Reflection On Freewriting Essay Example | Topics and Well Written Essays - 750 words

Reflection On Freewriting - Essay Example Answering the question â€Å"who am I?† truly offers me an opportunity to distinguish and express my personality, traits, and potential. I can quickly and briefly identify myself as a simple person who believes that a person’s surroundings do not dictate their future or potential. I am not a complicated individual who seemingly knows a little bit of everything and always ignores his surroundings. In addition, I am most certainly not similar to any other human being because we all possess unique character traits irrespective of how insignificant they may seem. The question â€Å"who am I?† is a lifelong endeavor. However, I can do my best to answer that I am a person who reads, reflects, and explores my many beliefs and decides which are real or unreal. I am a young adult who reads, reflects, and explores my many beliefs and settles on the idea that they are either real or unreal. There are numerous ways of answering the question â€Å"who am I?† The conven tional answer to this question unveils how saddening and dictating religion or traditional culture can be. Similarly, the modern way of defining my life is saddening but not dictating. Instead, the modern way only proves that there is no natural meaning in essentially anything in the universe. I chose a much more personalized standpoint to define who I am than the generalized roots of traditional and modern views. First, I am proud of this free writing piece because it is a reminder of the signs of progress in my writing I have made. Among the signs of progress in my writing is structure.

Outline what is meant by Localisation of function in the brain. Are Essay

Outline what is meant by Localisation of function in the brain. Are all psychological processes localised - Essay Example Paul Broca, a French doctor is probably one of the fundamental key players in the discovery of the localization of functions in the brain (Glassman 45). Working at an insane asylum at Bicetre in 1861, Broca met a patient who was not able to speak coherently after a head trauma that later led him to conduct an autopsy on the man’s brain and successfully demonstrated that what the man suffered from was due to some damage on a specific part of his brain (Glassman 45, Santrock 48, Serendip). From this point, further studies were conducted and until today, are progressing not only to satisfy the curiosity in man but most importantly, to help cure patients suffering from brain malfunctions. Considering divisions in the brain, early anatomists assumed that specific parts of the brain perform specific functions (Glassman 50) and true enough, recent studies established such assumptions. Among the famous contributors to the study of the functions of the brain is a German physician named Franz Joseph Gall who theorized that the bumps and depressions in the skull had something to do with personality and intelligence (Santrock 48, Serendip, Sabatini). ... Divided into two hemispheres, the right hemisphere of the cortex was found to be responsible to the control of the left side of the body while the left hemisphere controls its opposite (Glassman 50, Feldman 79, Santrock 100). Plotnik (p. 74, 2005) and Feldman (82, 2008) describe the cortex as a thin layer of cells covering the forebrain which amazingly, still is divided into four lobes having more specific functions. He further discusses the frontal lobe as responsible for the accomplishment of the use of voluntary muscles, translating and executing emotions, behaving in an accepted manner, controlling actions and character and being attentive (p. 75). This, he said was proven by a case involving Phineas Gage, a foreman in Vermont in 1848 who met an accident at work, surviving from a 3.5 feet long, 1.25 inches thick and 13 pound-rod that crossed his head entering his frontal lobe and crashing his eye. After the surgery, the foreman exhibited drastic changes in his personality from be ing friendly to impatient. His decision making was also affected leading him to making promises he was not able to keep (Plotnik 75). This event is just one of the many cases that has furthered and established the assumption of being attentive and the acquisition of social rules and moral behaviors (Plotnik 76) which is very essential to a psychologist’s understanding and managing of patients. Other important parts of the brain that need to be magnified in the field of psychology are the hypothalamus and amygdala. The hypothalamus is formed by groups of neuron cell bodies that affect a person’s sexual behavior, temperature regulation, sleeping, eating, drinking, aggression and the expression of emotion (Passer & Smith 99).

Little Red Riding Hood | Psychology analysis

Little Red Riding Hood | Psychology analysis Even though there are abundant approaches engaging in understanding literature, the psychoanalytic interpretation attempts to make use of the symbolic secrecy of a work. In contrast to the orderly approach, which focuses exclusively on the wording and the captivating aspect of the psychoanalytic interpretation is that it searches for a purpose further than what is seen in the text. By distrusting the existence of intrinsic and hidden motives, it allows for a wide range of abstract and creative possibilities. Freuds theories were enormously influential, but subject to considerable criticism both now and during his own life (Cherry). His psychoanalytical theories are used today for a better understanding in analyzing literature. When the psychoanalytical theory of personality is being applied in Charles Perraults, Little Red Riding Hood, it suggests evidence toward sexual motivations and it integrates with Sigmund Freuds psychic apparatus which contain the three key zones of the mental processes which are the id, ego and superego. Sigmund Freud pioneered the establishment of the psychoanalytical idea behind his principle theory that all human behavior is primarily motivated by sexuality. Throughout Charles Perraults, Little Red Riding Hood, there were various amounts of sexual associations throughout the story. Even the moral of the story suggests being cautious against smooth-tongued and dangerous beasts which like to dispossess young ladies of their innocence. Likewise, the wolf does not just consume the grandmother, but instead, he immediately fell upon the good women and ate her up in a moment (Perrault). Furthermore, before eating Little Red Riding Hood, he invites her to come in the bed with him. At which point, she took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes (Perrault). After she thoroughly examines and comments on the body parts of the wolf, he then threw himself upon Little Red Riding Hood (Perrault) to consume her as well. In res ponse to such direct and obvious seduction, Little Red Riding Hood showed no motive to escape or fighting back. Either she is an ignoramus or she wanted to be misled. Furthermore, Perrault also makes use of another example: Put the cakes and the little pot of butter on the bin and climb into bed with me (Perrault). Little Red Riding Hood does not disagree and felt obligated to follow the wolfs wishes, which shows her sexuality and desire for the wolf. With these details Little Red Riding Hood is changed from an unsuspecting, attractive young girl, who was persuaded to disobey her mothers warnings and enjoys herself in what she believes to be innocent. These clear references in the text are proof of evidence that support Freuds theories on the psychoanalytical approach. In the beginning of Little Red Riding Hood, Little Red Riding Hood sets off on an adventure into the woods to go deliver goodies to her grandmother where then, she met with a wolf, who had a very great mind to eat her up (Perrault) and continues to have a sociable conversation with the wolf. This was Little Red Riding Hoods first mistake. Young and unaware about the ways of the world, she thought it was normal to talk to a dangerous wolf. Since the little girl is young and vulnerable, since Little Red Riding Hood is friendly and ignorant she doesnt think that there is anything wrong with talking to a stranger that comes across in the woods. The wolf asks Little Red where her grandmother lives, she responded, A good quarter of a league farther on in the wood; her house stands under the three large oak-trees, the nut-trees are just below; you surely must know it (Grimm). She wasnt thinking thoroughly of what could come of her informing the wolf of where her grandmother lives. Due to Li ttle Red Riding Hoods ignorance of what might happen due to her irresponsible choice of speaking with a dangerous and senseless wolf. When accurately applying the psychoanalytical approach, it is appropriate to prove the interactions of the human mind. The concept of the unconscious mind inspire human behavior is essential to the examination of Perraults, Little Red Riding Hood. Cherry expresses the thought that, Sigmund Freud believed that there were three psychic zones of the mental processes: id, ego and superego (The Id, Ego and Superego). In Little Red Riding Hood, Little Red Riding Hoods elders, grandmother and mother represent the superego in the story. They both raise Little Red Riding Hood by helping to protect and control her motives and desires. On the other hand, the wolf symbolizes the id. Lacking both the logic and rule of action, he only functions only to reach full satisfaction. The wolf is guilty of giving into his own uncontrolled desires. When the wolf first catches sight of the young girl he, wanted to eat her up, but he dared not, because of some woodcutters working nearby in the forest (Perrau lt). The wolf refrained himself from giving into his own urges because he was afraid of being mauled by the woodcutters nearby. Unfortunately, the wolf did not stay hungry for long. Giving into his voluptuous desires, he beat the girl to her grandmothers house and ate her. Once he ate the grandmother he couldnt ignore his desires anymore. The wolf doesnt think with his mind, but instead with his stomach. Cherry explains that, The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension (The Id, Ego and Superego). The wolf relied on his aggression and desires to obtain what he wanted as his end result. Little Red Riding Hood on the other hand served as the middle man between self-control and utter confusion. Little Red Riding Hood symbolizes the ego and attempts to balance both the id and superego. At the beginning of the story Little Red Riding Hood who was described as being the, prettiest creature who was ever seen (Perrault). With her mother so adoring of her, she later enters into the woods where she confronts the id. At this point, she disobeys her mothers instructions, and evolves to being a poor child. The moral of the story, is that these young women maybe well broug ht up but they still turn unwise and ignorant when they do speak to strangers. Being considered as the prettiest creature, it was Little Red Riding Hoods own fault for leaning too far into the senseless id. Furthermore, Sigmund Freud suggests that this struggle of the psychic apparatus of the three mental processes of the psychoanalytical theory of personality can only conclude to the death of Little Red Riding Hood, which inevitably also turned out to be the fate of her grandmother. At the end of the story, the foolishness of the main characters comes to an all time high. Little Red Riding Hood is extremely happy when she gets to see her sick grandmother and try and cheer her up. Little Red Riding Hood being ignorant and unaware she does not realize that her grandmother is actually the wolf who she met earlier. If she was more observant and not so wrapped up in her own little world, she could have realized that there was something truly wrong with the way her grandmother looked. She currently had no common sense in this situation. The wolf, who has one thing on his mind, tricks her in telling him where her grandmother lives. The wolf is certainly no better than the little girl in this situation. The wolf could care less about anything else, except his only motivation which is to get Little Red Riding Hood into bed with him. Put the cake and the butter down on the bread-bin and come and lie down with me (Perrault). The wolfs only goal is to satisfy his uncontroll able desires. The wolf does not know right from wrong, he just reacts to his animalistic desires. The wolf is id driven creature whose only goal in life is to please himself by any means necessary. Both Little Red Riding Hood and the wolf are both guilty of giving into their id. The moral of the story cautions the reader that the wolf in the story is going to try and take advantage of any ignorant or vulnerable creatures. These young girls are able to act on their desires and act as bad girls. Everyone is capable of giving into their own temptations and what is not necessarily the right thing to do. Despite the fact that the psychoanalytic approach is used for interpretation of literature, it proves to be entirely intriguing. In stories such as this, the sexual motives are clearly seen, and thus confirming the complexity behind the approach. Maybe it is a bit untraditional. However, this examination remains both thought disturbing and brilliantly intriguing.

