Is the USA PATRIOT Act an effective deterrent to terrorism Why, why Essay

Is the USA PATRIOT Act an effective deterrent to terrorism Why, why not What are your suggestions for combating terrorism - Essay Example The Patriot Act freed up international intelligence agencies so that they could share information in order to fight terrorism worldwide. Senator Kay Bailey Hutchison stated, â€Å"The Patriot Act has enabled our law enforcement much more capability to capture terrorism than we ever had before† (Ynn, 2004). The Patriot Act has helped the government track a lot of the money that was being laundered to fund terrorist organizations. A lot more has to be done in order to improve our chances in the fight against terrorism. A strategy that could be used to attack terrorism is to improve the diplomacy efforts worldwide. The UN could formulate a special terrorism task force to oversee the efforts of the different intelligence agencies across the world. The agency’s budget would be funded by all the UN allies. The develop nations would have to contribute more money than the developing nations. The Patriot Act help unite the intelligence community, but the efforts of these agencie s are still fragmented. There is a lack of a united front against terrorism. The current war on the Middle East is hurting the image of the war of terrorism because people feel that the war is driven by the desire of the US and its allies to control the petroleum in the Middle East. A new effort lead by the UN would provide legitimacy to the war on terrorism. References Ynn.com (2004). Hutchison says Patriot Act effective in fighting terrorism. YNN.

