BUSINESS FUNCTIONS & PROCESSES Essay Example | Topics and Well Written Essays - 2750 words

BUSINESS FUNCTIONS & PROCESSES - Essay Example 57). In some cases, the concept of share price performance has been thought to be another important tool used in assessing the success of a company. However, it is important to understand that the success of a business organisation is often the sum total of all the different business process and functions (Chroneer, Johansson &Malmstrom 2015, p. 95). In this understanding, business managers are supposed to ensure that they create functional teams in their respective organizations in order to harmonize the different efforts to cause a general uniform success and achievement of the business goals and objectives. In many companies and other business organizations, success often means effective performance of the share price or simply general profitability. The process of comparing profitability in the industry among different firms is often aimed at establishing profitable companies in order to undertake the comparison process. However, this approach is not always the best because different companies and business organizations do not particular comparators because the respective business mix lacks similarity (Sedek 2012, p. 509). It goes without mention that in general, the success of the organization’s different organisation is the main point of concern when it comes to assessing the overall success of the firm. It is therefore this kind of understanding that this paper draws its main source of concern, examining the contribution made by the human resource department in its compensation role towards ensuring that the business creates and consolidates on its market share. Baldwin & Wilkinson (2000), explains that in every organisation, effective management of people and resources is an important process that is thought to be the core of its success (57). Whether businesses have the department in charge of people management or not, there will always be a person charged with ensuring that the welfare of staff is

E-Learning Master Essay Example | Topics and Well Written Essays - 2750 words

E-Learning Master - Essay Example I will lso use cse study to support the evidence of the theory. It hs been rgued tht computer-bsed communiction is the most fundmentl chnge in communictions technology in the lst 150 yers (de l Sol Pool 1984). The prolifertion of the personl computer combined with the Internet hs precipitted fr-reching chnges in society. Electronic communictions nd digitl networks re trnsforming the wy we work nd re reshping personl communiction nd entertinment. This trnsformtion hs hd tremendous effect on the need nd opportunity to lern. Unfortuntely, the trnsmission model tht still domintes eduction hs chnged little. Notwithstnding the widespred doption of computer communictions in society, we hve yet to fully experience the trnsformtive effects of this medium, prticulrly its effect on e-lerning. We re in wht John Seely Brown (2000) described s the grdul development phse of this trnsformtive medium nd re yet to experience its explosive impct. We re only experiencing e-lerning in its erly forms nd hve much to lern of its inherent cpbilities nd the cretion of new 'lerning ecology' (Brown 2000). s hs been suggested, e-lerning is not simply nother technology or dd-on tht will be quietly integrted or ultimtely rejected. E-lerning represents very different ctegory nd mode of communiction. Since communiction is t the hert of ll forms of eductionl interction, it is likely tht its impct on eduction systems nd individul techers nd lerners will be significnt. It mkes little sense to replicte or simulte trditionl fce-to-fce pproches. Clerly, if we relly re experiencing new lerning ecology, simulting prctices bsed on very different ecology simply misses the point. Not only would opportunities to improve the lerning experience be lost, but merely simulting trditionl prctices resists cpitlizing on the chrcteristics of new er of lerning. E-lerning will inevitbly trnsform ll forms of eduction nd lerning in the twenty-first century. Notwithstnding tht e-lerning's influence in trditionl eductionl institutions hs been wek - in relity, little more thn n enhncement of current prctices - s we gin better understnding of its potentil nd strengths, e-lerning will effectively trnsform how we pproch the teching nd lerning trnsction (Grrison nd nderson 2000). E-lerning trnsforms eduction in wys tht extend beyond the efficient delivery or entertinment vlue of trditionl pproches. E-lerning cnnot be ignored by those who re seriously committed to enhncing teching nd lerning. 1. new relity with ccess to E-lerning t the core of the e-lerning trnsformtion is the Internet. report of the US Web-bsed Eduction Commission (on-line) stted: The question is no longer if the Internet cn be used to trnsform lerning in new nd powerful wys. The Commission hs found tht it cn. The Web-bsed Eduction Commission clls upon the new Congress nd dministrtion to embrce n 'e-lerning' gend s centrepiece of our ntion's federl eduction policy. (Retrieved July 2001) The report recommended tht vstly expnded development nd innovtion progrmme 'should be built on deeper understnding of how people lern, how new tools support nd ssess lerning

