topics and explaining solutions to problems using more than one method, if available. Students will be able to explore multiple solutions and find the method of solution with which they feel most comfortable rather than having to conform to my preferred methods. The array of labs or trips that will be employed to explore mathematics will make class an exciting atmosphere. My Personal Philosophy of Education :: Education Teachers Reflective Writing Essays Philosophy of Education A classroom is a community for learning, friendship, and growth. The most important aspect of any community, educational or otherwise, is communication. When communicating with my students, I will not talk down to them; instead, I will treat them like the equal human beings that they are. Respect will be given to and earned from all students. I will be honest, humorous, and easy natured, but I will not be afraid to discipline or assert my authority as the situation may dictate. Students will feel comfortable providing feedback on my lessons and classroom policies; they will know that although I may not use all of their suggestions, I have given them due consideration. I will attempt to know each of the students on an individual basis, knowing more than just their names and performances in class. Even if I am led outside math, I will try to inspire each student to achieve his or her best and to follow his or her dreams. I realize that not everyone loves math as I do, and I will not hold that against my students as long as they put forth their best effort. Students will feel welcome and safe in the classroom. They will not be afraid of giving a wrong answer and will take risks to answer questions and participate in class. I will encourage my students to visit me outside of class for anything, whether it is to get class-related help, to ask advice on courses or careers, or to vent about a really bad day. In my classroom, I will teach mathematics at a level in which the students will be able to comprehend the material, but will also be challenged by it. Math should not frustrate, nor bore, nor monotonously repeat mundane problems. To remedy these common problems, I will share my love and enthusiasm of the discipline by creatively introducing new topics and explaining solutions to problems using more than one method, if available. Students will be able to explore multiple solutions and find the method of solution with which they feel most comfortable rather than having to conform to my preferred methods. The array of labs or trips that will be employed to explore mathematics will make class an exciting atmosphere.

NAFTA: Gainers and Losers

Economic cooperation has been a trend in neighboring countries to promote a free-trade zone for the benefit of its constituent countries. The largest of such, the North American Free Trade Agreement, was found in 1994 by the three North American countries. The members of NAFTA are the US, Canada and Mexico which includes a total of 416 million people and a GDP totaling to $12 trillion (Pohlmann, 2006). NAFTA aimed to totally remove trade barriers between the members for 15 years, which is scheduled to be in 2009. It also reduces the non-tariff trade barriers like sanitary regulations significantly. Although NAFTA major advantages, many are against it. Most of them are in the non-economic areas, and following are examples: US labor unions, environmentalists and Mexican farmers. They believe that NAFTA has unfavorable effects on them. Not all Mexicans are against it, in fact some of them had high hopes that the implementation of this contract would help boost their economy (Pohlmann, 2006). The NAFTA issue is debated in the Congress, with three major subjects: employment, environment and immigration from Mexico to the US. Tariffs had been an important factor in NAFTA for tariffs are taxes on imports and it usually makes imported products more expensive in order top benefit local products. NAFTA participants agreed to cut down the tariffs by 50% and they also agreed to reduce tariffs to 0 in the succeeding fifteen years. Economists clearly saw the benefits NAFTA could have with all its participants. They based their reasoning with the principle of comparative advantage wherein their country would be more organized in creating their goods. Thus each country would produce the goods wherein they are more efficient in producing and they would trade those goods with the goods of other country (which they are very good in producing in their own). However, there are those who contested the free trade contract believing that it would have certain effect on employment as well as on income. There are those who argue that there would be a great deal of unemployment because of rivalry in Mexico. They argued that since wages are much lower in Mexico as compared to United States, then businessmen would start moving their businesses in Mexico. However, there are those who argue that the reason behind higher wages in US lies on the fact that worker efficiency is greater in US as compared to Mexico. NAFTA proved to have great consequence in terms of employment in US. According to a study conducted by the US International Trade Commission (ITI), the US government could gain moderately from a free trade agreement with Mexico. A historical study also showed that NAFTA could produce about 134, 000 jobs in the US. However, a simple method of study conducted by Baldwin and Kahane showed the effects NAFTA could have in terms of employment. The particular study had been conducted in order to see which division would have employment gains and which would undergo job losses. A tabular data had been used in order to create two variables, that of â€Å"gainers† and that of â€Å"losers†. Among the gainers are electrical and non-electrical machinery alike as well as rubber chemicals. However, on the side of the losers we have textiles, glass, leather products and the like. It is important to distinguish gainers from losers and thus an explanation is provided in the quotation be low. The term GAINERS is associated to the number of employees in areas that were projected to have job gains, while the term LOSERS is related to job losses (Kahane, 1996). Thus, the effect of NAFTA allowed a rise in trade in both Canada and Mexico. There is also no clear evidence that US indeed lose jobs because of Mexico. And all in all it showed that there are industries which gained because of the NAFTA agreement while there are also those industries that had had their share of losses as had been mentioned in this paper. Reference: Kahane, L. (1996). Congressional voting patterns on NAFTA: an empirical analysis – North American Free Trade Agreement [Electronic Version]. The American Journal of Economics and Sociology. Retrieved June 4, 2007 from http://findarticles.com/p/articles/mi_m0254/is_n4_v55/ai_18910967. Pohlmann, D. (2006). The Economic Impact of NAFTA on Mexico [Electronic Version]. Scholarly Publishing House. Retrieved June 4, 2007 from http://www.grin.com/en/preview/67522.html. Rosson, P., Runge, F., & Moulton, K. S. Preferential Trading Arrangements: Gainers and Losers from Regional Trading Blocs [Electronic Version]. Retrieved June 4, 2007 from http://www.ces.ncsu.edu/depts/agecon/trade/eight.html.      