Vygotskys Work on the Zone of Proximal Development

Vygotskys Work on the Zone of Proximal Development Critically evaluate the contribution of Vygotskys work on the Zone of Proximal Development Vygotskys original ideas on the relationship between child development and learning, leading to his concept of the ‘zone of proximal development, have become hugely influential in education and teaching practice, spawning much research in this field in recent years.   It is important firstly, to situate  Vygotskys work alongside that of Piaget, whose theories have underpinned much of educational thinking and practice for many decades.   The concept of the zone of proximal development (ZPD) has opened up many new ideas, not only about the nature of child development itself, but also about how children may be helped to learn more effectively within the classroom context.   Researchers have studied work within the ZPD from a variety of perspectives and there are clearly contrasting views, emanating from Vygotskys work, about the nature of childrens learning and how it might best be enhanced through the interrelationships between children and adults and children and their p eers.   Vygotsky, a Russian psychologist writing in the 1920s and early 1930s, presented a view of child development and learning which was radically different from that of his contemporary, Piaget. Piagets work achieved recognition and subsequently became highly influential in the realm of education and teaching practice. However, as highlighted by Schaffer (1996) and Faulkner and Woodhead (1999), Vygotsky died in 1934 and his ideas became recognised only more recently, having been translated, during the 1960s and 1970s, into English from Russian.  Vygotsky criticised Piagets basic notion that the developmental process begins in infancy with the child progressing through a period of relative egocentricity, eventually reaching a condition in which his or her thinking and behaviour become socialised.   He suggests that this approach â€Å"precludes the notion that learning may play a role in the course of development or maturation of those functions activated in the course of learningâ⠂¬  (Vygotsky, 1978, p.79).   Whilst Piaget, then, essentially saw the child as initially egocentric, only gradually becoming a social being, Vygotsky turned this view completely around, suggesting that even the youngest infant is profoundly social.   In contrast to Piaget, Vygotsky believed that development moves from the social to the individual, the child progressively achieving self-awareness and a capacity for reflection through his or her interaction with others. Vygotsky, then, argued that interaction with others is crucial for the childs achievement of mental maturity and individuality.   He suggested further that this achievement depends upon interactions with those people, within the childs environment, who are more capable and advanced than the child.   Processes of interaction, through discussion and argument between the child and these others, become the basis for processes which take place within the child at an individual level (Faulkner and Woodhead, 1999).   These notions form the basis of what Vygotsky has termed the ‘zone of proximal development (ZPD).   Vygotsky (1978) points out that it has been commonly understood that learning, and instruction, should be matched in some way to the childs developmental level.   The teaching of reading, writing and arithmetic, for example, has been traditionally initiated at a specific age level.  However, according to Vygotsky, we should not â€Å"limit ourselves merely to d etermining developmental levels if we wish to discover the actual relations of the developmental process to learning capabilities† (Faulkner and Woodhead, 1999a, p.11).   Instead, he suggests that we must take account of at least two developmental levels. Vygotsky acknowledged the existence of the actual developmental level which is the summation of a childs mental functions, as determined through the childs performance on a battery of tests or tasks at varying degrees of difficulty.   He argues, however, that, through testing in this way, we tend to judge the level of the childs mental abilities according to those things that children can do on their own.   If the child is offered leading questions or is helped towards a solution in collaboration with other children, thereby perhaps just missing an independent solution to the problem, this is not regarded as evidence for his or her mental development (Vygotsky,1978).   We have failed, then, according to Vygotsky, to recognise that what children can do with the assistance of others could be even more indicative of their mental development than what they can do on their own. The zone of proximal development, then, constitutes those mental functions which are currently in an embryonic state but in the process of maturation.   Vygotsky summarises this idea thus â€Å"the actual developmental level characterises mental development retrospectively, while the zone of proximal development characterises mental development prospectively† (Faulkner and Woodhead, 1999a, p.12).   Vygotsky suggested, then, that if we were to seek to discover the maturing functions of a young child, his or her capabilities as shown in collaboration with others, we will be able to obtain an accurate picture of that childs future actual developmental level.   In terms of classroom practice, instruction which aims for a new stage in the developmental process, rather than oriented towards learning which has already been mastered, is seen as ultimately more effective for the learning process.   Vygotsky essentially argued that the relationship between learning and developme nt is not straightforward with development following school learning in a linear way.   Rather, the two processes tend to interact with each other continually in highly complex and dynamic ways (Vygotsky, 1978). The Vygotskian concept of the zone of proximal development, along with others, such as scaffolding and guided participation, is central to the socio-cultural approach to development.   Guided participation, for example, as outlined by Rogoff (1990), is rooted in the idea that cognitive, linguistic and social competencies are developed through childrens active participation in a variety of adult-guided activities.   Meadows (1994) describes how the more expert person, whether adult or peer, provides a context or â€Å"scaffolding† within which the child may act as though he or she were able to solve the problem posed and, ultimately, indeed master the problem.   The adult, for example, gradually leaves more for the child to do as he or she becomes more familiar with the task and is able to accomplish the whole task successfully and independently.   Once the task, together with its associated cognitive competency, is achieved, the child is then able to develop and pass o n these skills to peers.   Commentators such as Faulkner et al (1998) and King and ODonnell(1999) have highlighted that Vygotskys concept of ZPD has been commonly understood to imply that neither the task difficulty nor the guidance given to children should be too far in advance of their current level of ability.   The research evidence, particularly that presented by Tudge et al (1996) and Tharp and Gallimore (1998), for example, seems to be generally supportive of this observation.  Schaffer (1996) expands on Vygotskys emphasis on the importance of the ‘knowledgeable other for childrens learning and development.   He highlights the distinction between vertical and horizontal (also known as asymmetrical and symmetrical) relationships, and the unique contribution that each kind of relationship makes to childrens development.   Vertical relationships are those in which partners have unequal power and knowledge, such as that between adult and child or achild and older sibling.   The equal status between peers in horizontalrelationships, as Schaffer points out, allows children the opportunityto acquire skills, such as those involving co-operation andcompetition, turn-taking, sharing and leadership qualities moreeffectively than might be possible through, say family relationshipswhich are not egalitarian in terms of knowledge and power. Many researchers focus on play as an important medium through whichyounger children develop skills in negotiating shared understandingswith each other.   Pretend play, in particular, was seen by Vygotsky asproviding opportunities for children to explore role relationships andacquire social skills, perspectives and cultural roles that are far inadvance of their ‘actual developmental level.   Pretend play, thus,constitutes a good example of learning within the ZPD since childrenare constructing for themselves many possibilities for learning.   Whenwe consider peer collaboration in general, whether inside or outsidethe classroom, the concept of prolepsis, first articulated byRommetveit (1979), cited in Goncu (1998), has been identified as animportant mechanism through which children construct and communicateunderstandings with each other.   Stone (1993), for example, describesprolepsis as a communicative device whereby children take for grantedthat their partners share the ir knowledge and, therefore, will leaveimplicit some of the meaning embedded in that knowledge (cited inFaulkner and Woodhead, 1999).   This, in turn, is said to motivatepartners to test out assumptions about each others meanings andunderstandings, creating a climate for intersubjectivity to develop.   Schaffer (1996), however, points out that simply providing childrenwith appropriate experiences, whether in play or structured group workwithin the classroom, is insufficient for effective new learning totake place.   In keeping with the concept of ZPD, Schaffer defineseffective tuition as teaching which elicits from the child performanceat a developmentally advanced level.   Like Meadows (1994) mentionedearlier, Wood (1988) and Schaffer (1996) also argue that effectiveteaching involves the gradual transfer of responsibility for masteringthe task in hand from adult to child, as the child is able to masterincreasingly complex aspects of that task.   Although these lattertheorists focus upon adult-child tuition, these ideas could applyequally well to the transfer of skills and knowledge between childrenand their peers (Vygotsky, 1978). Vygotsky saw the ZPD as an essential feature of learning,maintaining that â€Å"learning awakens a variety of internal developmentalprocesses that are able to operate only when the child is interactingwith people in his environment and in co-operation with his peers†(1978, p.90).   However, as Faulkner and Woodhead (1999) point out,children do not necessarily acquire communicative and social skillsfrom each other.   Neither can it be assumed that effective learning isachieved by the strategies teachers use through discussion.   It seemsclear that, for example, in group situations the social dynamicsdictate that individuals tend to take on different roles.   Someindividuals emerge as dominant or natural leaders; some take on therole of mediator or critic or perhaps adopt a very passive stance.   Itcannot be assumed, therefore, that even the most skilled tutor canensure that group discussion and interaction will create an effectivelearning space for each participant (F aulkner and Woodhead, 1999). Researchers such as Wood (1988) and Mercer (1995) have noted thatformal teaching and learning contexts are ‘contrived encounters in thesense that, in contrast to informal, spontaneous gatherings, peoplehave to acquire specific ways of talking and behaving according toparticular ground rules.   Edwards and Mercer (1987) have presented adetailed analysis of one common teaching strategy, defined as theinitiation-response-feedback (IRF) mode of exchange.   In the IRF mode,the teacher initiates by posing a particular question or problemassociated with the topic of the lesson and pupils respond and aregiven feedback in terms of the rightness or wrongness of theiranswers.   However, it is argued that this reduces learning into asomewhat sophisticated guessing game which renders children as passiverespondents, merely trying to search for the answers required of them,rather than as active participants, through perhaps posing questions oftheir own, in the learning process (Wood, 19 88).   Mercer (1995) explores this theme further in his analysis of classroomdiscourse and its role in knowledge creation.   He describes how jointunderstandings and shared frames of reference between pupils andteachers are established in effective classroom discourse.   The aims ofskilled teachers are seen as firstly, to orientate students learningactivities to the formal curriculum, secondly, to co-construct with thestudents a shared understanding of educational knowledge and thirdly,to help students commit their learning to memory (Mercer, 1995).   Inhis socio-cultural analysis of the teaching/learning process, Mercerhighlights the many ways in which teachers sustain classroom discourseby â€Å"confirming, reformulating, repeating, elaborating, rejecting orignoring the contributions learners make to classroom discussions†(Faulkner and Woodhead, 1999, p.84).   