International Insecurity and the Use of Force Research Paper

International Insecurity and the Use of Force - Research Paper Example The formation of the United Nations is the most notable as it was formed soon after the end of Second World War with the main objective of promoting international peace and security. Moghaddam (2010) notes that whereas all actors acknowledge the essence of international security and the importance of avoiding international insecurity, they have not agreed fully on how to achieve this noble endeavour. There is a section of international actors that argue that force should not be used at all in the pursuit of international security, or addressing international insecurity for that matter. On the other hand, there are those who argue that use of force is necessary in addressing international security. This paper focuses on international insecurity and the use of force in an attempt to understand how these two aspects are conceptualized. Influence Decisions and actions in the international arena do not occur in a vacuum; instead, they are influenced by transnational actors, public opinion s, the media, and the interest groups. This is evidenced by how these actors have influenced the use of force (or lack of its use) in addressing international insecurity, for example in the case of the United States’ invasion of Iraq and Afghanistan (Chakravorty and Neti, 2009). Events such as the Hezbollah’s attacks targeting the Israeli Embassy in Argentina, the September 11, 2001 attacks targeting symbolic locations in the United States, and the series of crises in recent times in Syria and Libya bear all the features of international insecurity. What is of more interest in this paper is how they should be responded to: should force be used or alternatives to use of force are used? Transnational actors have greatly influenced the use of force in addressing international insecurity. North Atlantic Treaty Organization (NATO) is the most notable transnational actor which has influenced the use of force in tackling the international insecurity (Yost, 2007). It was part of the United States invasion of Iraq and Afghanistan, and most recently played a key role in ousting the Libyan leader Muammar Gaddafi. However, other transnational actors such the UN Security Council have discouraged the use of force and have been advocating for the use of diplomacy (Yost, 2007). Most of the interest groups have also been against the use of force in addressing the international insecurity; for example, the American Conservative Union and Human Rights Watch have been against the use of force and argue that such use of force often lead to death of innocent people especially women and children. There has been divided public opinions regarding the use of force as a means of addressing international insecurity; there are those who are totally against it while others (especially the victims of international insecurity) consider use of force as the best strategy to tackle international insecurity (Ersen and O?zen, 2010). Just like is the case with the public opinion, med ia is divided on whether force should be used as a means of solving the problem of international security. Expected Utility Theory It is no doubt that the question of whether force should be used in addressing international insecurity is a â€Å"hot† one with opinions divided in the centre with those against it on one side and those for it on the other. Expected utility theory can be very critical in helping

Literature Research Paper Example | Topics and Well Written Essays - 1000 words

Literature - Research Paper Example † For many African-Americans, America is their home, their mistress, and yet it is also a place of slavery and pain. Garvey-esque escapes to Africa or Jamaica were the province of some, but for most others, the hope was that the promise of America would, like a check marked â€Å"Insufficient Funds†, ultimately be paid them. America was both a land of freedom and a source of oppression and segregation; a land of prosperity and opportunity, and the source of their dreadful poverty; a place of great knowledge, and also of great ignorance. Thematic elements such as Blake's tiger and the bread, a Biblical reference, ground the theme in classical Black cultural traditions such as usage of the imagery of the Bible both to represent the oppressors and liberation from the oppressors (Levine, 1978). Indeed, there is an understanding in McKay's poem that the very sources of oppression could themselves provide the seeds of liberation, the very ideologies that presently kept the Neg ro down being able to be deployed to make clear the necessity for and justice of their liberation. â€Å"Her vigor flows like tides into my blood, /Giving me strength erect against her hate†. The same entity hurting him also gives him vital strength and inspiration, providing a philosophy of freedom, equality, liberty and the pursuit of happiness. McKay makes clear that he does not hate America, despite its oppression. â€Å"Her bigness sweeps my being like a flood. / Yet as a rebel fronts a king in state, /I stand within her walls with not a shred / Of terror, malice, not a word of jeer†. By