The Causes of Japanese Aggression in WWII

In the 1930s and 1940s, Japan seemed intent on colonizing all of Asia.  It seized vast swathes of land and numerous islands; Korea was already under its control, but it added Manchuria, coastal China, the Philippines, Vietnam, Cambodia, Laos, Burma, Singapore, Thailand, New Guinea, Brunei, Taiwan, and Malaya (now Malaysia). Japanese attacks even reached to Australia in the south, the U.S. territory of Hawaii in the east, the Aleutian Islands of Alaska in the north, and as far west as British India in the Kohima campaign. What motivated a formerly reclusive island nation to go on such a rampage?   Three major interrelated factors contributed to Japans aggression during and in the lead-up to World War II. These factors were: Fear of outside aggressionGrowing Japanese nationalismNeed for natural resources Japans fear of outside aggression stemmed in large part from its experience with western imperial powers, beginning with the arrival of Commodore Matthew Perry and an American naval squadron in Tokyo Bay in 1853. Faced with overwhelming force and superior military technology, the Tokugawa shogun had no option but to capitulate and sign an unequal treaty with the U.S. The Japanese government was also painfully aware that China, hitherto the great power in East Asia, had just been humiliated by Britain in the first Opium War. The shogun and his advisers were desperate to escape a similar fate. After the Meiji Restoration To avoid being swallowed up by the imperial powers, Japan reformed its entire political system in the Meiji Restoration, modernized its armed forces and industry, and began to act like the European powers. As a group of scholars wrote in the 1937 government-commissioned pamphlet, Fundamentals of our National Policy: Our present mission is to build a new Japanese culture by adopting and sublimating Western cultures with our national polity as the basis  and to contribute spontaneously to the advancement of world culture.   These changes affected everything from fashion to international relations. Not only did Japanese people adopt western clothing and haircuts, but Japan demanded and received a slice of the Chinese pie when the former eastern superpower was divided into spheres of influence at the end of the nineteenth century. The Japanese Empires triumphs in the First Sino-Japanese War (1894 to 1895) and the Russo-Japanese War (1904 to 1905) marked its debut as a true world power. Like the other world powers of that era, Japan took both wars as opportunities to seize land. Just a few decades after the seismic shock of Commodore Perrys appearance in Tokyo Bay, Japan was on its way to building a true empire of its own. It epitomized the phrase the best defense is a good offense. A sometimes virulent nationalism began to develop in the public discourse as Japan achieved increased economic output, military success against larger powers like China and Russia, and a new importance on the world stage. A belief emerged among some intellectuals and many military leaders that the Japanese people were racially or ethnically superior to other peoples. Many nationalists emphasized that the Japanese were descended from Shinto gods  and that the Japanese emperors were direct descendants of Amaterasu, the Sun Goddess. As historian Kurakichi Shiratori, one of the imperial tutors, put it, Nothing in the world compares to the divine nature of the imperial house and likewise the majesty of our national polity. Here is one great reason for Japans superiority. With such a genealogy, of course, it was only natural that Japan should rule the rest of Asia. The Rise of Nationalism This ultra-nationalism arose in Japan at the same time that similar movements were taking hold in the recently unified European nations of Italy and Germany, where they would develop into Fascism and Nazism. Each of these three countries felt threatened by the established imperial powers of Europe, and each responded with assertions of its own peoples inherent superiority. When World War II broke out, Japan, Germany, and Italy would ally themselves as the Axis Powers. Each would also act ruthlessly against what it considered to be lesser peoples. That is not to say that all Japanese were ultra-nationalist or racist, by any means. However, many politicians, and especially army officers, were ultra-nationalist. They often couched their intentions toward other Asian countries in Confucianist language, stating that Japan had a duty to rule the rest of Asia, as an elder brother should rule over younger brothers. They promised to end European colonialism in Asia or to liberate East Asia from white invasion and oppression, as John Dower phrased it in War Without Mercy.  In the event, the Japanese occupation and the crushing expense of World War II did hasten the end of European colonialism in Asia; however, Japanese rule would prove anything but brotherly. Speaking of war expenses, once Japan staged the Marco Polo Bridge Incident and started its full-scale invasion of China, it began to run short of many vital war materials including oil, rubber, iron, and even sisal for rope-making. As the Second Sino-Japanese War dragged on, Japan was able to conquer coastal China, but both the Nationalist and Communist armies of China put up an unexpectedly effective defense of the vast interior. To make matters worse, Japans aggression against China prompted western countries to embargo key supplies  and the Japanese archipelago is not rich in mineral resources.   Annexation In order to sustain its war effort in China, Japan needed to annex territories that produced oil, iron for steelmaking, rubber, etc. The nearest producers of all of those goods were in Southeast Asia, which—conveniently enough—was colonized at the time by the British, French, and Dutch. Once World War II in Europe erupted in 1940 and Japan allied itself with the Germans, it had justification for seizing enemy colonies. In order to ensure that the U.S. would not interfere with Japans lightning-fast Southern Expansion—in which it simultaneously struck the Philippines, Hong Kong, Singapore, and Malaya—Japan decided to wipe out the U.S. Pacific Fleet at Pearl Harbor. It attacked each of the targets on Dec. 7, 1941 on the American side of the International Date Line, which was Dec. 8 in East Asia. The Imperial Japanese armed forces seized oil fields in Indonesia and Malaya. Those countries, along with Burma, supplied iron ore, and with Thailand supplied rubber. In other conquered territories, the Japanese requisitioned rice and other food supplies, sometimes stripping local farmers of every last grain.   However, this vast expansion left Japan overextended. Military leaders also underestimated how quickly and fiercely the United States would react to the Pearl Harbor attack. In the end, Japans fear of outside aggressors, malignant nationalism, and demand for natural resources to support resulting wars of conquest led to its Aug. 1945 downfall.