Through his extensive experienceof classroom research across different societies, Mercer concludes thatsuch guidanc e strategies, although commonly used in schooled societies,are underpinned by certain ‘common-sense assumptions about teachingand learning and may, therefore, be questioned and challenged. Mercer and Fisher (1998) argue that scaffolding, as a concept, isuseful for analysing how teachers may actively organise and supportchildrens learning when they in pairs or small groups.   However, theymaintain that a focus upon learning within the ZPD is too narrowlyrestricted to the dyadic interactions between adults and children andis therefore less useful within the classroom context.   They suggestthat in terms of analysing the quality of teaching and learning inclassrooms, the ZPD seems to have limited applicability becauseâ€Å"practical circumstances force most teachers to plan activities on thescale of classes or groups, not individuals.   The notion of any groupof learners having a common ZPD seems untenable!†(Mercer and Fisher,1998, p.127).   Other researchers, however, such as Moll and Whitmore (1998), haveargued that the ZPD concept can be useful in classroom contexts.   Theysuggest that traditional conceptions of ZPD based on dyadicinteractions are, indeed, too narrow and do not account for thesocio-cultural dimensions of the classroom as a context for learning.  Moll and Whitmore (1998) use examples of childrens written work todemonstrate how one particular class teacher provided a series of‘authentic social contexts within which her bilingual students wereable to explore the myriad of oral and written conventions of theirlanguages.   Moll and Whitmore (1998), thus, suggest that it isunnecessary to view ZPD simply in terms of the characteristic of eachindividual child but that classrooms can accommodate ‘collectiveZPDs.   They redefine the ZPD as â€Å"a zone where children can beencouraged to participate in collaborative activity within specificsocial (discourse) environments† (Moll and Whi tmore, 1998, p. 132).  They conclude that classrooms should be viewed as socio-cultural systems where, over time, teachers and students build up a history of shared understandings and generate new knowledge. The idea of creating shared meanings and joint understandings, whilst central to the socio-cultural approach to teaching and learning, has been queried in other circles.   Stone (1998), for example, has been concerned to elaborate more precisely the mechanisms involved in the process of intersubjectivity.   He argues that the quality of the interpersonal relationship between teacher and learner is crucial for the quality of learning that takes place within the classroom.   Stone emphasises the importance of shared understanding between teacher and learner and observes that adults may not always be sensitive enough to the lack of understanding, particularly in younger children, of the pragmatic conventions apparent for effective communication and dialogue.   He is particularly concerned to point out that shared understandings and commonly understood frames of reference between teacher and pupils do not occur instantly but take time to develop.  The argument for longitudinal studies, such as the research by Moll and Whitmore (1998) mentioned earlier, is therefore a strong one since these provide a richer description over time of teacher/learner relationships than ‘snapshot studies of isolated teaching and learning exchanges which can often produce a skewed and negative view of teachers competence. King and ODonnell (1999) point out that although Vygotsky himself focused more on the benefits of adult-child interactions rather than those of peer collaborations, his theory has â€Å"tremendous implications for our understanding of peer collaboration† (p.40). Many researchers have explored the ways in which peer interaction impacts upon childrens learning, problem solving and cognitive development.   Forman and Cazdan, for example, investigated how â€Å"the reasoning strategies of collaborative problem solvers differ from those of solitary problem solvers† (1998, p.192).   They compared the performance of three pairs of 9 year old children working on a series of scientific reasoning tasks with the performance of three pairs of 9 year old children working alone on identical problems.   They found that, when a Vygotskian perspective is adopted, children gained more valuable social and linguistic experiences through working collaboratively on the tasks than throu gh working alone on the same tasks. King and ODonnell (1999), along with Light and Littleton (1998),provide evidence that, in some circumstances, peer interaction does not promote individual cognitive progress.   Not all children work well together, and not all tasks are conducive to joint problem solving.  King and ODonnell (1999), for example, argue that applying Vygotskys theory to collaborative problem-solving involves more than simply pairing a child with a more competent other and focusing on the interactions between them.   They suggest that relying on the ZPD in terms of the interpersonal aspects of interaction is insufficient.  What is required instead, according to King and ODonnell, is anâ€Å" interweaving of different aspects of development, involving the individual and the cultural-historical as well as the interpersonal†(1999, p.40).   They cite evidence which demonstrates that not all social interaction has beneficial effects and, under some conditions, collaboration can, in fact, have detrimental outcomes.   Factors such as age, gender and ability level of the child and partner(s) and childrens motivation to collaborate can all affect the quality of learning outcome.   The extent to which children are exposed to more sophisticated reasoning by a partner together with willingness to accept and use that reasoning can also play a key role.   King and ODonnell, thus, note that â€Å"individual and contextual factors interact and mutually affect each other† (1999, p.46). King and ODonnell (1999) cite other research by Ellis and Rogoff(1982; 1986) and Gauvin and Rogoff (1989) which provides support for the idea that a ZPD can be constructed with either an adult or a peer.  However, they also point out that this research â€Å"indicates that pairing with an adult has different consequences (often more beneficial) for childrens learning† (King and ODonnell, 1999, p.50).   Many researchers have explored the ways in which teachers can guide knowledge construction through promoting effective group work in the classroom.   As mentioned earlier, children are likely to need adult input if they are to work on collaborative tasks productively.   Tharp and Gallimore (1998), for example, use the concept of scaffolding to support their argument that individual self-determined competence in any area may be generated only after successful performance has been achieved by assisted learning in the childs ZPD.   They characterise the ZPD not as a disti nct, discrete growing point for an individual child but rather as a complex array of growing edges involving all areas of developing competence.   They describe in some detail how the adult assistance provided between parent and child is not a linear, step-like procedure but an ongoing process involving a myriad of reciprocal interactions which reflect, monitor and adjust to the childs learning needs at any given time.   Tharp and Gallimore argue that â€Å"attempts by assisting adults to assess a childs readiness for greater responsibility (in the mastery of a task) often are subtle and embedded in the ongoing interaction† (1998, p.105). One example of teaching as assisted performance through the ZPD, as delineated by Tharp and Gallimore (1998), is the study by Baker-Sennett et al (1998) which explored the relationship between group collaborative processes and the nature of childrens creativity.   This study includes a fascinating account of the ways in which the ideas, planning and organisation of a play based on a fairy tale by one group of six girls, aged between seven and nine, changed over a period of one month.   The role of the class teacher in structuring the task for her pupils was also discussed.   The ways in which this teacher encourages the girls to reflect upon and address the interpersonal dilemmas they encounter are also illuminated in the research report.   Baker-Sennett et al (1998) draw out the evidence in the study for the girls movement, collectively, through parallel interpersonal zones as well as literary, creative zones.  Ã‚  Ã‚  Ã‚   Tharp and Gallimore (1998) suggest, however, that the kind of assisted performance commonly evident, and successful, in the interactions of parents and children is rarely found in teacher/student relationships within the classroom.   The assistor, if he or she is to work effectively within the ZPD, must remain in close touch with the learners relationship to the task.   In short, it seems that commonly in the classroom, there are too many children for each teacher and not enough time available for working closely enough with the ZPD.   As Tharp and Gallimore observe, â€Å"public education is not likely to reorganise into classrooms of seven pupils each† (1998, p.107).   They do remain optimistic, however, suggesting that small group collaborative working, promoted through innovative instructional practices, together with the increasing use of new materials and technology could create the conditions for assisted performance to flourish in the future. In conclusion, then, Vygotskys work on the zone of proximal development, and its associated concepts of scaffolding and guided participation, has stimulated thinking and research about the nature of child development itself, its relationship to childrens learning and the implications for classroom practice.   It seems clear that there are contrasting views on the ways in which children relate to the ‘knowledgeable other, the nature and value of peer collaboration, the nature and extent of adult-assisted learning and the implications of all this for the quality of learning achievable.   As Tharp and Gallimore (1998), King and ODonnell (1999) and others argue, it seems that working effectively with the ZPD must take account of not only individual factors and immediate interpersonal interactions between children, adults and peers, but also the myriad of cultural-historical influences upon children and adults.   This undoubtedly presents a challenge in terms of current constr aints on classroom size and organisation in public education.   Some research studies, for example the account by Baker-Sennett et al (1998), have shown that through sensitive and creative classroom practice the conditions for optimal learning through working with the ZPD can be created.  Ã‚  Ã‚   References Baker-Sennett, J, Matusov, E, Rogoff, B (1998) ‘Sociocultural processesof creative planning in childrens playcrafting, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 237-257 Edwards, D, Mercer, N (1987) Common Knowledge: the development of understanding in the classroom, Methuen, London Faulkner, D, Woodhead, M (1999) Child Development in Families,Schools and Society Study Guide, The Open University, Milton Keynes Faulkner, D, Woodhead, M (1999a) Child Development in Families,Schools and Society Offprints, The Open University Press, MiltonKeynes Forman, E, Cazdan, C (1998) ‘Exploring Vygotskian perspectives ineducation: the cognitive value of peer interaction, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 189-206 Goncu, A (1998) ‘Development of intersubjectivity in social pretendplay, in Woodhead, M, Faulkner, D, Littleton, K, Cultural Worlds ofEarly Childhood, Routledge, London, pp. 117-132 King, A, ODonnell, A.M (1999) Cognitive Perspectives on Peer Learning, Lawrence Erlbaum Associates, London Light, P, Littleton, K (1998) ‘Cognitive approaches to group work,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp. 171-188 Meadows, S (1994) ‘Cognitive development, in Bryant, P, Coleman, A (Eds) Developmental Psychology, Longman, Harlow Mercer, N (1995) The Guided Construction of Knowledge, Multilingual Matters Ltd, Clevedon Mercer, N, Fisher, E (1998) ‘How do teachers help children tolearn?   An analysis of teachers interventions in computer-basedactivities, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 111-130 Moll, L.C., Whitmore, K.F (1998) ‘Vygotsky in classroom practice:moving from individual transmission to social transaction, inFaulkner, D, Littleton, K, Woodhead, Learning Relationships in theClassroom, Routledge, London, pp. 131-155 Rogoff, B (1990) Apprenticeship in Thinking: cognitive development in social context, Oxford University Press, Oxford Schaffer, R (1996) Social Development, Blackwell, Oxford Stone, C (1998) ‘What is missing in the metaphor of scaffolding?,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp.156-167 Tharp, R, Gallimore, R (1998) ‘A theory of teaching as assistedperformance, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 93-110 Tudge, J, Winterhoff, R.A., Hogan, D.M (1996) ‘The cognitiveconsequences of collaboration and feedback, in Child Development, Vol.67, pp. 2892-2909 Vygotsky, L.S (1978) Mind in Society: the development of higher psychological processes, Harvard University Press, Cambridge, MA Wood, D (1988) How Children Think and Learn, Blackwell, Oxford