lifting revolutionary imagery, McKay reminds the reader that America was not always a counter-revolutionary actor that served to oppress, a conservative place, but was the home of rebellion. The use of the word â€Å"bigness† implies not only sheer size and power, but also magnanimity. McKay finally offers a warning much like the warning offered by Ozymandias. â€Å"Darkly I gaze into the days ahead, /And see her might and granite wonders there, /Beneath the touch of Time's unerring hand, / Like priceless treasures sinking in the sand†. McKay predicts that the days ahead will be a time of decline, a warning that if America cannot provide a dream of justice, Time will strike it down. Thus, imagery, language, metaphor, symbolism, and references to culture makes the sonnet form that McKay uses pregnant with liberatory meaning. Langston Hughes was one of the most gifted poets of his generation and certainly stands the test of time among the great poets of any generation. Like many great poets, adversity and need shaped and channeled his writing: He was discussing poverty, racism, oppression, segregation, discrimination, dehumanization, and daily assaults on dignity and humanity, as well as hoping to provide a vision forward. His use of language was essential to combine all these tasks. â€Å"Harlem†, one of his most seminal poems, opens, â⠂¬Å"What happens to a dream deferred?† The poem is so short that every single stanza and word deserves careful attention and commentary. Hughes is using both

Literature Review for Concept Analysis Dissertation

Literature Review for Concept Analysis - Dissertation Example This is the premise in which exercise became an inevitable element for sustaining a healthy life. The changes that happened in the society were also reflected in the psychological and moral realm of lives as well. Thoughts about rights and power also emerged out of leisure and the question that who are the owners of leisure, and who commands it, arose. Though Oxford Dictionaries Online has offered several definitions for the term, ‘exercise’, I will explore the following two definitions in this concept analysis, a) â€Å"activity requiring physical effort, carried out especially to sustain or improve health and fitness,† †¦[and b)]†¦ â€Å"the use or application of a faculty, right, or process† (Oxford Dictionaries Online, 2010). The first definition stresses the meaning of exercise as a physical activity while, the second one views exercise as the fulfillment of a duty and as the claiming of a right. Taking these two definitions are taken as the yardsticks to understand the importance of education, this analysis envisages to find out how exercise attains a valuable place in the three areas of knowledge, namely, theology, psychology, and nursing. Exercise in theology In a democratic society, an individual has several rights and powers, the exercise of which is supposed to be the foundation of the democratic system itself. Whenever the exercise of any such right or power is denied, the foundations of democracy feel threatened. And this is why the people of many nations around the globe had to fight prolonged battles to be able to exercise these powers and rights. For example, in America, the people felt that â€Å"the right to vote was denied for so long to so many that we cannot afford to ignore any impediment to its exercise† (Grey, 2005). In the theological realm also, there are a set of such rights and powers, which follow the democratic rights but also give rise to many contentious issues as well. For example, Pos t (1995) has observed that â€Å"free exercise is justifiably overridden to promote public health- for example, medical treatment is required to minimize the spread of contagious disease or to benefit minors, even if religious belief is offended† (p.22). Though Post (1995) has reminded, â€Å"the free exercise clause of the First Amendment is central to American public life,† from a nurse’s point of view, situations may arise when a patient wants to exercise his/her right to refuse treatment and the nurse and the system in which he/she works are compelled to use authority and power to prevent that (p. 22). This is particularly important because, just as any other freedom, the freedom to exercise one’s religion also has limits and can be overridden if public health is at risk of being jeopardized (Post, 1995). Taking into consideration these two opposite yet justifiable positions, nurses have to be aware that a patient has the right to refuse or seek treat ment based on their religion and when the right to this free exercise is dishonored, it should be examined and justified. Post (1995) has discussed a legal case in which religion, law, and medicine clash. The article is based on the true story of Baby K, a baby born with anencephaly. The mother, who believes in the sanctity-of-life principle, wants Baby K kept on a ventilator; because of her faith, she believes that a person’

Literature Research Paper Example | Topics and Well Written Essays - 1000 words