Essay --

By the end of 18th century, with the industrialization of steel and glass, architecture began to take on a different role in the society. Architecture was no longer about building structures for an individual, but was about concerning with beauty, style, and aesthetics within the technology of space (Conway 8). The idea that building plus art equals architecture was no longer valid, as the equation undermined the true meaning of architecture. In Understanding Architecture, Hazel Conway states, â€Å"the allocation of living space is economically, socially, and culturally determined† (6), when discussing the purpose of architecture. This means that the surrounding environment of the building, also referred to as built space, is often intertwined with social relationships. Built space can be defined as the philosophical way of referring to architecture. To a certain extent, the architecture becomes about the philosophical investigation into built space, rather than establishing a single building. Through the examples of artists and architectures, such as Rachel Whiteread, Robert Smithson, Meis Van Der Rohe, and Gordon Matta-Clark, this paper will demonstrate how art pushes architecture into critical examination of built space. In doing so, it will be evident that artists and architecture define sculpture, object, prototype, installation, network, building, assemblage, and/or habitat differently. An artist who dealt with technologies of built space is Rachel Whiteread. The core concepts of Whiteread’s work includes, playing with negative space and scale, and focusing on line and form. In the piece called Judenplatz Holocaust Memorial a.k.a. Nameless Library, Whiteread uses sculpture to represent what is not there, the empty space. By... ...about recreating scale. When a person sees this piece from an airplane view or on a balcony, he or she will experience the massive quantity of the artificial nature that has been produced. However, when a person sees this piece from a ground level, the 14,000 translucent, white boxes just becomes a boring, everyday object. Depending on the location of the viewer’s presence, the piece symbolizes a different meaning. This piece is similar to the works of Tara Donavon, whose core concepts include playing with scale and working with multiplicity. She is known to use everyday household materials to create large-scale installations and sculptures. In the piece Styrofoam Cup Sculpture, Donavon glues countless amount of Styrofoam cups together to create a synthetic material that challenges the viewer’s to have second thoughts about the basic functions of everyday material. Essay -- By the end of 18th century, with the industrialization of steel and glass, architecture began to take on a different role in the society. Architecture was no longer about building structures for an individual, but was about concerning with beauty, style, and aesthetics within the technology of space (Conway 8). The idea that building plus art equals architecture was no longer valid, as the equation undermined the true meaning of architecture. In Understanding Architecture, Hazel Conway states, â€Å"the allocation of living space is economically, socially, and culturally determined† (6), when discussing the purpose of architecture. This means that the surrounding environment of the building, also referred to as built space, is often intertwined with social relationships. Built space can be defined as the philosophical way of referring to architecture. To a certain extent, the architecture becomes about the philosophical investigation into built space, rather than establishing a single building. Through the examples of artists and architectures, such as Rachel Whiteread, Robert Smithson, Meis Van Der Rohe, and Gordon Matta-Clark, this paper will demonstrate how art pushes architecture into critical examination of built space. In doing so, it will be evident that artists and architecture define sculpture, object, prototype, installation, network, building, assemblage, and/or habitat differently. An artist who dealt with technologies of built space is Rachel Whiteread. The core concepts of Whiteread’s work includes, playing with negative space and scale, and focusing on line and form. In the piece called Judenplatz Holocaust Memorial a.k.a. Nameless Library, Whiteread uses sculpture to represent what is not there, the empty space. By... ...about recreating scale. When a person sees this piece from an airplane view or on a balcony, he or she will experience the massive quantity of the artificial nature that has been produced. However, when a person sees this piece from a ground level, the 14,000 translucent, white boxes just becomes a boring, everyday object. Depending on the location of the viewer’s presence, the piece symbolizes a different meaning. This piece is similar to the works of Tara Donavon, whose core concepts include playing with scale and working with multiplicity. She is known to use everyday household materials to create large-scale installations and sculptures. In the piece Styrofoam Cup Sculpture, Donavon glues countless amount of Styrofoam cups together to create a synthetic material that challenges the viewer’s to have second thoughts about the basic functions of everyday material.

Alexis De Tocqueville’s Thought On Freedom Of Press

The issues of the freedom of press and the freedom of speech have for long been discussed by scholars. Professionals in politics, sociology, communications, and public relations tried to distinguish, whether freedom of press was a positive notion. The book of Alexis de Tocqueville is interesting in terms of discussing the freedom of press through politics only. Besides, the author tended to assume that freedom of press could become a negative phenomenon in the life of society.These assumptions are surprising for us, who are used to freedom of press and freedom of speech, but Tocqueville's work should be analyzed in order to understand, in what state the freedom of press is currently found. Democracy in America: the freedom of press â€Å"I confess that I do not entertain that firm and complete attachment to the liberty of the press which things that are supremely good in their very nature are wont to excite in the mind; and I approve of it more from a recollection of the evils it pr events than from a consideration of the advantages it ensures.† (Tocqueville, 2006) Tocqueville did not conceal his attitudes towards the freedom of the press: he supposed that freedom of press could potentially produce political evils, but simultaneously, he also tried to be objective in evaluating the state of freedom of press in the two countries – the United States and France. Freedom of press should be considered in the light of the assumption, that press is the embodiment, and the means of expressing certain ideas.Press is the means of transferring the ideas to the masses, and the language is the instrument to convey these ideas to the public. It is relevant to state, and Tocqueville recognized this conflict, and no matter how negative or positive freedom of press could be, it did not impact the state of political affairs in the country. This may sound rather contradictory, but the author provides us with a very clear explanation of the subject: he refers to langu age as â€Å"the mere carcass of the thought†.Consequentially, the press becomes the mere form for expressing the ideas of certain political circles. In case the freedom of press is suppressed, the ideas themselves will not disappear and will continue their existence due to the fact that â€Å"the sense and the spirit of the work is too subtle for their [tribunals] authority† . Even in the case censorship is established the word of public in Tocqueville's understanding will be heard.In the attempt to objectively evaluate the state of press and its freedom in the world, Tocqueville refers to specific reasons of why some nations simply have to cherish freedom of press: among the major reasons the author discusses the liberty of press as the only source of justice in the countries, where judicial system lacks sound laws to prosecute those who violate laws, possessing legal impunity . In the case with the United States, the freedom of press is the direct consequence of the individual sovereignty, which American citizens exercise.In the political and legal environment, in which the U. S. citizens do exist, it would be not only inappropriate, but absolutely absurd to adopt the measures of informational censorship . â€Å"The sovereignty of the people and the liberty of the press may therefore be looked upon as correlative institutions; just as the censorship of the press and universal suffrage are two things which are irreconcilably opposed, and which cannot long be retained among the institutions of the same people.† (Tocqueville, 2006)Tocqueville determines the political situation in France and America in the similar revolutionary terms, acknowledging the fact that America did not possess a single germ of revolution, while the roots of the press and freedom of press development in France were mainly found in the social instability, through which that country had to go during that time. The freedom of press in both countries led to the situatio n, when it was already formed as a singular power, combining both goods and evils.The situation described in Tocqueville's work was really similar to that we face today: the freedom of press makes this press almost incompatible with that we call social and political order. Probably, Tocqueville was very predictive and could foresee that the freedom of press could potentially produce public disorder, but in any case he was very objective, recognizing the power of press in the United States. â€Å"In France the press combined a twofold centralization; almost all its power is centred in the same spot, and vested in the same hands, for its organs are far from numerous.â€Å"In those terms Tocqueville was trying to express the basic statements of what we currently call â€Å"ownership† in press . On the contrary, the American nation did not possess any centralized control over its press, which has become the direct consequence of the freedom of press in that country. According t o Tocqueville, America was initially keeping to the opinion, that the more journals it published, the more neutralized would be their effect on the public. However, the frequent situations we now witness are different from the way the author wanted to position them.The numerous publications are certainly the expression of the freedom of press, but they also tend to produce the clash of opinions, social attitudes and even disorders in the attempt to gain more economic profits. The press has turned to be the mere marketplace of ideas, which is the major discrepancy between the press now and the press then. According to Tocqueville, freedom of press is often the major cause of the situation, when neither of published sources is capable of convincing the public of this or that opinion.The countries which experience freedom of press also face the situation when â€Å"men are not very ready to die in defence of their opinions, but they are rarely inclined to change them; and there are fe wer martyrs as well as fewer apostates. † The freedom of press: Tocqueville’s theory vs. contemporary society â€Å"By press is usually meant all media of mass communication although the printed media, as the oldest, is treated as the exemplar in most discussions.† The press in democratic countries acts independently from the state power, and democratic governments do not have any centralized control over the contents of published texts or the journalists’ activity. The current situation in the freedom of the world press has somewhat changed with the development of globalized Internet resources, which do not make the press free, but rather make the press uncontrolled. One should agree that while these two dimensions determine one issue, they are completely different, and being free does not mean being uncontrolled.The situation which we observe in our society also possesses similar features described by Tocqueville: he referred to the role of the free pres s as the guarantee to those, whose legal system was too weak to protect its citizens. These principles are not changed and tend to acquire new stronger features. Volokh states that democratic governments are responsible for their actions ; this is why citizens expect that they will be informed about the decisions, which are taken by these governments on their behalf. Press fosters the realization of this right â€Å"to know†, and serves the means of tracking all governments’ actions.The free press appears to promote the government’s accountability, and is not as frequent source of social disorder, as Tocqueville assumed. However, Tocqueville was right in his assumptions as for the possible negativity of the freedom of press. This negativity is currently demonstrated through the facts of less control and less accountability of press in general. Surely, it is difficult to disagree that the press in the U. S. is free, but not everyone understands real implications of this freedom in the contemporary societal conditions.First of all, freedom of press is never absolute; our society is not an exception. We are frequently deceived, thinking that everyone has an opportunity to express his thoughts in press. However, â€Å"in societies like ours, freedom of press is far from just a facade. There are many possibilities to pressure the media, and there are openings within them. † Second, our press is not the only source of accumulating our ideas and thoughts; there are numerous expressions and discussions beyond press. A bright example illustrates our discussion. Haenngi spoke about the Multilateral Agreement on Investments.The conflict arouse from the negotiations held by OECD and the mentioned organization and was expressed in the article published by â€Å"Business Week†. The informational explosion has achieved so large scales that the negotiations were ceased, and the press proved its role as the largest carrier of the public bodie s’ accountability. This was a small, but a meaningful victory, though objectively, the press in that case was balancing at the edge between the social fairness and social disorder. The situation with the U. S. press is different from the rest of the states due to the American society keeping to high standards of social welfare.This means that the large portion of the U. S. citizens belongs to whom we call â€Å"rich people†. The whole American history proves that the rights to be free were not granted but were won by the citizens themselves. This is why it is possible to assume that â€Å"universal suffrage and universal schooling have at last made bourgeoisie stand in fear of the common people, for the masses promised to become king. † The masses could allow taking such leading positions only because the press could serve an effective instrument in not only expressing the will of masses, but defending their will.The situation is different in other countries: fo r example the state of mass media in India is mostly regulated by the narrow circles. The issue of ownership is very relevant for the Indian press . This is why the situation is very unbalanced, and as Tocqueville explained, different states need and use media with different purposes. Simultaneously, the effects of the freedom of press for every state are integrally linked to the level of the legal, social, political and economic development in this state.Freedom of press cannot exist separately from the mentioned development; otherwise it loses its power and risks being turned into the weapon of influential minorities. Doubtlessly, the press has acquired more opportunities for expression, but it still retains the older features described by Tocqueville. Even taking into account that the author of Democracy in America did not recognize the positive character of the freedom of press, he objectively acknowledged the need for it to exist. We have just entered the stage of social develo pment, when freedom of press is considered to be the sign of the democratic society.Yet, none of us ever looks inside to understand whether this freedom is genuine. Conclusion The book of Alexis de Tocqueville was very relevant for the time, during which it was being written. It has retained its relevance until today. The present-day society understands the importance of the freedom of press, but it is not rare that the press is being governed by outside factors or players, who wish to use it for the promotion of one’s interests. It is also difficult to distinguish, whether freedom of press is authentic and is not the cover of the political plays â€Å"behind the curtains†.The society has greatly changed since the time Democracy in America was written; the importance of the freedom of press has not changed, though. Its value was supplemented with the well-known processes of globalization and marketing, when the freedom of press is frequently confused with the press bei ng totally uncontrolled and used for the proliferation of certain ideas to obtain economic benefits.BIBLIOGRAPHYBernabe-Riefkohl, A. â€Å"Government Advertising Placement and the First Amendment: Freedom of the Press Should Overweigh the Rights of the Government as Contractor†. Communications and Law 22 (2000): 123-129.Haenggi, S. â€Å"The Right to Privacy Is Coming: Balancing Individual’s Right to Privacy from the Press and the Media’s Right to Freedom of Expression†. Houston Journal of International Law 21 (1999): 23-34.Tocqueville, A. â€Å"Liberty of the Press in the United States. † In Alexis de Tocqueville, Democracy in America, Project Gutenberg, 2006. Volokh, E. â€Å"Freedom of Speech and Information Privacy: The Troubling Implications of a Right to Stop People from Speaking About You†. Stanford Law Review 52 (2000): 144-147.