Post World War Two :: WWII World War 2 Essays

Directly after World War II the US effectively â€Å"shut the door† on all communist nations. A red scare descended on the US as the iron curtain enclosed around Eastern Europe. Mistrust and misunderstanding led to decades of arms races and close calls with a people that helped us to defeat Hitler and Japan. Meanwhile, the â€Å"open door† in China was slammed in our faces by our own ignorance and suspicion. Though the confrontationist policy of the US may have been an effective tool to use in wartime while dealing with a dictator, it was not correct to use in peacetime. By misconstruing Stalin’s actions after World War II the US lost any chance of amiable relations. The US first misunderstood Stalin’s annexation of the Baltic republics. Moreover, a desire to have a buffer zone between the Soviet Union and Eastern Europe was mistaken by the West as aggressive Communist imperialism along the lines of Hitler’s pre-war expansion. Granted, Stalin did harbor desires to spread his ideology, as did we. However, his desire to defend the vulnerability that had been exploited so many times was the rationale behind the occupation of Poland. Moreover, the United States’ history of ideological imperialism is much longer and more â€Å"colorful† than that of the Soviets. Anti-Communist sentiments in the US government as well as the population fueled by misinformation cost the US any type of association with the Soviets. The post-war was the perfect time to become friendly with the Soviets. The Russians were decimated by the war and needed all the help they could get. Stalin’s possible acceptance of accommodation, though only out of necessity, could have been used by the US to gain ground in Asia. However, like always, our own paranoia catalyzed by confrontationist propaganda cost us any hopes of a relationship. A history of anti-Communist feelings compounded by this type of ignorance also led the US to lose all relations with China. By making the assumption that Mao ZeTung’s brand of communism was the same as that of the Bolsheviks, the US lost a potentially powerful ally. If the US had been more careful, if we had trusted those whose job it was to know, the division between the communism in Be-jing and the communism in Moscow would have been clear. Even if mistrust towards the Soviets remained the US still could have had some type of relationship with Mao’s China.

Final †Project and Program Risk Management Essay

This type of management may take on an informal or formal approach, but risk management is essential for every project. Risk Management is not a well accepted standard practice since it points out negative aspects of projects, and there are numerous inhibitions that restrain the dynamics of risk management. According to the Wikipedia, a free web-based encyclopedia, the Project Management Institute (PMI) is a non-profit professional organization with the purpose of advancing the state-of-the-art of project management. The company is a professional association for the project management profession. The PMI sets standards, conducts research, and provides education and professional exchange opportunities designed to strengthen and further establish professionalism. The Project Management Institute, Inc. (PMI() has established a six-step set of processes and practices for the risk management process as documented below: 1. Risk Management Planning: project risk infrastructure is established and a project-specific risk management plan is generated. 2. Risk Identification: events with potentially positive and negative impacts are clearly described. 3. Risk Qualifications: risks are evaluated according to nonnumeric assessment protocols. 4. Risk Quantifications: risks are evaluated according to numeric assessment protocols. 5. Risk Response Planning: strategies to deal with or precluded risks are evaluated and communicated. 6. Risk Monitoring and control: risk management and response plans are put into action. b) Why do professionals mandate Risk Management? Professionals mandate Risk Management in organizations since risk sometimes becomes a secondary issue. This secondary issue occurs since the hope that Project Managers will be able to handle issues and problems as they occur. Since risk remains a secondary issue until an organization’s luck runs out or a profitable opportunity is missed, professionals take a more proactive approach to risk identification and mitigation by applying Risk Management Process and Practices. Based on statistical information, unfavorable risk events eventually occur in good projects without a way to identify and mitigate risk. The Project Manager suffers the repercussions of such type of failure; therefore, professionals mandate Risk Management and support its practices in effort to mitigate risk. . Explain the Delphi Technique and steps for effective application. a) Explain the Delphi Technique. When expert interview techniques are not an option, the Delphi Technique provides an alternate means for extracting information from subject matter experts (SMEs) without pressuring or forcing them to provide much needed information. Many SMEs prefer not to participate in data-gathering processes; therefore, the project manager ( facilitator) applies the Delphi technique to collect information directly from the SMEs without infringing on their schedules. This technique allows the facilitator with directed follow-up capability from experts after peers have been consulted so the highest quality of information is extracted from the experts. b) Steps for Effective Application. To obtain effective information from the Delphi Technique, the Project Manager must posses the ability to generate the original questions to present to the experts and to clarify the information from the experts as it is received. The following six (6) major steps will increase the chances of a successful technique application: 1) Identify experts and ensure their participation 2) Create the Delphi instrument 3) Have the experts respond on the instrument 4) Review and restate the responses 5) Gather the experts’ opinions and repeat 6) Distribute and apply the data The Delphi technique is a time-consuming process, but this technique is promising in extracting information from experts who might not otherwise contribute to a project’s body of knowledge. 3. Explain the Crawford Slip Method (CSM). The Crawford Slip Method (CSM) is a classic tool used to combat the negativism inherent in team members while attempting to identify risk and risk information-gathering for a particular product or process. CSM offers a variety of advantages over other information-gathering techniques, in particular, the ability to aggregate large volumes of information in a very short time period and the complete avoidance of groupthink. CSM is not the hardest risk management technique to apply when properly facilitated. A clearly established question is defined by the facilitator and provided to all qualified participants. The participants then document their response to the clearly established question on a slip of paper. Providing the same clearly established question to the participants again, they document their response to the question on a slip of paper again. This process is repeated ten (10) times using the same clearly established question to better extract all of the unknown information available from the participants involved in the product or process. The initial slips of paper are usually very similar in content; however, as the process repeats itself, the later slips of paper tend to generate identification of issues and risks that could have been overlooked without repetition. The strength of Crawford Slip Method is efficiency. 4. Define SWOT Analysis and their selection criteria. a) Define SWOT Analysis. Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis Technique is a directed risk analysis that identifies risks and opportunities within a higher-level organizational context rather than a project’s narrow vacuum.