Literature - Research Paper Example † For many African-Americans, America is their home, their mistress, and yet it is also a place of slavery and pain. Garvey-esque escapes to Africa or Jamaica were the province of some, but for most others, the hope was that the promise of America would, like a check marked â€Å"Insufficient Funds†, ultimately be paid them. America was both a land of freedom and a source of oppression and segregation; a land of prosperity and opportunity, and the source of their dreadful poverty; a place of great knowledge, and also of great ignorance. Thematic elements such as Blake's tiger and the bread, a Biblical reference, ground the theme in classical Black cultural traditions such as usage of the imagery of the Bible both to represent the oppressors and liberation from the oppressors (Levine, 1978). Indeed, there is an understanding in McKay's poem that the very sources of oppression could themselves provide the seeds of liberation, the very ideologies that presently kept the Neg ro down being able to be deployed to make clear the necessity for and justice of their liberation. â€Å"Her vigor flows like tides into my blood, /Giving me strength erect against her hate†. The same entity hurting him also gives him vital strength and inspiration, providing a philosophy of freedom, equality, liberty and the pursuit of happiness. McKay makes clear that he does not hate America, despite its oppression. â€Å"Her bigness sweeps my being like a flood. / Yet as a rebel fronts a king in state, /I stand within her walls with not a shred / Of terror, malice, not a word of jeer†. By lifting revolutionary imagery, McKay reminds the reader that America was not always a counter-revolutionary actor that served to oppress, a conservative place, but was the home of rebellion. The use of the word â€Å"bigness† implies not only sheer size and power, but also magnanimity. McKay finally offers a warning much like the warning offered by Ozymandias. â€Å"Darkly I gaze into the days ahead, /And see her might and granite wonders there, /Beneath the touch of Time's unerring hand, / Like priceless treasures sinking in the sand†. McKay predicts that the days ahead will be a time of decline, a warning that if America cannot provide a dream of justice, Time will strike it down. Thus, imagery, language, metaphor, symbolism, and references to culture makes the sonnet form that McKay uses pregnant with liberatory meaning. Langston Hughes was one of the most gifted poets of his generation and certainly stands the test of time among the great poets of any generation. Like many great poets, adversity and need shaped and channeled his writing: He was discussing poverty, racism, oppression, segregation, discrimination, dehumanization, and daily assaults on dignity and humanity, as well as hoping to provide a vision forward. His use of language was essential to combine all these tasks. â€Å"Harlem†, one of his most seminal poems, opens, â⠂¬Å"What happens to a dream deferred?† The poem is so short that every single stanza and word deserves careful attention and commentary. Hughes is using both

Senior High School English Teachers’ Roles Under the New English Curriculum Essay Example for Free

Senior High School English Teachers’ Roles Under the New English Curriculum Essay He teaches in the society in accordance with his special responsibilities he takes and with the roles he plays. Therefore he is required to be quite sensitive to its expectations and perform rightly and appropriately with his due roles and to change his role rightly and timely with the development of the society and with the changes of his specific responsibility he takes. The educational reform in China requires the study of teacher’s roles. The reform of senior high school education in China at present has been leading to a radical change of educational beliefs which are certain to demand a great change of teacher’s roles. In China, the reform of senior high school education has widely aroused peoples attention. In order to promote the implementation of the new curriculum, experts and researchers of teaching have begun their study of changing teaching methods. Therefore, this thesis dedicates to the research of how the senior high school English teachers today should change their role under the condition of the New Curriculum, and hopes to bring up some new ways apt in teaching. 2 The significance of New Curriculum 2. Embodiment of the Essence of Education The course of education is a course of ideality. Its essence is to strengthen the spiritual power of human beings. Plato wrote in his most famous book Utopia the true notion of education through a metaphor told by Socrates: The â€Å"True Education† is to guide people, its soul, and spirit to reach an authentic world, from darkness to brightness, from an opinion-based world to a truth-based world (Socrates 129). This guidance of spirit is in f act the guidance of one’s living. Knowledge and skills are the ladders by which the soul could climb to a higher level. Our ancient classical book The Great Learning penetrates so straight to the point that â€Å"The way of achieving great learning started with one person’s knowing of the morality, carrying on by performing nice to the other people, and having the goodness in one’s heart. † ( 15). The purpose of learning is to reveal the morality in one’s heart, to make a fresh start of one’s life, and to keep a person’s mind in the stage of best