What is the value of people management to project management?

Abstract People skills and their value to project management have become a substantial topic of debate as the international community develops business strategies. This essay examines the project management field with a focus of evaluating the importance of the human element. The evidence presented demonstrates that developing strategies are relying more often on an adaptive framework that incorporates heavy human resources and relations efforts with positive results. This work will be of interest to any person studying the field of project management. 1 Introduction The question of how important people skills are in project management efforts has become a growing topic of debate (Morgeson et al, 2013). Seemingly once overlooked, the elements of human resources and the potential to encourage a higher rate of performance suggest an emerging innovative nature among the leaders of the business community. Beginning with a base overview of project management efforts, this essay works to illustrate the importance that the ability to effectively manage people can have on any form of project. 2 Project Management The commonly held definition of project management is the entire creation and control of a specific aim made up of several interlocking elements including planning, acquisition, motivation and resolution of day to day issues (Lock et al, 2013). This definition outlines the expectation that the project manager is the person in control of any individual effort, making each of the decisions that this persons makes critical to the nature of the underlying project. There are a wide range of management choices to be made from the very first, withincluding incremental, iterative, phased and lean making each element fragile (Lock et al, 2013). With each separate method of implementation there is a real focus on creating a strategy that is effective at managing resources as well as successfully reaching deadlines and achieving goals. In order to achieve this first step and reach a positive conclusion, the skill of efficiently utilising resources, including employees and human resources, must be a cornerstone of strategy (Larsen et al, 2013). This revelation suggests a tacit support for the inclusion of the human element at every level of emerging project planning theory. Yet, with this rising recognition of value and potential in the human resources element, the question of why previous generations did not associate such potential becomes a question. Two central approaches to project management have come to encompass the field; Traditional and Agile (Kerzner, 2003). With the names signifying the defining parameters of each avenue the traditional has been the most used and recognised process with the Agile form coming to represent the need to remain flexible, or adaptable in the face of modern competition and circumstances (Kerzner, 2003). The Agile method is based on the traditional approach with an increased emphasis on the associated human elements that contribute to the trait of adaptability (Kerzner, 2003). As the case study of ITNET in the UK in 2003 suggested that the addition of soft skills or increased human resources capacity adds a great deal in area of motivation to any on-going project (Cowie, 2003). This is suggestive that t at the turn of the century there was a building recognition of human resources skill value as well as the need to maintain this level of skill in the developing systems in order to enhance succe ss opportunities. Of the several approaches offered, the traditional method has been commonly associated with a general project management application (Pandey, 2008). This avenue consists of five well recognised principles that are expected to be met, with each area directly associated with employee, or human, oversight. Initiation, design, execution, monitoring and completion make up the most common stages of any project (Pandey, 2008). In every area this argument suggests that there is a basic need for human resources, and therefore there rests the potential for streamlining and improving performance. This is highly suggestive of the condition that there is a valid supposition for the inclusion of human resources in a progressive strategy.2.1 ProcessesCreating a starting point for any project, the initiation process marks the moment that the base nature and effectiveness of the effort is determined (White et al, 2002). This requires a thorough understanding of the complexities of the task at hand a s well as complete knowledge of the associated timetable and available resources. The placement of a quality person adds to the potential for a project to succeed from the moment this evaluation and determination takes place (Hiriyappa, 2009). This stage outlines the needs of the project as associated with the operating elements, which in turn is directly impacted by the choices of the person in charge (Hiriyappa, 2009), suggesting that this initial decision to put a person in place could be among the most critical of project management accomplishments. The planning and design stage of any project is directly responsible for developing the underlying strategy that takes into account every element (Kerzner, 2003). This suggests that again, effective decision-making qualities and the capacity to identify positive properties in the associated employees allows for a smoother execution of strategy. Further, the human element of estimation and risk planning is directly associated with the personnel in place, which in turn can determine the success or failure of any project (Larsen et al, 2013). The evidence is suggestive of the demonstration that human resource decisions at this level reflect the needs of the project and assist in determining how well the effort is undertaken. The stage of execution follows planning, which in turn, requires an effective human resource effort in order to ensure that the standards of the developing project (Karjewski et al, 1999). This is an indication that components, such as direct management, quality control and long term planning, must be efficiently addressed at this stage, requiring human skills. This stage cannot be effectively concluded without testing the implementation efforts, which in turn demands the presence of leadership (Morgeson et al, 2013). Closely tied to the final stages of the traditional approach to project management, the execution stage leads to the control and monitoring of any project (Morgenson et al, 2013). This process of measurement and assessment require knowledge, experience and skill in order to properly operate, which requires a well-placed person, or team, with the inherent capacity to meet these standards (Greenbert et al, 2005). Lacking an effective human resource placement, there is the real potential for a project to be diminished or halted all together, making this area once again one of pivotal importance. The final stage of the commonly held process is closing, or the true ending of the effort, with final closing and contract closure (Andersson et al, 2013). As each area of the project is judged complete and the terms of the contracts have been acknowledged, the leadership to efficiently tie up every remaining task is vital (Lock et al, 2013). This suggests that effective human resource skills at this juncture enable a far better understanding and capacity to complete and close out a project. As the evidence in the argrument demonstrates, there is a need for human resource considerations at every stage of the project management process. At each level the critical decisions needed require thoughtful and well-rounded people skills that has the inherent capacity to add a tremendous amount of positivity to any project.2.2 MethodologiesWith the science of project management continuing to develop over the course of time, thereare several different approaches used in the effort to attain success (Lock et al, 2013). Clear differences in needs and goals make the choice of methodological tool essential to the project .Since its creation in the mid 1990’s the Prince2 has provided an output-oriented project management framework that has been used by many in the business world (Andersson et al, 2013). The Prince2 concept of management has been utilised by the Cheshire Constabulary in a positive manner dating from the year 2010 (Day, 2010). This system is credited with allowing the project to succeed and improve focus and overall results, yet at the same moment the case study acknowledges the support and human resources that were innate to the success of effort (Day, 2010). This is suggestive of the fact that human skills were needed during the effort. This perception that the framework allowed the leadership to remain on course and succeed in Cheshire, supports the need for an effective system. Yet, as Larsen et al (2013) argues in his project management work, the developing field of business requires new skills, which in turn continues to make the area of human resources essential to operations such as the Cheshire Constabulary. The Agile project management method employs an enhanced human component in order to attain goals and reach success (Larsen et al, 2013). Used more often in the world of technology and creativity, the Agile approach is different from the traditional planning method in that it is made up of many smaller elements combined, making it nearly impossible to plan beforehand (Larsen et al, 2013). The Agile project management process has been utilised at several high level projects that required creative and adaptive thinking with the inherent ability to find solutions outside of the norm. The United States Federal Bureau of Investigation, or FBI, uses the Agile method in their Sentinel Project to a notable success, demonstrating the effectiveness of the process (Wernham, 2012). During the course of this effort, the Agile system was credited with recognising the potential in the employee’s and providing the means for leadership to make the most of it (Wernham, 2012). This evidence