The Globalization/Consumption of Digital Media

University of Maryland University College-Adelphi University of Maryland University College-Adelphi By: Joshua A. Hood Instructor: Professor Robert T. Zornes Course: CMST 301 Paper Title: Globalization of Digital Media By: Joshua A. Hood Instructor: Professor Robert T. Zornes Course: CMST 301 Paper Title: Globalization of Digital Media Research ProjectProject 3 Research ProjectProject 3 Globalization of Digital Media Outline: 1. Introduction. 2. Think globally. 3. Rapid sharing. 4. Interactivity (changing the game) a. Web 1. 0 (convenience) b. Digital media defined c. Evolution of the Internet . Graph 5. Mobile digital media. e. Graph f. Iphone and Steve Jobs 6. Metaphorical summary relating to the inevitability of the evolution of digital media (and education) g. Recognizing power. 7. Education with digital media h. Comparison of differing educations 8. Globalization i. Globalization does not only include digital media 9. Globalization of digital media = powerhouse 10. Downloading. j. Consumption of digital media k. P2P (Peer to Peer) l. Digital media ethics? 11. Music industry/cinema m. Digital media creates musicians, literally. n. Myspace o. Adam Young (Owl City) i.Singer/songwriter thanks to digital media. 12. Refresh: What exactly has digital media done for us? p. Information availability q. Creates contributing members of society r. Creates scholars s. Creates new disciplines, academics. t. Information on burst! 13. Webisodes u. A young tool in the digital media world. v. Proposed outlet for successful cinema. 14. Social networking=shortened gap between nations. w. Purpose of Facebook/Twitter x. Business/networking y. Mark Schaefer; author of Tao of Twitter ii. Tweeting/retweeting iii. Twitter is unique. Why? z. Dell; the pioneer of social networking v. Cory Edwards v. â€Å"Dell Outlet Feed† via Twitter vi. Advantages/disadvantages through customer reviews {. Colorado shootings via Twitter. ————-Body——â⠂¬â€Ã¢â‚¬â€œGlobalization of Digital Media——————– I would like to base my final project on a very simple article that –if read in depth and understood correctly, –publically announces the influence that digital media has on our modern world. My topic on the other hand –not the article, more like the idea behind the article –focuses on global digital media. It focuses on humanity’s horizons, expanding through digital media.Subtopics discussed include: education, brick and mortar commerce, E-commerce, music, cinema, shared â€Å"common† culture from every corner of the globe (shared in a matter of seconds), education and the effects of the availability of education (in a global aspect) to the common man and the not-so-common man and lastly, social networking with its massive influence on digital media consumption. All of these topics relate to one another. They all contribute to the globalizati on of digital media. A main article I am basing my personal opinion off of can be found here: http://media. ezinemark. om/evolution-of-digital-media-an-incredible-advancement-511ee16da73. html Think globally. Even though Digital media began locally. From the television (and its mass development immediately after its invention) to the common simple radio, communication has only been moving up in the technological world. Here is an interesting fact. â€Å"The television took 13 years to reach 50 million viewers, Facebook added 100 million viewers in 9 months. † (Hopkinson, 2009) Is this a miracle? Or just excellent progress? So, along with the development of the television, also came the development of the ever growing rapid sharing of information.As you can see, Facebook’s growth rate is on a completely different level of expansion compared to the old days, when the Television was the â€Å"next big thing†. What changed the game for digital media? I would have to notice the advantages sprouting from an interactive interface system. Designed to be controlled by the user and their own interest, in the â€Å"Web. 1† days, interactivity was a game changer. It still is today. Back in the early 90’s, choosing what interested you online was a big deal. Users could view what they wanted, and when they wanted. Interactivity created a very personal experience.Today, I see interactivity focusing on convenience. Convenience seems to be the key with todays big sellers like Apple, Microsoft, Sony and more. Applications or â€Å"Apps† are always selling like wildfire. This is just me, but I made a keen observation on price free apps being in more abundance than apps that must be purchased. I wonder why that is? Where did it all start? Well, to answer this question we must ask ourselves another question. What is the purest definition of digital media? There is some debate to its actual meaning. I pulled the exact definition from the on line portal for my CMST 301 class.In the week 1, terms and concepts section, it is stated that: â€Å"The term â€Å"digital media† is often used unilaterally to describe any â€Å"online† content but ultimately includes digital transmittable text, graphics, audio, or video content. † –UMUC Webtycho portal I will provide a similar definition, so that readers without access to UMUC’s Webtycho portal may have a quick reference to the definition. According to Microsoft. com (who hasn’t heard of Microsoft? ), this is the definition of Digital Media: â€Å"Digital media refers to audio, video, and photo content that has been encoded (digitally compressed). †So now that we understand just what exactly digital media is. Lets dig deeper to get a better sense of understanding, regarding the evolution of the Internet (digital media), its global influence and how a globalization of digital media will ultimately enhance an already interconnected world. The Internet was not meant to stay the same. It was meant to grow and evolve. I believe what started the dramatic change in Internet experience from the early days, was the interactivity. Like stated before, interactivity was the game changer. Take this image for example. I included this image just to remind you of where digital media came from. In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. † – Eric Hoffer â€Å"In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. † – Eric Hoffer Digital media is always changing. I see it as a way of life. If you read the quotation above, you will see what I mean. If you do not adapt to new ways of this innovative and technologically advanced world, then you will be dealing with a world that doesn’t exist.However, of co urse it may exist in your own mind, making you what the young kids these days call â€Å"old school†. And there is nothing wrong with being â€Å"old school†; my parents are a bit old school themselves! And I still love them both regardless of their unwillingness to purchase an I-pad instead of a palm pilot. Yes, palm pilots are still made. Humorous. Get an Ipad, Dad. To clarify how important interactivity is to the digital media world, take a look at the graph below. I pulled this from http://www. threeminds. organic. com.It gives us a visual of just how committed companies have become to the concept of customer interactivity. If you check out the percentages on the right side of the table graphic, you will see CAGR. CAGR is an acronym for Compound Annual Growth Rate. This is the most important aspect of this table. It sums up specifically the amount of increases in financial spending, for different branches of the Internet. Not surprisingly, Social media had the high est percentage increase of 34%. Which is why I chose to near my conclusion with social networking. Source: Forrester’s Interactive Advertising Models, 4/09 and 10/08 (US only)With mobile marketing following behind just 7%, social media continued to have the highest increase in spending from 2009 to present, and predicted to hold the same pattern in the future (2014). However, another graph I pulled from the same website shows the growth of mobile media and browsing audiences. News, information and entertainment are also included when discussing â€Å"Mobile Phone Owners†. â€Å"Clearly, the days when parents admonished their kids to use cell phones only for emergencies are over. † * Ben Rogers Cell phones are a huge part of the globalization of digital media. Really I see Apple as a pioneer for the cell phone.Steve Jobs summed it up when he said â€Å"An iPod, a phone, an Internet mobile communicator†¦ these are NOT three separate devices! And we are calli ng it iPhone! Today Apple is going to reinvent the phone. And here it is. † Whatever kind of phone you may have, know that these devices are stealthily taking over our lives. Cellphones, smartphones, mobile phones, and my dad still calls his smart phone a â€Å"Telephone†. For some reason this word â€Å"telephone† is beginning to sound foreign, maybe it’s just me. I only hear that word when talking to older generations. Many households these days don’t even have land line phones.What do you think they use? You guessed it. Smart phones, pre paid cellphones and etc. It’s not even the actual phone calling from phone to phone; it’s the usage of mobile data, applications, email, music and shopping applications that cause smart phones to be more and more popular. We cannot stop the inevitable. We cannot stop the globalization of digital media, no matter what form it may be. We cannot stop the tide. Its basic knowledge to know that any form of progression towards convenience will lead to the popularity of that specific convenience, being smartphones, or whatever form of digital media you happen to be utilizing.There is a story popular in Australia. I believe it directly relates to the subject of fighting what is inevitable. The story goes like this. A King by the name of Canut, attempted to stop an incoming ocean tide. The more educated members of his audience knew that Canute was demonstrating to his followers that neither his royal authority nor his ferocious fighting skills would ever control the power and laws of the great Mother Nature. He demonstrated that you couldn’t stop what is inevitable, what is meant to happen.We cannot fight its growth, its much better to work with it and use it to our advantage, rather than try to remain in a â€Å"traditional† stance and continue to argue over the true meaning of education. So in all the confusion between different types of education, modern, traditional, ivy league, public, military, cultural, life lessons and etc. We must ask ourselves. What is the solid, finite definition of education? Is there one such meaning? I say no. I say this because; education is such a broad term.To help us understand what education is, check out the definition from http://businessdictionary. com: â€Å"The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. Education requires instruction of some sort from an individual or composed literature. The most common forms of education result from years of schooling that incorporates studies of a variety of subjects. † –www. businessdictionary. com Now, I recall viewing a national geographic documentary a few years