morality. Apparently, in modern or ancient times, in China or elsewhere, almost all the great masters of education believed that the essence of education is to perfect the spiritual world of human beings. And the Curriculum standards must be responsible for the developing and growing of students. In the examination-oriented education system, a student is no more than a container of text-book knowledge. The duty and responsibility of a student is to process knowledge no matter how much it actually relates to reality. The actual use value of the knowledge has been ignored; the activeness of the students has been killed. Paper mark is an evaluation tool for every thing. The Ma Jiajue event of a school boy murdering his three roommates made us feel chilling and begin altering. May I ask how this type of students could have a positive attitude towards the challenges in society? How could they cooperate with people and pursuit a further development?! There is an old Chinese saying â€Å"To teach a student six years, a teacher must foresee his sixty years of life. This is the social responsibility of a teacher. To educate students, a teacher must not only make them masters of the textbook knowledge, but also masters of the method and strategies of learning. A teacher would form a positive mental attitude and active desire of the students and guide them enjoying the happiness through the pursuit of success, build up the student’s sense of accomplishment, and make it the motivation of making prog ress. New curriculum standards proposed a â€Å"tool† (an effective tool for high school English teacher to guide the students) and â€Å"humanism† (the new curriculum put humanism as its core) is the unification of the basic characteristics of English courses. The purpose of the study by English students is to improve the English literacy and lifelong learning for students and lay the foundation for the development of personality. Here, â€Å"exploring ability† and â€Å"personality development† received full attention. And the ability to understand and get to the point of the curriculum integration, appreciation, nderstanding, development, innovation has become a real purpose. Evidently, the new course is surprising, it really practices a â€Å"people-oriented† concept of education, reflects the nature of the education. 2. 2 Reflection of the Policy of Education The New Curriculum reflects the actual need to fully carry out the guiding principle on educ ation. We should establish accurate values on education and fully carry out the guiding principle on education in order to bring up quality talents of a new era. The values on education of a lower gradation are to educate individuals and pay too much attention to the chase of making a living or angling for material profits and prestige, but to neglect or depreciate the values of a deeper gradation formed by a full development of individual characteristics and magnificent states of mind. As the human being itself has a potential of many-sided development, the mission of education is to turn the students potentials into developing reality. Its not only the fundamental concept of democracy but the basic right of every student that all of them could develop themselves. The principle to evaluate the standard of lessons reflects two Faces-firstly, face the fully rise of students qualities and secondly, face the entire group of students. This kind of education can make every student develop himself more completely, which is stipulated by the guiding principle on education and also the intrinsic reflection of carrying out ability oriented education. 3 Suggestions on Senior High School English Teaching During a live observation on English teaching in senior high school, it seems common that the teaching materials are making use of teachers, rather than the teachers are using teaching materials. Needless to say, this phenomenon will definitely affect the quality of English teaching in senior high school and as a result, were not able to achieve the goal of English learning which is brought up by ability oriented education. What should senior high school English teachers do to deal with this phenomenon? 3. 1 New Educational Concepts as the Guidance The new education concept refers to the changing from giving undue mphasis to English language techniques into paying close attention to the development of students entire personality and cultivating their positive attitudes as well as encouraging them to learn how to get information and use it creatively. While in the process of senior high school English teaching, the English teachers should transfer from purely emphasizing instructing s tudents in the complex, troublesome and dull English knowledge in books, into providing basic and various information connected with real life for the students, in order to widen their field of view and make English study more effective and interesting. While talking about the manner of the senior high school English teacher, the new concept requires the teachers changing from teaching knowledge of isolated courses into connecting different but related courses with each other and encouraging students to study by experience, investigation and introspection. With respect to the senior high school English teaching evaluation, the new concept suggests the education transferring from emphasizing distinguishing good from bad, selection in contest, demarcating ranks, etc. nto promoting every students improvement of capability and respecting the diversity of personalities and levels of understanding, so as to help them all gain the feeling of success. And with respect to aspect of the relationship between teachers and students, the new concept suggests the shifting from centering on teachers into considering students main, seeking the equal conversation between teachers and students and joint improvement in interaction. 