sugge sts that the incorporation of increased human relations ability increases the capacity of the effort to succeed, even in a very high stress environment. A second example of the Agile project management system finding traction in the modern world is found in the company Mastak (Somal, 2013). The need for an adaptable platform that with the ability to incorporate international opportunities, led to the decision to use the Agile approach. With the development and conclusion of the initial project, the Agile system was credited with providing the company the knowledge to produce what their clients needed through a better appreciation of the human element (Somal, 2013). This application of enhanced human resources to aid in the communication and day to day interaction with consumers to increase use, suggests that the area there potential in this area to a low cost method of enhancing production. With each method, the utilisation of human resources and leadership is vital to the success of the project. This is suggestive that the developing methods such as Agile will become more prominent as the need for adaptability continues to grow.2.3 Human Resources Skill SetNew and developing skill sets are necessary in order to accommodate the evolving area of project management and human resources (Miller, 2013). New skills, including sharing the vision and making workshops available, begin to play a role in developing communication (Miller, 2013). Further, the opportunity to assess needed change allows for the leadership to anticipate the needs of their employees, which in turn must be carried out in planning for these needs to be met (Miller, 2013). This requirement for adaptability is best demonstrated by the leadership, which in turn provides impetus for others to be influenced, thereby creating the needed environment (Miller, 2013). Finally, there should be a continual effort o f communication education aimed at making the most of every personnel opportunity, thereby enriching the entire effort. At every step of these suggested enhancements rests the base requirement of increased psychological engagement with the employee’s in order to make the project possible 3. Conclusion The question of how much importance people skills are in the project management effort has been assessed in the body of this essay with several interesting results. Efforts from the turn of the century illustrate a growing awareness of the need for increased employee outreach and communication. This trend is further supported by the additional case studies presented throughout the first decade of the century highlighting the success of project management methods using increased human resource outreach. The developing world of international business, with software, internet concerns and banking leading the way, are demanding a more adaptable method of project management, which in turn requires managers and employees that have the capacity to change on a moment’s notice. As this essay has shown, the importance of people management to the overall project is as essential as the presence of resources and funding. In the end, the evidence presented in this essay clearly suggests th at lacking a primary component, such as people management skills, creates the potential for a diminished project. 4. References Andersson, L., Jackson, S. and Russell, S. (2013). Greening organizational behaviour: An introduction to the special issue. Journal of Organizational Behaviour, 34(2), pp.151–155. Cowie, G. (2003). The importance of people skills for project managers. Industrial and Commercial Training, 35(6), pp.256–258. Day, M. (2011). A Case Study: The Cheshire Constabulary Case Study. APM Group, 1(1), pp.1-15. Greenberg, J. and Colquitt, J. (2005). Handbook of organizational justice. 1st ed. Mahwah, N.J.: Lawrence Erlbaum Associates. Hiriyappa, B. (2009). Organizational behavior. 1st ed. New Delhi: New Age International. Kerzner, H. (2003). Project management workbook to accompany Project management – a systems approach to planning, scheduling and controlling, eighth edition. 1st ed. New York: Wiley. Krajewski, L. and Ritzman, L. (1999). Operations management. Reading, MA ua: Addison Wesley. Larsen, T. and Olaisen, J. (2013). Innovating strategically in information and knowledge management: Applications of organizational behavior theory. International Journal of Information Management, 33(5), pp.764–774. Ling, K. (2009). prInCE2Â ® 2009 pilot Case Study. Prince2, 1(1), pp.1-5. Lock, D. and Scott, L. (2013). Gower handbook of people in project management. 1st ed. Farnham, Surrey: Gower Publishing. Miller, D. (2013). Putting a people focus into project management. Project Manager Today, 1(1), p.1. Morgeson, F., Aguinis, H., Waldman, D. and Siegel, D. (2013). Extending corporate social responsibility research to the human resource management and organizational behavior domains: A look to the future. Personnel Psychology, 66(4), pp.805–824. Pandey, D. (2008). Rural project management. 1st ed. New Delhi: New Age International (P) Ltd., Publishers. Scott, N. (2010). Case Study: Using ITILÂ ® and PRINCE2Â ® Together. Axelos, 1(1), pp.1-10. Somal, V. (2013). Agile Project Management empowers teams at Mastek. APMG International, 1(1), pp.1-3. Wernham, B. (2012). Agile Project Management for Government Case study: Case study: The Success of the FBI Sentinel Project The Success of the F. Agile Business Conference, 1(1), pp.1-5. White, D. and Fortune, J. (2002). Current practice in project management—An empirical study.International Journal of Project Management, 20(1), pp.1–11.

The Life And Times Of The Man Who Invented The Tel Essays

The Life And Times Of The Man Who Invented The Tel Essays The Life And Times Of The Man Who Invented The Telephone Alexander Graham Bell (1847-1922) Alexander Graham Bell is remembered today as the inventor of the telephone, but he was also an outstanding teacher of the deaf and a prolific inventor of other devices. Bell was born in Edinburgh, Scotland, to a family of speech educators. His father, Melville Bell, had invented Visible Speech, a code of symbols for all spoken sounds that was used in teaching deaf people to speak. Aleck Bell studied at Edinburgh University in 1864 and assisted his father at University College, London, from 1868-70. During these years he became deeply interested in the study of sound and the mechanics of speech, inspired in part by the acoustic experiments of German physicist Hermann Von Helmholtz (1821-1894), which gave Bell the idea of telegraphing speech. When young Bell's two brothers died of tuberculosis, Melville Bell took his remaining family to the healthier climate of Canada in 1870. From there, Aleck Bell journeyed to Boston, Massachusetts, in 1871 and joined the staff of the Boston School for the Deaf. The following year, Bell opened his own school in Boston for training teachers of the deaf; in 1873 he became a professor of vocal physiology at Boston University, and he also tutored private pupils. Bell's interest in speech and communication led him to investigate the transmission of sound over wires. In particular, he experimented with development of the harmonic telegraph a device that could send multiple messages at the same time over a single wire. Bell also worked with the possibility of transmitting the human voice, experimenting with vibrating membranes and an actual human ear. Gardiner Hubbard (1822-1897) and Thomas Sanders, fathers of two of his deaf pupils backed Bell financially in his investigations. Early in 1874, Bell met Thomas A. Watson (1854-1934), a young machinist at a Boston electrical shop. Watson became Bell's indispensable assistant, bringing to Bell's experiments the crucial ingredient that had been lackinghis technical expertise in electrical engineering. Together the two men spent endless hours experimenting. Although Bell formed the basic concept of the telephoneusing a varying but unbroken electric current to transmit the varying sound waves of human speechin the summer of 1874, Hubbard insisted that the young inventor focus his efforts on the harmonic telegraph instead. Bell complied, but when he patented one of his telegraph designs in February 1875, he found that Elisha Gray had patented a multiple telegraph two days earlier. Greatly discouraged, Bell consulted in Washington with the elderly Joseph Henry, who urged Bell to pursue his germ of a great invention speech transmission. Back in Boston, Bell and Watson continued to work on the harmonic telegraph, but still with the telephone in mind. By accident on a June day in 1875, an intermittent transmitter produced a steady current and transmitted sound. Bell had proof of his 1874 idea; he quickly sketched a design for an electric telephone, and Watson built it. The partners experimented all summer, but failed actually to transmit voice sounds. That fall, Bell began to write the patent specifications, but delayed application; Hubbard finally filed for the patent on February 14, 1876, just hours before Gray appeared at the same patent office to file an intent to patent his telephone design. Bell's patent was granted on March 7, 1876, and on March 10, the first message transmitted by telephone passed from Bell to Watson in their workshop: Mr. Watson, come here, I want you! After a year of refining the new device, Watson and Bell, along with Hubbard and Sanders, formed the Bell Telephone Company in 1877. Bell immediately married Mabel Hubbard, daughter of his new partner, and sailed to England to promote his telephone. The phone company grew rapidly, and Bell became a wealthy man. He turned to other interests on his return to the United States in 1879, while also defending his patents (which were upheld in 1888) against numerous lawsuits. With money from the Volta Prize, awarded to him in 1880 by the French government, Bell established the Volta Laboratory. Among the new devices he invented there were the graphophone for recording sound on wax cylinders or disks; the photophone, for transmitting speech on a beam of light; an audiometer; a