back.It discussed the different types of people with different types of intelligence. The national geographic researchers really focused on the comparison between a NASA rocket sci entist and a Sherpa. You can imagine the amount of graduate/masters programs a NASA rocket scientist would have to achieve, before being employed as a rocket scientist. Could you imagine the amount of experience needed to be a certified Sherpa? A Sherpa is a member of a Himalayan people living on the borders of Nepal and Tibet. They are known worldwide for their skills in mountaineering.Both the individuals were very educated in their respective environments, however if they were to switch places, they would be fall into the category of confused and lost. The ties between education and digital media are intertwined within the threads. Don’t forget that the globalization of digital media does not only include education. I am fascinated by education; this may make me lean towards research regarding education intertwined with digital media, rather than the other numerous aspects of digital media. The Internet really is as diverse as the world itself.With that in mind, let me ask this question. Is it not understood that globally, digital media is the #1 powerhouse. Take entertainment for example. The music and movie industry both benefit (and not so much) from digital media. Of course and up to date person knows that music and movies are easily downloadable through peer to peer (P2P) programs online, such as UTorrent or Bearshare. com. There are so many examples out illegally downloading content out there, this gets more into the ethics of digital media, so lets not get to in depth with this.That is a totally different subject in and of itself. The music industry/cinema industries have gained an innumerable amount of advertising space through digital media. Skilled programmers have created interactive tools online and offline. These programmers have actually given birth to an entirely new genre of music called â€Å"dub step† or modern â€Å"Techno† music. This is just a theory of mine, so please don’t go out of your way to prove me wro ng, unless of course you feel inclined to do so. Constructive criticism is always helpful if taken the right way.Musicians such as Adam Young, more commonly known to the electronica listeners as â€Å"Owl City†. He is a singer and songwriter. In the beginning he did not play the guitar, he was just getting into the keyboard. His instrument of choice during the early stages of his career was his computer and its digital media capabilities. He used programs such as â€Å"Garage Band† on his MacBook, which was incorporated into Apples computer devices in 2006. He used programs online, which were created for interactivity with beats and the incorporation of pieces of musical work from numerous guitarists, pianists and percussionists.His music mainly become known at first through the social networking website known as Myspace. com. Many musicians who become well known in 2007 and after became known through social networking sites. This is just a sample from a musician which most of you probably have not heard of (if you have, I apologize for judging my audience! ) Not only did it influence the creation of an entirely new musical genre, it created a new type of television dubbed â€Å"Webisodes†. This gets more into the cinematic part of digital media, rather than music and education.I remember seeing my first webisode. They were mini episodes composed of small time actors from the show we all know as â€Å"Scrubs†. I believed it originally aired on HBO in 2007. The webisodes were the first of many. Today the more popular show â€Å"The Walking Dead† has its own webisodes. I don’t watch them; research simply showed me they exist. Another discovery here, digital media has created its own vocabulary. I just stumbled upon one right now. The term â€Å"webisode† is not recognized on Microsoft word. It tries to correct the term to â€Å"episode†.Here is an actual definition of the term. â€Å"A Webisode is a single push technology episode. A Webisode can be a preview or promotion of a particular TV show, music video, or other show presented from a Web site using streaming video or other techniques. Some sites are dedicated to presenting Webisodes. † (Rouse, 2005). This is just another minute example of digital media is changing things everywhere. Throughout this class, I have really focused on the social networking aspect of digital media. I did this because I use social networking everyday. I use digital media everyday.With that, I would like to end this research paper with a short focus on social networking, including examples of how social networking has changed the world already, and how it triumphs the consumption of digital media, ultimately resulting in the globalization of digital media. Today, almost everyone, young or old, has some type of social network account. Social networks such as Facebook and Twitter, serve other purposes than that of keeping in touch with loved ones. I n terms of business and networking, they are being used by countless businesses, ranging from a small business to large companies such as Dell.There has been much praise and of course, criticism for using social media. When starting a small business, Mark Schaefer, author of Tao of Twitter, suggests using Twitter to help jumpstart one’s business if they, themselves think personal networking would be beneficial for it. In his book, he dedicates an entire chapter on searching for people who are pertinent in helping one build a business. He mentioned that one could use features on Twitter, like the â€Å"Retweet† option, to assist in getting some recognition. To â€Å"retweet† something on Twitter means to merely re-share or spread something that someone else posted. Retweeting† someone else’s tweet is somewhat a compliment for them. It’s as if you are telling them that are in agreement with what they say or you’re simply telling them â⠂¬Å"Good job†. Personal note, I see this as an attempt by twitter to distinguish itself as different from Facebook, making it more unique. What Schaefer also mentioned was that one can also manage the people who follow him and what they say by arranging them in lists on Twitter. This is to organize and efficiently manage the groups that are associated with his business.Organizing business-related groups in this fashion makes it much easier to interact with those people and network. Large companies can and have benefited from using Twitter and the like. Dell was actually among the first to use social media. Dell’s social director, Cory Edwards, stated that the key to being successful in using these networks is to be attentive towards what the customers are saying and prove to them that you are listening to their feedback. Dell uses social media to obtain feedback from their customers on the quality of their products and to get any suggestions on how to improve them.They have been so successful in doing so that sales have increased significantly via their DellOutlet feed on Twitter. And mentioned earlier, some criticism comes along with the praises. Dell actually utilizes the criticism and uses it to their advantage. For the past few years, they have invited ten critics and ten enthusiasts to talk about the products and what they disliked and liked, respectively. Finally, after that event, Dell would do a follow-up and would inform those 20 people on how their opinions changed them. In addition to using social networks for business, it has also displayed some otential promise spreading the news in the most immediate manner. Because we live in a world where almost all of us are â€Å"glued† to our smart phones/ Iphones, it is convenient to use these devices when informing the public when tragedy strikes. For example, when the Colorado shootings occurred last summer, a 31-year-old woman logged on her Facebook to check her brother’s page. He was supposed to attend the Batman showing. She saw his status, which stated that he didn’t attend the Batman showing, giving her some relief. Many other stories, similar to this, were posted on Facebook and Twitter, but in somewhat different ways.With Facebook, it’s mainly family and friends who view your profile (unless your profile is public or you accept anyone who sends you a friend request). With Twitter, you obtain news from loved ones and from everywhere else in the world because of â€Å"trending topics† that are displayed. In regards to the Colorado shooting, the American Red Cross also tweeted on Twitter advising people in the theater to let their loved ones know that they are safe. Social media networks are, without a doubt, the fastest and most convenient way to update family and friends in times of tragedy.Digital media has touched so many different aspects of our lives. It shares information. It creates musicians. It creates scholars. It shares information from one side of the globe to the other. It communicates like a machine gun on burst. Much like King Canute, I recognize power when I see it. Digital media is one powerful beast. Embrace it, so we may reach our full potential, and thrive in this world of inevitable evolution thanks to digital media. Sources Cited Mathers, L. (2010, 07). Evolution of digital media- an incredible advancement. Free content article directory.Retrieved 03, 2013, from http://media. ezinemark. com/evolution-of-digital-media-an-incredible-advancement-511ee16da73. html Hopkinson, R. (2009, 10). A brief history of digital media. Three minds. Retrieved 03, 2013, from http://threeminds. organic. com/2009/10/a_brief_history_of_digital. html Alexander, A. (2012, 02). Top 15 cell phone and smartphone quotes of all time. Technology, tutorials, social media and infographics. Retrieved 03, 2013, from http://ansonalex. com/technology/top-15-cellphone-smartphone-and-mobile-quotes-of-all-time/ Ryan, Y. 1998 ). Time and tide: teaching and learning online. Australian universities review, 1(41), n/a, 14-15. Rouse, M. (2005, 04). Time and tide: teaching and learning online. Search soa tech target.. Retrieved 03, 2013, from http://searchsoa. techtarget. com/definition/Webisode Mullaney, T. (2012, 05). Social media is reinventing how business is done. USA TODAY. Retrieved 03, 2013, from http://usatoday30. usatoday. com/money/economy/story/2012-05-14/social-media-economy-companies/55029088/1 Mitchell, A. (2011, 05). What facebook and twitter mean for news.The pew research centers project for excellence in journalism the state of the news media 2012 an annual report on american journalism. Retrieved 03, 2013, from http://stateofthemedia. org/2012/mobile-devices-and-news-consumption-some-good-signs-for-journalism/what-facebook-and-twitter-mean-for-news/ Emerson, M. (2013, 02). Learning social media tricks from the big boys. Business day small business. Retrieved 03, 2013, from http://boss. blog s. nytimes. com/2013/02/22/learning-social-media-tricks-from-the-big-boys/ Alcindor, Y. (2012, 07). Social media play growing role on spreading word of tragedy. NEWS. Retrieved 03, 2013, from