3. 2 Renewal of the Education Capacity The English teaching ability refers to the English teachers structure of knowledge and ability and they should not only have basic knowledge and ability of English language, but also multiple elements consisting of education, psychology, management, art of literature, philosophy and so on, which will make a composite effect. Owing to this composite effect combined with knowledge of various courses, the senior high school English teachers should renew his/her education capacity. He/she should not only make creative use of new teaching materials, organize fully directed English teaching contents and instruct students lessons effectively according to the education principle. He/she should teach according to ones ability. Whats more, they should inspire the students motivation of learning to the full extent and ensure their healthy study in order to achieve the final goal of cultivating the students ability to learn throughout their life. 3. 3 Building-up of the Self-development Approach Teachers arent able to renew knowledge, learn throughout their life and search for self-development. Through lack of approaches to development subjectively, as well as objective reasons such as busy work of teaching or a heavy burden of housework, some teachers have to live on their own limited fat gained in school and without doubts, its difficult for them to adapt to the continuous development of the situation of educational reform. A number of senior high school teachers complain about the new edition text-book and the general requirement of the new curriculum. They used to teach in a traditional way. They as well feel indifferent to the new material in the textbook and don’t know how to teach it to the students. In order to make full use of the new teaching material and raise the quality of English education, theres no doubt that firstly we should establish a new modern educational concept. 4 New Classroom Roles of Senior High School English Teachers What roles should the 21st century senior high school English teachers have? The society informationization and knowledge economy development of the 21st century propose our education on the intense transformation request; the traditional way of study is transformed to the innovative study. This request the teachers to change from the traditional 40-minute teaching role to the shepherd, the organizer, the participant during the educational process, the teacher must have bigger compatibility and flexibility. With the social development today, the science and technology developed rapidly, the computer and the information technology also have a widespread application in teaching. The relationship between the teachers and students is already not completely the simple transmission and acceptance pattern, sometimes the student may acquire knowledge from other channels, they even know in certain aspects comparable more than some teachers do. Teachers authoritative status has been threatened; the teacher and students relation becomes more and more complicated. The teachers role also multiplies. Having the ability to form the fine personality and the multiplex knowledge tructure of the students, and mastering many skills while specializing in one are requirement for teachers today. The teacher must have rich knowledge and many kinds of abilities. Moreover, it is also the duty of a teacher to form the students’ spiritual world, fills the instructive and the creative essence. In the modern society, the teacher has not only changed with the traditional performers basic function, but also has to transmit the experience directly. The students must participant the learning activity. The teacher must guide the students to explore in the environment which he carefully designs. The teacher is no longer a pure transmitter, but also students’ companions, activity organizer, the supporter and helper in the process of students’ learning activity. I will discuss the teachers role mainly in the following part. 4. 