Chesapeake Bay Environment Protection

Chesapeake Bay Environment Protection Introduction The world is a host to many different types of people with different backgrounds and holding different cultural views. Therefore, it necessitates formulation of rules and regulations, which are intended to help these individuals to conduct them in a way that will maketheir life simpler and sober (Kerwin Scott, 2010).Advertising We will write a custom case study sample on Chesapeake Bay Environment Protection specifically for you for only $16.05 $11/page Learn More This is done by establishing administrative policies. As such, administrative policies are those rules created in an organization aimed at guiding the company’s overall performance and as such, the company ensure that the organization archive its targeted milestone. These rules are usually made by the organization officials to help the subordinate or the outside world to perform as required. As usual, these rules always restrict the performance of a person. As such, rules give guidance to a person, that is, to act according to the main goal of an institution or country. The notion of the rules leads to easy operation and quick achievement of the goal (Kerwin Scott, 2010). Thesis Statement The purpose of this paper is to describe the relationship between a bureaucratic or an administrative policy and a legal or ethical dilemma, strategy or innovation. Discussion The difference in perception of people concerning the rules creates a dilemma whereby, one is unable to choose from the set rules concerning what course of action he should take in order to have the same performance. The confusion created makes the goal unrealizable. Moreover, these dilemmas delay the performance of an organization. In order to achieve any set goal, some strategies have to be established in an effort towards ensuring that, everyone in the organization is informed and that every employee abides to the statute (Trimble, 2011). The generated strategies need to be known by everyone. T his in turn will ensure that, focus on the set goals is shifted from in individual point of view to a group point of view. The ethical dilemma brought about by the administrative policies tends to make people to act against their will which may bring contravene of oneself. This is a great challenge, which an organization needs to address in an effort towards bringing everyone on board into a consensus regarding matter pertaining to his or her performance (Trimble, 2011).Advertising Looking for case study on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More As to comprehend the relationship between the set rules and the dilemma, which result from their perceptions, it is necessary that one focus on the Chesapeake Bay Environment Protection. Chesapeake Bay is a bay in North America. It is greatly spread in areas around Virginia. Due to the favorable environment around the Bay, the area is highly inhabited (Ferrier , Jenkins, 2009). The approximated number of people who live on the banks of the Bay is about 4.7 million people, this, therefore pose as a great risk since it is likely that the people living there will destroy the not only the immediate environment but also the water in the ocean. Therefore, the government had to create rules and regulations to control the activities that were to take place in this region (Ferrier Jenkins, 2009). The prevention of water pollution was made possible through a rule that controlled the amount of pollutants discharged into the ocean by the players in the manufacturing industry. (Thomas Copeland, 2008) conducted a research and it followed that, according to their findings, the pollutant pose as a great risk to the aquatic plants and animals. As such, the pollutants affected the water such that it could be used neither for domestic purposes nor for leisure. The erosion from the lands, which used nitrogen and phosphorous manures, were directly affectin g the appearance of the ocean because it accelerated the growth of the aquatic plants, which eventually died due to excessive growth, that is, they grew in such a way that, they competed for the available nutrients and therefore most of them died (Thomas Copeland, 2008). The deposition of the dead plant materials on the surface of the water acted as barriers to the penetration of sunlight into the water. Sunlight being a necessity for the survival of plants and the animals, the reduced intensity has a negative impact to the ecosystem in the ocean (Thomas Copeland, 2008). The government passed a rule such that, for a person to discharge the pollutant into the Bay’s waters, one should obtain a permit. This regulation can be said to cause an ethical dilemma whereby, it leaves the people around this area without an idea on where or how to get rid of the waste products from the factories or even how to deal with the issue of fertilizer. The tremendous development within the area around the bay has caused great change of the landscape. The construction of buildings, as well as leveling off the ground to build roads has resulted to large mass of sediments being carried into the ocean by water (Thomas Copeland, 2008). Consequently, this lowers the water level or the ocean bed. This therefore has fatal ending as the life of those aquatic animals, which cannot survive in shallow waters, are placed in jeopardy.Advertising We will write a custom case study sample on Chesapeake Bay Environment Protection specifically for you for only $16.05 $11/page Learn More This indeed proves that there a great risk in the world loosing it indigenous aquatic animal species, particularly, the rare fish. From all this observation, the government had to come up with rules to restrict or control the methods of building and construction. As usual, the dilemma involved here is that, people have to build specific type of houses as directed by the government but not according to his desire. The environmental protection agency decided to set rules and regulation, which were to be followed by people residing within the countries surrounding the Bay. As such, these rules were designed for the governments and from that point, the governments would then impose them on its citizens. In fact, these rules were drafted and gazzeted incorporating the views and the contributions from the inhabitants. To elaborate this, each country’s residents were given chance to say what they thought could be the best rules. They were encouraged to find those views that were beneficial to them and at the same time, help in conserving the environment (Galloway, 2002). It became mandatory that the oil and gas companies or investors within the energy sector had to obtain a permit from this organization. The licensing body had to inspect the proposed sites and as such, they ensured that these energy firms are situated in the right place. Further, it required the firms to install waste disposal pipes so that, the water system was not interfered with. Consequently, this initiative gave rise to the development of the Energy policy act, which helped in ensuring that the rule is strictly followed. The plans, which are made by the environmental protection agency, are very positive and as such, they aim at helping the actions towards conservation of the environment. The organization aims at helping the farmers around the Bay to produce or to plant crops, which are of short seasoned and hence avoid bare land seasons. This will help to reduce soil erosion and assist greatly in mitigating the death of aquatic animals. The EPA also aims at providing a report on an annual basis concerning the ocean toxicities (Galloway, 2002). This will in turn create awareness to the residents in regard to the risk they are posing unconsciously. Moreover, it assists in helping individuals recognize the progress of their intended goal that is, reducing toxicities o f the water. Since this is a public issue, they also have to strictly deal with those individuals, who have a tendency of going against the set rules. Consequently, this measure provides a lesson to those who might be holding such motives.Advertising Looking for case study on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The organizations is also aiming at teaching the people on the importance of clean water and inform them on the risk cropping up when people neglect their environment. This will make the residents to join hands in fighting against pollution and instead conserve the Chesapeake Bay. They will achieve this through collaborating with investors and the government in order to reach many people (Galloway, 2002). The regulations established by the environment protection agency may appear unfavorable to everyone and as such, this serve as a dilemma as some people perceive the rules as cornering them and therefore, they tend not to abide to them. Therefore, the organization need to hold training workshops in order to assist such people in understanding what people are doing and the objective of the project concerning the conservation of the environment. The agreement created between; the environment protection agency, the countries around the Chesapeake Bay, and the people leaving around thos e areas has an influence on the people’s ethics. The reason for this is that, it has helped people understand the benefit of the environment and therefore, making them to development an attitude of responsibility. Concerning their countries of residence, the agreement makes them to develop a concern in regard to their surrounding and hence they come to realize that, reduced economic growth is a consequent of destroyed environment. Still, they come to understand that it takes a great deal of time and resources in an effort towards rejuvenate a destroyed place (Galloway, 2002). Conclusion To conclude this discussion, the environment entails very vital resource Individuals ought to ensure that the environment is maintained in its original state. This is because, when one element of our surrounding is affected, it follows that very many elements are affected too, either directly or indirectly. Water being the main source of life, there is great need to ensure that we do not exhau st or infect the water resource. Having seen some of the causes of water pollution people need to reduce the use of manure in their farms, to always plant crops to prevent sediments being carried to the water catchment areas of which otherwise could pose as a great risks to aquatic animals. Let us preserve the environment since it is a non-renewable resource. References Ferrier, R. C., Jenkins, A. (2009). Handbook of Catchment Management. Hoboken, NJ: John Wiley and Sons Galloway, J. (2002). Optimizing nitrogen management in food and energy production. London, UK: Taylor Francis, Kerwin, C.M., Scott, R. F. (2010). Rule Making: How Government Agencies Write Law and Make Policy. (4th ed.). Washington D.C: Congressional Quarterly Press. Thomas, S.V., Copeland, C. (2008). Water pollution issues and developments. Hauppauge, NY: Nova Publishers Trimble, D.C. (2011). Environmental Protection Agency (EPA): Congressional Testimony. Collingdale, PA: DIANE Publishing

Alternative managmentb of hypertensive patient among the lower economic class

Alternative managmentb of hypertensive patient among the lower economic class Hypertensive patients of the lower economic class prefers non-conventional methods of managing blood pressure levels. Hypertension is one of the most common non-communicable diseases worldwide affecting up to 800 million (or 20%) of the worlds adult population. It is estimated to cause 4.5% of the current global disease burden and is often as prevalent in many developing countries. Health seeking and utilization of health care services for hypertension in developing countries is often a complex issue, since people often seek care from multiple sources outside the formal orthodox health care system. Empirical studies of preventive and curative service have often found that the use of health care services in general is related to availability, quality and cost of services as well as to social structure, health beliefs and personal characteristics of the user. Traditional medicine (TM) is an important and often underestimated part of health services. In some countries, traditional medicine or non-conventional medicine may be termed complementary medicine (CM). TM has a long history of use in health maintenance and in disease prevention and treatment particularly for chronic disease. The frequency of utilization of CAM is increasing worldwide, and is well documented in both African and other global populations to be between 20 80%. Traditional health practitioners often play a major role in health care in many countries. For example, the reported use of herbal medicine (a form of CAM) in the general population from different parts of the world varies, with figures like 40% in the United States, 38.5% among the Indian community of Chatsworth in South Africa and 48.5% in Australia. Complementary and alternative medicine examples are herbs and garlic which can be included in the non conventional methods for hypertensive patients in the lower economic class. The purpose of this paper is to answer the following questions: What non conventional methods can be used by the lower economic class people to manage hypertension? What health organization acknowledges these methods? Is there a significant decrease in the blood pressure of lower economic class patients who follow the non conventional methods?