Issue Summary - Geneva Conventions POW Treatment

Issue Summary - Geneva Conventions POW Treatment The Geneva Conventions (1949) and the two Additional Protocols (1977) form the foundation for international humanitarian law in times of war. The treaty focuses on the treatment of enemy forces as well as civilians living in occupied territories. These international treaties are intended to limit the barbarity of war by protecting non-combatants- civilians, medics and aid workers- and combatants who are no longer able to take part in battle- wounded, sick and shipwrecked troops, and all persons held as prisoners of war. The Conventions and their Protocols provide measures for preventing all violations and contain strict rules for dealing with the perpetrators of war crime atrocities known in the treaties as â€Å"grave breaches.† Under these rules, war criminals are to be investigated, sought, extradited if necessary, and tried, regardless of their nationality.   History and Background of Limiting War As long as there has been armed conflict, man has tried to devise ways to limit wartime behavior, from the sixth century BCE Chinese warrior Sun Tzu to the 19th century American Civil War. The founder of the International Red Cross, Henri Dunant, inspired the first Geneva Convention, which was designed to protect the sick and wounded. Pioneer nurse Clara Barton was instrumental in U.S. ratification of that First Convention in 1882. Subsequent conventions addressed asphyxiating gases, expanding bullets, the treatment of prisoners of war, and treatment of civilians. Nearly 200 countries- including the United States- are signatory nations and have ratified these Conventions. Treatment of Combatants, Civilians, and Terrorists The treaties were initially written with state-sponsored military conflicts in mind and emphasize that combatants must be clearly distinguishable from civilians. Combatants who fall within the guidelines and who become prisoners of war must be treated humanely. According to the International Red Cross: Captured combatants and civilians who find themselves under the authority of the adverse party are entitled to respect for their lives, their dignity, their personal rights and their political, religious and other convictions. They must be protected against all acts of violence or reprisal. They are entitled to exchange news with their families and receive aid. They must enjoy basic judicial guarantees. Enemy Combatant Habeas Corpus Under these rules, captured enemy combatants, whether soldiers or saboteurs, may be detained for the duration of hostilities. They need not be guilty of anything; they are detained simply by virtue of their status as enemy combatants in war. The challenge in wars like those Afghanistan and Iraq is determining which persons who have been captured are terrorists and which are innocent civilians. The Geneva Conventions protect civilians from being tortured, raped or enslaved as well as from being subjected to attacks. However, Geneva Conventions also protect the uncharged terrorist, noting that anyone who has been captured is entitled to protection until their status has been determined by a competent tribunal. Military lawyers (Judge Advocate Generals Corps - JAG) reportedly have petitioned the Bush Administration for prisoner protection for two years- long before Iraqs Abu Ghraib prison became a household word around the world. Supreme Court Ruling The Bush Administration held hundreds of people at the Guantanamo Bay naval base on Cuba, for two years or longer, without charge and without redress. Many were subjected to actions that have been characterized as abuse or torture. In June 2004, the U.S. Supreme Court ruled that habeas corpus applies to detainees at Guantanamo Bay, Cuba, as well as to citizen enemy combatants held in continental U.S. facilities. Therefore, according to the Court, these detainees have the right to file a petition asking that a court determine if they are being held lawfully.