1 Teacher as Organizer As is said by Doll, an American expert in education, the teachers status in the relationship between teachers and students is â€Å"a chief in equality† (Doll 191). This conversion requires teachers to step down from the altar filled with â€Å"teachers respect†. And the teachers ought to interact and explore with the students standing on the same flat and help them grow up, mature and become worthful. To organize means to form into a whole with mutually connected and dependent parts. The success of many activities depends on good organization and on the students knowing exactly what they are to do. To be an organizer, senior high school English teachers have to organize the activities and teaching stages successfully in the classroom. Teachers organizing of the class roughly includes two parts— psychological organization and the organization of activity. The central idea of psychological organization is to stimuli students motivation. The main aim of the teacher when he organizing an activity is to tell the students what they are going to talk about, and to give clear instructions about what exactly their task is, get the activity going, and then organize feedback when it is over. For example, for the topic discussion, the teacher can assign students to groups. Jeremy Harmer (1983) noted that the organization of an activity can be divided into three main parts. First the teacher gives a lead-in. Like the lead-in for presentation or for the treatment of receptive skills this will probably take the form of an introduction to the subject. In senior high school English classrooms, teachers can tell students what they are going to talk about during this period. The teacher and students may briefly discuss the topic in order to start thinking about it. He/She should give clear instructions. When the lead-in stage has been accomplished the teacher instructs. This is where he explains exactly what the students should do. Finally the teacher initiates the activity, which is to get the activities going. He gives a final check that students have understood. So the teachers job is to organize the activity as efficiently as possible, frequently checking that the students have understood. Once the activity has started the teacher will not intervene unless it is quite necessary for gentle correction or promptness. During the first year of teaching senior high school English, role play helps the students to use the language flexibly. While students play their roles on their own, the teacher may walk around the classroom to listen to their talks. When necessary, the teacher can also give guidance and advice. After role play, the teacher can ask students to perform in class, and then make comments on their work. 4. 2 Teacher as Guide As is said by ancient people, Teachers are the people who spread logic, teach lessons and solve confusion. The new standard of lessons requires a conversion from â€Å"teaching lessons† to guiding the students to participate in English activities actively, think by themselves and cooperate in investigation, which aims to develop the students abilities to gather and cope with information in English, to gain new knowledge, to analyse and solve problems and to communicate and cooperate. The basic requirements of a teacher as a guide are as follows: 1) To help students to set up right and feasible goal, both long and short term. Once the short goal within the long-term goal is reached, students may be filled up with happiness of success which further motivates them forward. 2) To make classroom activities interesting and meet the needs of the students. The teacher can present language in meaningful contexts, elicit language from students, make instructions clear to everyone by using a variety of techniques (cards, texts, ICT, open questions), manage pairs and groups to maximize practice, monitor individuals and groups, stand back and view the whole class, try to meet the needs of all irrespective of gender or ability, praise warmly, correct when appropriate, confirm and welcome good use of the target anguage, smile and enjoy their job, with general qualities of sensitivity, flexibility, humor, enthusiasm and stamina (similar to those required by the average parent). Moreover its particularly important to separate the role of the motivator from the role of the expert. Teachers often easily play the role of expert often; hence miss the chance to motivate their students. 4. 3 Teacher as Participant To be a participant means that a teacher may take part in the classroom activities. A teacher might join simulations as a participant. However, the teacher should be careful not to dominate, although the students will both allow and expect this to happen. Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. Furthermore, teachers may act as independent participants within the learning-teaching group. Any unnecessary intervention on the teachers part may prevent learners from becoming genuinely involved in the activities and thus hinder the development of their communicative skills. Once a teaching activity is in progress, it is still the teachers obligation to develop the students potential through external direction. Although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the distinctive qualities in the students (Han 1979) and to help the students develop those qualities. In senior high school English class, in different settings, students may be asked to attend different activities. Teacher should not be afraid to attend these activities. It can improve the atmosphere in the class. For example, when students talk about current events, students are willing to listen to different peoples opinions on the topic. Sometimes when the whole class takes part in a debate, teachers can also act as a chairperson, or offer students help when it is needed. 