- Research Methods - Discuss the following statement. Unstructured Essay

- Research Methods - Discuss the following statement. Unstructured interviews should only be used as a precursor for a more structured approach to data collection - Essay Example Semi-structured interviews are flexible and they include both open and closed-ended questions but the interviewer adjusts the series of the questions based on the context of responses from the participants. Unstructured interview is a method that elicits the social realities of people; thus it has become widely employed by sociologists and anthropologists in research field process. Unstructured interviews should be only used as a precursor for a more structured approach in data collection in research process. This is because unstructured interviews are best applied for exploration when there is a limited understanding of the domain, or as a precursor to more focused and detailed structured interviews (Saunders, Lewis and Thornhill, 2009, p. 111). Unstructured interviews do not follow a prearranged schedule or list of questions unlike structured interview which employs a prearranged set of questions. Therefore, they can be used as the precursor of structured interview since this method is similar to survey research methods of data collection and they are administered orally instead of writing. The most significant and widely used unstructured interview originates from the ethnographic practice of anthropologists (Honey and Mumford, 1997, p. 36). Many anthropologists and sociologists employed unstructured interview for gathering information through participant o bservations and record field notes taking as they observe the sidelines and also joins the activities of the participants. Unstructured interviews are effectual because researchers identifies one or more key informants to interview on a continuing basis or take short notes while observing and at the same time questioning participants. This is vital because it provides first hand information and the method attempt to solve difficulties in question interpretations. Bandura in his book of social learning theory argues that people learn

Building and Sustaining School culture Research Paper - 1

Building and Sustaining School culture - Research Paper Example In addition, it also discusses the inherent suppositions held by staff members coherent to the customs of schools. Creating awareness of culture within school settings can trigger scholars and tutors to take on tasks that promote growth. A school is an organization that has its own principles, values and norms. Culture is not a distinguishable aspect of a school setting. A school culture encloses teachers developing their attitudes and impacting their conclusions and deeds. Culture manipulates all facets of a school, as well as such aspects as teacher’s dressing, what the teachers talk about during their breaks, how the teachers decorate their class rooms and the teacher’s stress on definite facets of the program of study. This research paper will focus on the factors that can help in building and sustaining school culture within school settings and institutions and the key players. Sarason (1996) refers culture within a school setting as the set of beliefs and values coherent among the school leaders in steering the school, and interpreted by the students into proper conducts and armored through installation of discipline. School cultures are formed and transformed over time. Needless to say, there is a broad correspondence among authors and scholars on how school cultures reacts to and replicates community attributes held by the students. For this reason, school culture can be expressed as the air we breathe. It is hardly noticeable. Moreover, it also typifies the traits and values of its leaders (Sarason, 1996). School culture is a dynamic aspect that is continuously â€Å"being constructed and shaped through dealings with other and replications on life and the world in general† (Sarason, 1996, p 27). Culture in school grows as â€Å"teachers associate with each other, students and the community† (Barth, 1990, p. 123).Sarason (1996) argues that it â€Å"becomes the guide for behavior shared among members of the school at large†

Human Rights in Islam Essay Example | Topics and Well Written Essays - 1000 words

Human Rights in Islam - Essay Example The purpose of this paper is to explore the UDHR and compare it to the stipulations of Islam, finding similarities and differences between the two. This will show that, whilst the majority of the articles represent facets of Islam, there are a number of areas in which the UDHR fails to represent this religious tradition. One of the most obvious similarities between Shariah law and the UDHR is that they both oppose discrimination based on race, gender, language, nationality or religion. The Quran suggests that ‘when the Trumpet is blown, no ties of kinship will exist between them on that day, nor may they question one another’ (The Quran, 23:101). This essentially makes reference to the fact that Allah will not discriminate based on these things on judgement day. The Cairo Declaration on Human Rights in Islam (CDHRI) is essentially an Islamic version of the UDHR, and also includes this sentiment as the very most important thing, which suggests that there is a high amount of compatibility between the two. Islam itself is seen to be a very all-encompassing religion, as it encourages people of all races to convert to the religion, again suggesting that the UNDR and Islam are similar in content in this department. Another element that is common to both the UNDR and Islam is the focus on women’s rights and equality between genders. For example, the CDHRI suggests that women have ‘equal human dignity’ (Hashimi, 1997) and therefore should be treated as well as men are. Islam and the CDHRI also both place emphasis on the fact that men and women both have the right to choose their own spouses regardless of race or pressure from outside parties. The UDHR also expresses this, suggesting that ‘Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution’ (United Nation s, 2012, Article 16). The reference to dissolution is also important, as Islam is well-regarded for being one of the first religions to allow women the right to divorce their own husbands by choice (Hashimi, 1997). Both Islam and the UDHR place an emphasis on living quality. It seems sensible to both parties to encourage living standards to be the best possible, as all humans have the right to live cleanly and safely. The Quran puts this sentiment very nicely, suggesting that ‘he who saves a life will be as if he had saved the lives of all humankind’ (The Qur’an, 5:32). There are further quotes which support the fact that Islam is for the preservation of human life, rather than destroying it, and saving a life is incredibly important in the religion. The aim of Islam is to ensure that everyone lives a long and happy life (Hashimi, 1997). Similarly, the UDHR suggests, in article 25, that ‘everyone has the right to a standard of living adequate for the health and well-being of himself and of his family’ (United Nations, 2012). This is yet more evidence for the fact that the UDHR and Islam stand for several similar principles in a number of matters. There are, however, a number of times in

Personal Interpretation Essay Example | Topics and Well Written Essays - 500 words

Personal Interpretation - Essay Example From this discussion it is clear that  the history of Hawaii gives us much information regarding the ancient heroes and heroines of the Land and their contributions in the land. However, the genealogy of these people also gives us more basic information regarding the history of these people and the milestones in their history. Kamulipo helped very much in accounting for the genealogy and Cosmology of these people. Proper analysis of the antiquities of the Hawaiian populace gives an account that their philosophies almost outdid the Western philosophies. Their religion reveals to be equally as useful as the Western Religion.  This essay declares that the Queen of Hawaii presents the same concerns. In the article, we come to realize the importance of open-mindedness. Through the works, we come to realize the milestones of the Hawaiian populace. We come to realize the significance of [personal identity towards success. The past may be a bleak but with the recognition of the concerns about a person’s origin; we realize that the future becomes very bright. The Hawaiian history seems to have been full of ups and downs that needed many souls searching before any decisions were made. The People recognized the importance of accepting and accommodating their norms in a way that promotes society cohesion.  The works did a very imperative work in giving the analysis of culture in people. The works clearly presents to us the significance of one’s culture and tradition.     

Visitor management (Heritage sites) Essay Example | Topics and Well Written Essays - 2000 words

Visitor management (Heritage sites) - Essay Example tions are majorly designed with strategic tools and approaches to improve visitors’ experience within a particular heritage tourism site (Shackley, 2009). The primary objective of this study is to develop a critical understanding about the different types of strategic processes of managing visitors in global cultural heritage sites. In this regard, the essay tends to identify the strategic directions as well as different managing and controlling tools or approaches used by the organisations or managing committees to offer exceptional visiting experience to each group or individual customers in the heritage sites. In relation to the modern competitive scenario in the tourism business industry, the process of managing visitors especially in the heritage sites ranges from cultural to urban destinations. According to the recent visitation and conservation strategies of the global destinations, there are numerous objectives to why the process of visitor management has been recognising as an increasingly important area to be undertaken by the groups responsible to manage visitors in the heritage sites. World Heritage Sites (WHS) conserve an Outstanding Universal Value (OUV) with adequate authenticity and integrity that grasp the attention of the visitors irrespective of their geographical locations. Therefore, the WHS can be widely accepted as a core and the most valuable drivers in the tourism industry to generate major financial contribution in the global economy. In this regard, the key purpose of the management departments in the WHS is to ensure that the nominated properties are effectively p rotected for bringing major economic and socio-cultural development on the present and the future generation (Leask & Fyall, 2006). In relation to the recent changes in the pace of globalisation, an effective management of the WHS includes a strong cyclic process with long-term and day-to-day activities with the aim of protecting and conserving wellness of the nominated

Viktor Lowenfeld's developmental Stages of Art Essay

Viktor Lowenfeld's developmental Stages of Art - Essay Example The acts of scribbling are just simple records of enjoyable kinesthetic activity and were not meant to visualize something. The scribbles are characterized by irregular patterns of lines and curves as shown by the sample work below. The pre-schematic age occur between ages 4-7. Arts in this stage ranges from simple forms of circles and lines that visualize something to a clearer representation of symbols and schema of something from the environment. There is no understanding of space and figures are just placed haphazardly. The figures below are typical of an early pre-schematic stage art and a transition from scribbling stage to pre-schematic stage. Between ages 7-9 the child's arts are a little conscious about space already. Minor details are present such as the arms and feet, and the arts are aware on the use of baseline. The schema this time is a definite way of portraying the subject but tends to exaggerate on something the child wanted to emphasize. More often objects come in groups and not just a single figure as a show of the child's social development. The stage between ages 9-11 is characterized by expression of arts with more realistic details. The use of three-dimensional space is now apparent with perspective characteristics. Details as to sex, age, and sizes are more pronounced.