4. 4 Teacher as Trainer We used to say that the teachers should have a bucket of water in order to give the students a glass of water. However, this idea should also be changed, which demands the teachers not to limit themselves to knowledge and experience in their mind, but according to the demands of the students, to choose and exploit English teaching resources, design and launch kinds of English teaching activities, open up the room for teaching, guide the lessons into a larger range, strengthen the relation between the English language learning and social life reality. In short, the teachers should help the students to carve out the source of knowledge. As strategy trainers, the teachers describe, model, and give examples of potentially useful strategies; they elicit additional examples from students based on the students own learning experiences; they lead small group or whole class discussions about strategies including activities designed to raise students awareness of strategies and the learning process as a whole, as well as activities designed to teach students how to use a specific strategy. It is a fact that some senior high school English teachers already use many activities in their classes that can be considered â€Å"strategies-based†. However, what seems to be missing is the awareness on the part of the students of what those strategies are or how to get those strategies to work for them. Effective strategy use is often associated with better students, those who have already â€Å"mastered† the learning process. Thus teachers may well be making a real contribution to facilitating the learning process by discussing selected strategies explicitly in the classroom. In class, senior high school English teachers can explain the purpose of the language activity, or call attention to how the teacher has organized the course materials e. g. laying out the range of possible strategies for reading a text in order to summarize it, addressing the many strategies associated with writing a coherent summary. 4. 5 Teacher as Creator of a Positive Environment This is a change of the teachers role in nature. This conversion requires that the teachers should â€Å"push the students forward† instead of â€Å"pulling them along†, and motivate the students instead of â€Å"pressing them†. Whats more, the teachers should help the students to establish a proper goal for English learning, confirm and correct their paths chosen to achieve this goal, and inspire them to develop themselves actively by means like spur, encouragement and commendation. Senior high school English teachers should provide positive classroom environment for students. Classroom climate refers to the atmosphere of the classroom, its social, psychological, and emotional characteristics (DunkinBiddle, 1974). The importance of lassroom climate as it relates to motivation derives from the notion that teaching is leadership intended to affect classroom behaviors. Classroom climate is often described using such terms as warm, cold, permissive, democratic, autocratic, and learner-centered. The climate in the classroom is largely established through teacher-student interactions. In China, teachers teach students English in non-target environment, which is different from those in the natural environment. The refore it is more important to create a good learning environment. Teachers here play an important role in providing a supportive environment that encourages students motivation, self-confidence, curiosity and desire to learn, and input and production. According to the findings in the investigation, this role also has positive effects on students achievements. The investigation shows that Teacher A provided the best language environment among the three classes. From the classroom observation, it can be found that As English is excellent. This shows that the teachers ability of creating the positive environment has much to do with the teachers language proficiency. In order to provide positive environment, the teacher has to: 1) Be capable of speaking fluent English. 2) Give students as many opportunities as possible to practice English. 5 Conclusion This thesis aims at analyzing classroom roles of senior high school English teachers under the requirement of new English Curriculum. This thesis firstly introduces the significance of the new curriculum from two aspects: new curriculum embodies the essence of education, at the same time; it reflects the policy of education. Secondly, according to the new curriculum, the author gives three suggestions on senior high school English teaching. The suggestions aim at bringing out new concepts on high school English teaching as well as renewing the teachers education capacity and building up self-development approach. Thirdly,in order to set up the roles as scientifically as possible, the author investigates students’ expectation and analyzes the relationship between the teacher’s roles and the students’ achievements. The author makes a profound analysis of each role and gives further suggestions. With limited study and knowledge, the explanations in many places are rather weak. The study can only be considered as a start for further insightful researches and findings.