Visitor management (Heritage sites) Essay Example | Topics and Well Written Essays - 2000 words

Visitor management (Heritage sites) - Essay Example tions are majorly designed with strategic tools and approaches to improve visitors’ experience within a particular heritage tourism site (Shackley, 2009). The primary objective of this study is to develop a critical understanding about the different types of strategic processes of managing visitors in global cultural heritage sites. In this regard, the essay tends to identify the strategic directions as well as different managing and controlling tools or approaches used by the organisations or managing committees to offer exceptional visiting experience to each group or individual customers in the heritage sites. In relation to the modern competitive scenario in the tourism business industry, the process of managing visitors especially in the heritage sites ranges from cultural to urban destinations. According to the recent visitation and conservation strategies of the global destinations, there are numerous objectives to why the process of visitor management has been recognising as an increasingly important area to be undertaken by the groups responsible to manage visitors in the heritage sites. World Heritage Sites (WHS) conserve an Outstanding Universal Value (OUV) with adequate authenticity and integrity that grasp the attention of the visitors irrespective of their geographical locations. Therefore, the WHS can be widely accepted as a core and the most valuable drivers in the tourism industry to generate major financial contribution in the global economy. In this regard, the key purpose of the management departments in the WHS is to ensure that the nominated properties are effectively p rotected for bringing major economic and socio-cultural development on the present and the future generation (Leask & Fyall, 2006). In relation to the recent changes in the pace of globalisation, an effective management of the WHS includes a strong cyclic process with long-term and day-to-day activities with the aim of protecting and conserving wellness of the nominated

Comparing and Contrasting Essay Example for Free

Comparing and Contrasting Essay Comparing and Contrasting The man with the twisted lip with Front  There are many similarities and differences in both Front and Twisted lip, but the most apparent relation between the two stories is the keeping up appearances (or keeping down appearances in the case of Twisted lip) theme, meaning they are about someone or something trying to conceal the truth or simply the truth isnt so obvious in the case of Front, the other less prevailing similarities/differences will be analysed later on in the essay. The beginning of both stories differ quite strongly, Front begins with a narrator describing her experiences of seeing something that she would compare to as one of the seven wonders of the world and there some definite references to class Five streets down the comma after the word down brings emphasis towards it and sets the impression that the narrator feels (or later on in the story, felt) that she is in a sense not worthy, or in awe with her surroundings, as the story shows that she is quite concerned about class, and the economic standings of her and her family as this will be pointed out later on in the essay, and becomes quite obvious when reading the story. The Writer also gives the reader the impression that this girl thinks very highly of this place, and although she imagines it to be so far above the town she feels she is not good enough, I wanted to be forced to leave, the writer portrays the girl to be intimidated by this site she is seeing as it reads that she did not mention the crescent to anyone afterwards as if I had been trespassing, and needed to conceal the fact with all of these displays of almost worshipfulness and the fact that she thought back on it with great nostalgia the impression the writer has given the crescent would be hard to top. In Twisted lip however, a character (although not a very substantial one) is introduced as the first word in the story, with a short background on his dead brother and how he died of an opium addiction. This being quite pointless at first is quite a cunning trick the writer has introduced here, as for the next few paragraphs the reader thinks that this Isa Whitney is what the story is based on, the trick being the writer has made the story out to be something it is not, which is intentionally ironic as the story is based on a man trying to conceal the truth. A more close up view to Twisted Lips construction there a few references to class, like dregs of the docks and a vile alley, these let the reader understand Dr. Watsons train of thought and how he considers himself to be, within the very thick walls separating class at this time. When Watson reaches the opium den he refers to it like it was a tomb, a glimpse of bodies lying and using words like lacklustre, the writer sets a very dark, dreary place and referring to the smoke as gloom. Soon after Isa makes his way to the cab Sherlock Holmes inevitably makes an appearance, after a brief introduction Isa and his troubles have left the picture and Watson and Holmes take the limelight of the story. This point is quite a major difference as it shows the authors different style of writing compared to Front, as Front has quite a few characters and even less are properly introduced with past family history, whereas Twisted Lip portrays a much larger world to the reader and even though Isa Whitney is key to the irony and depth of Twisted Lip the reader wont realize that until approaching the end of the story, this just shows how similar and quite different the two stories I am comparing are. When the introduction in Twisted Lip is over and the complication of the story begins to unfold, it seems like another introduction to the actual story (or so it seems) and the previous little fiasco (that to an untrained eye could seem like the baseline of a story) was almost completely irrelevant to the complication of the main plot. This brings the reader to Watson and Holmes sitting in a cab heading to the home of the missing Neville St. Clair and as they travel Holmes tells Watson the story so far. Sherlock Holmes narrative lasts about fourteen paragraphs long, and describes the events passing and it becomes quite obvious that Holmes has been working on this case for some time. Holmes tells Watson what sounds like a murder inquiry and starts to explain the life of a successful man with a lot of money in the bank, no reason there-fore, to think that money troubles have been weighing upon his mind which facilitates the irony of Twisted Lip as it says later in the narration that the beggar that actually is Neville St. Boone put all his coins from begging that day into his coat to weigh it down. Another hint is when Holmes mentions the cripple looking a powerful and well nurtured man. The writer is obviously dropping these clues for a reason and an intelligent reader may pick up on these tell tale hints, but they are still very discreet and the impression of a murder story still sets the theme. The lack of references to class in Holmes narrative shows to the reader that Holmes is quite a different man to Watson, and that he doesnt really care about where he stands economically or anyone else, unless it has some relevance to his case for example; he has 220 standing to his credit. The writer portrays the villa and Nevilles wife to be definitely well off, using the mousseline de soie as a direct indication of the financial security of the missing mans wife and in doing so, adds to the eagerness later on of why Neville had became a beggar if he had all this wealth in the first place, but it is to the readers surprise that his begging money paid for the house as well, this gives the reader the motive to Nevilles begging addiction, the vast amount of money he could make. Showing the characters motives in stories give the characters depth, that is why this was an important point to make.

Learning Difficulties Encountered By Efl Students English Language Essay

Learning Difficulties Encountered By Efl Students English Language Essay Recently, listening has gained more and more attention in foreign language learning. In learning a foreign language, it is suggested that the most important step should begin with an effort to listen. (Rubin Thompson, 1994) Listening provides input for learners to make learning occur and listening exercises draw learners attention to new forms in language, such as new vocabulary items. (Rost, 1994) Listening can be regarded as a necessary skill in the diagnosing and preparation of foreign language students and can even be served as a good predictor of language achievement. In consequence, listening comprehension acts as a pivotal role in foreign language learning. (Oxford, 1993) In this essay, three issues are discussed. Issue 1 states listening difficulties in second language acquisition. Underwood (1994), Chiang and Dunkel (1992) and Rubin and Thompson (1994)s viewpoint are discussed. Issue 2 proposes taxonomies of the factors affecting listening difficulties. Boyle (1984), Yagang (1993) and Rubin (1994) s point of view of the factors affecting listening comprehension are referred to. Issue 3 mentions studies in listening difficulties of L2 listeners in foreign countries. Tauroza and Allisons (Rubin, 1994) study is about speech rate. Boyle (1984)s study is factors most frequently mentioned in listening comprehension. Lynch (1997)s study is a case study of a intermediate-level learners progress in listening comprehension. Goh (2000)s study discusses listening comprehension problems. BODY Chapter 1 Listening difficulties in second language acquisition Underwoods (1994) point of view ¼Ã… ¸ Underwood (1994) identified seven potential difficulties in listening comprehension as: (1) lack of control over the speed at which speakers speak, (2) not being able to get things repeated, (3) the listeners limited vocabulary, (4) failure to recognize the signals, (5) problems of interpretation, (6) inability to concentrate, (7) established learning habits. Many language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks. (p7) They feel that the utterances disappear before they can sort them out. http://nccuir.lib.nccu.edu.tw/bitstream/140.119/33414/7/95100307.pdf They are so busy working out the meaning of one part of what they hear that they miss the next part. Another difficulty is that listener is not always in a position to get the speaker to repeat an utterance. This is particularly likely to be the case when students are on the edge of conversation outside the classroom. For people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech (p 17). And students need to learn to listen for the signals in order to be able to connect the various utterances in the way the speaker intended them to be connected. (p18) Students who are unfamiliar with the context may have considerable difficulty in interpreting the words they hear even if they can understand their surface meaning. (p19). Inability to concentrate can be caused by a number of things, but in listening work it is a major problem, because ev en the shortest break in attention can seriously impair comprehension. (p19) Outside factors may well make concentration difficult, too. An inferior machine or poor recording can make it very hard for the students. As for establishing leaning habits, when the learner can more readily accept the frustrations involved, he will be more prepared to strive for a partial and incomplete understanding of what is being said. (pp16-19) Rubin and Thompsons (1994) point of view Rubin and Thompson list three common problems in learning to listen to a foreign language. The first problem is that the speaker talks too fast. If the listener can not follow the speaker, the listener can let the speaker know that he is not following. He can ask for repetition and slowing down the speed, seeks clarification, rephrase, and repeat. The listener can pay attention to intonation and tone of voice, focus on question words such as who, what and when and assume that the here and now are relevant. That is, the sentence is directly related to the subject they have just been discussing. Assume that what a person says is directly related to something he or she is experiencing at that very minute. The second problem is that the listener is not getting anything out of foreign language TV and movies. If the listener could not understand the foreign language TV and movies, they should try to take control of his listening by predicting what he was likely to hear. For example, use vi sual clues and use his background knowledge. Anticipate information in a segment by relying on your knowledge of what such a segment is likely to contain. Listeners could also use information from the segment itself and determine the genre of the segment. Knowing the genre of a segment will help you determine how best to approach it. For instance, if it is an interview, then concentrate on the questions. If it is a news report, a who, when, where strategy will work best. If it is a drama, look for the story line. Listeners could listen to familiar elements, listen to familiar-sounding words, listen to and jot down repeated words, learn to recognize numbers and learn to recognize proper names. The third problem is that the listener tends to stop listening when he hears an unfamiliar word or phrase. Many learners, particularly in the early stages of language learning, panic and lose their concentration when they hear an unfamiliar segment. As a result, they miss portions of the passag e that might have helped clarify the unfamiliar word or segment. The listener should concentrate on familiar elements and keep listening. Understanding something is better than getting nothing at all. If you continue listening, chances are that you will comprehend at least some parts of the massage. It is possible that the portions you missed were not very important after all. Chiang and Dunkels (1992) point of view Chiang and Dunkel (1992) pointed out that listeners comprehension in English may be thwarted by a number of cognitive and linguistic factors as well as academic and cultural issues, including: (a) inability or lack of opportunity to engage in communicative interaction with the second/foreign language teacher or lecture; (b) inability to detect the main points of the lecture or to grasp the usual goals of particular genres of discourse situation of which the discourse is a part; (c) unfamiliarity with the structure and type of the discourse ; (d) inability to apprehend discourse markers and logical relationships in the English lecture; (e) inability to comprehend lecture speech delivered at faster rates of speed; (f) limited short-term memory for English input; (g) failure to use appropriate cognitive or learning strategies; (h) poor inference abilities in English; (i) limited proficiency in English; (j) lack of prior knowledge about the content of the spoken or written text; and (k) inability to process L2 input devoid of speech modification such as elaborations or redundancies. Of these difficulties confronting L2 learners, Chiang and Dunkel explored the effect of three of them. The first situation was when the listeners had limited listening proficiency in English, the second situation was when they lacked prior knowledge about the topic of the L2 lecture, and the third situation was when they were not supplied with modified speech. The results revealed a significant interaction between prior knowledge and text type. Chapter 2 Taxonomy of the factors affecting L2 listening difficulties Boyles (1984) three categories of factors Boyle (1984) began with a survey of the factors most frequently mentioned in the literature on listening comprehension, including three categories of factors. The first category referred to the listener factors, including experience in listening to the target language, general background knowledge of the world, educational background and type of school, knowledge of the target language in its various aspects, memory, powers of analysis and selection and motivation and attitude of the listener to the speaker and to the message. The second categories, the speaker factors, contain language ability of the speaker: native speaker-beginning level non-native speaker. Speakers production: pronunciation, accent, variation, voice affect, too. Speed of delivery and prestige and personality of the speaker count. The third category, factors in the material and medium, comprise difficulty of content and concept, especially if the material is abstract, abstruse, highly specialized or technical, len gthy or poorly organized. Acoustic environment such as noise and interference and amount of support provided by gestures, visuals also have influence on listening comprehension. Yagangs (1993) four aspects of factors http://eca.state.gov/forum/vols/vol31/no1/p16.htm Instead of three categories, Yagang (1993) proposed that the sources of listening difficulties came mainly from the four aspects: the message, the speaker, the listener, and the physical setting. The message factors comprised content and linguistic features. In content which is not well organized, listeners cannot predict what speakers are going to say. And if listening materials are made up of everyday conversation, they may contain a lot of colloquial expressions, such as guy for man. Students who have been exposed mainly to formal or bookish English may not be familiar with these expressions. The speaker factors consists of redundant utterances, such as repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, apparently meaningless addition such as I mean or you know and speakers personal factors such as their accents. Learners tend to be used to their teaching accent or to the standard variety of British or American English. They find it hard to und erstand speakers with other accents. The listener factors played a more important role in EFL students listening. For example, foreign language students might be not familiar enough with clichà © and collocations in English to predict a missing word or phrase. For example, they can not be expected to know that rosy often collocates with cheeks. EFL students might be lack of sociocultural, factual, and contextual knowledge of the target language.   (Anderson and Lynch 1988).It can present an obstacle to comprehension because language is used to express its culture. Factors in physical setting included noise, both background noises on the recording and environmental noises, could carry the listeners mind of the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speakers body language and facial expressions makes it more difficult for the listener to understand the speakers meaning. Unclear sounds resultin g from poor quality equipment can interfere with the listeners comprehension. Rubins (1994) five categories of factors Rubin (1994) classified these listening factors into five categories: text, interlocutor, task, listener and process characteristics. Text characteristics referred to acoustic-temporal variables, acoustic-other variables and morphological and syntactic modifications (including restatements). Acoustic-temporal variables are speech rate, pause phenomena, and hesitation. Acoustic-other variables are level of perception, stress and rhythmic patterning perception and L1 and L2 differences. Variables of morphological and syntactic modifications are redundancy, morphological complexity, word order and discourse markers. Text characteristics referred to text type. Visual support for texts is also an important variable. Interlocutor characteristics referred to variations in the speakers personal characteristics, such as gender, pronunciation, accent, expertness and so on. Listener characteristics are listeners language proficiency level, memory, attention, affect, age, gender, learning disabi lities in L1, and background knowledge as well as aptitude, processing skills, background biases, motivation, and confidence level. Process characteristics referred to how listeners interpret input in terms of what they know or identify what they dont know. Top-down, bottom-up and parallel processing is being examined in L2 contexts. Current views of listening comprehension propose that listeners actively process language input. Two types of processing have been discerned: cognitive strategies and metacognitive strategies. Research on listening strategies includes: work on several languages; work contrasting strategy use at several proficiency levels; work with interactive or transactional listening; work with cognitive and metacognitive strategies; work considering the relation of strategy use to text, task, and setting. Chapter 3 Studies in listening difficulties of L2 listeners in foreign countries Tauroza and Allisons ( )studyspeech rate Griffiths suggests that different language have different normal rates and the rates defined in studies using English can not be applied exactly to studies of other languages. Most research quotes a normal speech rate of 165 to 180 words per minutes for native speakers of English. On the other hand, while Foulke reports a threshold (the rate at which comprehension begins to decrease rapidly) level between 250-275 w.p.m., others states that comprehension decreases as a function of mental aptitude and difficulty level. Tauroza and Allison compare normal speed of British speakers for four types of speech. They found that while the mean for radio and interview speech events lies within the range of 160 to 190 w.p.m., the means for conversation and lecture categories are outside this range. The mean rate for conversation in words per minute was 210, while for lectures, 140. They note further that thirty-three percent of their lecture data was slower than 130 w.p.m. and twenty-three percen t of the conversation data was faster than 220 w.p.m. The issue of normal speech rate is one that still needs a great deal more research that takes into account all of the variables mentioned above. (Rubin, 1994) Boyles (1984) study-factors most frequently mentioned in listening In Boyles (1984) study, 30 teachers and 60 students in Hong Kong were asked to list the six factors which they considered the most important in aiding or hampering the effectiveness of listening comprehension. It was interesting to know that the students gave much more importance to vocabulary than teachers did. It was surprising that the students mentioned two factors, memory and concentration, barely mentioned by the teachers. In addition, the students considered that there was a possible relationship between their reading habits and their listening comprehension, which was not mentioned by the teachers. On the other hand, the teacher seemed to specify the linguistic factors more sophisticatedly. The teacher would specify the factors as ability to pick up clues, complex syntactical structures, stress and intonation and interference from Chinese. On the contrary, the students just indicated that the lack of general language ability or the difficulties in English listening comprehens ion. Lynchs (1997) study-a case study of an intermediate-level learners progress Lynch (1997) conducted an ethnographic study of a Japanese student who attended English language courses at the Institute for Applied Language Studies, the only one taking an undergraduate course in economics at the University of Edinburgh. His scores on the listening tests were relatively low in comparison with his reading and grammar scores with the other students in class. A number of possible reasons were found to explain his difficulties in listening comprehension. First, he was the youngest member in his class so that he was unwilling to engage in negotiation with his seniors. Second, he was the only undergraduate student with an economic background in his English class so that he viewed himself as insufficient in some general background knowledge. Third, he joined Course 3 in the EAP program, skipping the basic class, Course 1 and 2. Therefore, he thought he needed more time to get used to negotiate with others in English. Fourth, his lowest listening score disappointed him gr eatly. The perceptions of the subject had made a substantial influence on his English learning. Gohs (2000) study-listening comprehension problems Goh (2000) investigated the comprehension problems of second language listeners in a cognitive perspective. She identified real-time listening difficulties faced by 40 Chinese undergraduates and examined their difficulties within the three-phase model of language comprehension proposed by Anderson. (1995). The data were collected from learners self-reports in their diaries, semi-structure interviews and immediate retrospective verbalizations. The data revealed 10 problems that occurred during the cognitive process phases of perception, parsing, and utilization. She also, made a comprehension between two groups, high ability listeners and low ability listeners. Each group consisted of eight students selected according to their grades in a post-instruction standardized proficiency test, the SLEP test of Educational Testing Service 1991. She found that listeners with highly ability and low ability both had a perception problem with recognizing words they knew. Another problem they both shared was parsing problem that they quickly forgot what they thought they had understood. In addition to these two problems, high ability listeners reported a utilization problem that they were often unable to extract the meaning out of the message even if they had understood all the words. On the other hand, low ability listeners reported another perception problem that they often did not hear the next part of a text because they spent too much time thinking about what they had just heard.