Understanding and Using the Simple Present Tense

Understanding and Using the Simple Present Tense The present simple tense is typically one of the first verb tenses that new English students learn. It is used to describe action that takes place on a regular basis. The present simple also can be used to express feelings, facts, opinion, and time-based events. Dont confuse the present simple tense with the present continuous tense, which is used to describe something that is currently taking place. For example: Present simple tense: I catch the bus at 8:50 a.m. to go to work. Present continuous tense: I am riding the bus to work. Want to know more about verb tenses? Check out this illustrated verb  timeline, then use these learning strategies to improve your English skills. Practicing the Present Simple Tense One good way to improve your English speaking skills is to use role-playing exercises. With a classmate or a friend, try using the following dialogue to practice the present simple tense. Mark: Hello, Can I ask you some questions for an interview? Jennifer: Yes, I can answer some questions. Mark: Thank you for taking the time. Now, first question: What do you do? Jennifer: I work in a library. Im a librarian. Mark: Are you married? Jennifer: Yes, I am. Mark: What does your husband do? Jennifer: He works as a policeman. Mark: Do you usually have dinner together? Jennifer: Yes, we do. Mark: How often does your husband exercise? Jennifer: He sometimes exercises four times a week. But, he usually exercises only twice a week. Mark: Where do you like to go on holiday? Jennifer: We rarely go on holiday. However, we like to go to the mountains if we can. Mark: What type of books do you read? Jennifer: I often read horror stories. Mark: Thank you very much for answering my questions. Jennifer: Youre welcome! When To Use Notice from the above dialogue and following chart that the present simple is often used to describe what we do every day. We use verbs of frequency (always, sometimes, usually, etc.) which indicate a habit. Other instances that call for the present simple tense include: Permanent or long-lasting situations Where do you work? The store opens at 9 a.m. She lives in New York. Regular habits and daily routines I usually get up at 7 a.m. She doesnt often go to the cinema. When do they usually have lunch? Facts The earth revolves around the sun. What does strange mean? Water doesnt boil at 20 degrees. Feelings I love walking around late at night during the summer. She hates flying! I dont want to live in Texas. Opinions and states of mind He doesnt agree with you. I think he is a wonderful student. What do you consider your best accomplishment? Timetables and schedules The plane leaves at 4 p.m. When do courses begin this semester? The train doesnt arrive until 10.35 a.m. Verb Conjugation The present simple tense can be expressed in three ways: positive, negative, or as a question. Conjugating the positive form is easy for the first- and second-person references such as I or you. Just use the root form of the verb. For third-person references, add an s to the verb. For example: I eat lunch at noon. You play tennis at noon. He walks to school every day. She watches TV in the evening. It sleeps under the couch. We study English at school They eat lunch at noon. The negative form uses the  helping verb  do for first- and second-person references and does for the third-person. You can also express the negative form as a contraction. For example: I do not leave work early on Mondays. You don’t like to watch TV. He does not understand the question. She doesn’t ride a bike. We do not have any money. They dont leave at noon. If the present simple tense is expressed in the form of a question, use do or does, followed by the subject, and the  verb in questions. For example: Do I work in this company? Do you get up early? Do we often drive to work? Do they understand French? Does he like to watch TV? Does she believe in ghosts? Does it leave at noon?

12 HUGE Job Interview Mistakes to Avoid

12 HUGE Job Interview Mistakes to Avoid We’ve talked a lot here about ways to put your best foot forward during an interview. You know to come prepared, to master those tough interview questions, to dress professionally, and to project confidence. But what about bad habits and off-putting behavior you might not realize sneak into these important interactions? Here’s a list of  mistakes  to read over before any interview- avoid the following and you’ll be well on your way to getting hired. 1.  You’re too nervousEven if you’re so nervous you could pee, try and keep your cool. Present yourself at your best and most confident, even if you have to fake it. And never ever say you’re nervous. Your interviewer won’t think you can handle the job if the interview has you that shaken up!2. All you can talk about is moneyJust like on a first few date with someone new, it’s not a good idea to harp on compensation. Salary negotiations are important, but can (and should) be do ne at the end of the interview process. Focus instead on figuring out whether you’re a good fit for the company and vice versa.3. You tell the interviewer about your weaknessesUnless they explicitly ask you the old â€Å"What’s your biggest weakness?† question or you’ve got a great story of overcoming and self-improvement, hold your tongue. Focus on your strengths instead.4.  You appear too desperateThe time for making demands comes later. Early on, you’re trying to show the company that you can give them what they need- not the other way around. Desperation often looks like weakness. And asking for too much too soon can make you seem high-maintenance.5. All you can talk about is the perksOkay, so they have a swimming pool in the lobby and Summer Fridays and an ice cream truck. Or a Cadillac insurance policy. Shut up about it. Your employer will think you’re only after the job for the benefits, not the work. You’ll get the perks whe n you get the job!6. You use negative keywordsStrike all words like â€Å"terrible,† â€Å"awful,† â€Å"no good,† â€Å"very bad,† etc. from your interview vocabulary. Don’t talk about how â€Å"horrible† your last job was, or even how much you â€Å"hate† the new season of True Detective. You’ll sound bitter, disloyal, and like someone who won’t be a lot of fun to be around.7. You use words that come off as dismissive or passive aggressiveThere’s no way to not feel like a person is concealing something when you ask her how she is and she says, â€Å"fine.† It’s vague at best, dismissive at worst, and just makes you look incapable of clear and honest communication. Come up with something better!8.  You accidentally swearJust don’t do it. Even if your interviewer does. There’s a time and a place for four-letter words and the one hour in which you’re trying to make your best fir st impression is not that time.9.  You apologize too much during the interviewNever use â€Å"sorry† as conversation filler or to try and sound more polite. It can make you seem passive, indecisive, or worse- passive aggressive- and you won’t project the confidence you need to get the job.10.  You reveal too many personal mattersConsider â€Å"divorce,† â€Å"pregnant,† â€Å"sick,† and other personal life issue words forbidden for the interview. Don’t give your interviewer any reason to question your job performance.11.  You  use too many filler keywordsFiller words like â€Å"actually† and â€Å"just† are often conversational tics that don’t communicate much. â€Å"Actually† can also seem quite alienating when used to correct something the interviewer said. Focus instead on speaking clearly and concisely and communicating precisely what you mean to say.12.  You asked about the vacation packagesAsking a bout time off  and vacation packages at your interview makes it look like you can’t wait to max out your sick days and miss as much work as you can get away with. Save these important questions for the follow-up interviews or your HR rep.

FDT 2 week 2 Essay Example | Topics and Well Written Essays - 250 words

FDT 2 week 2 - Essay Example I am convinced that border security means more than just the concept of the legal documentation of people coming in and out of a certain state. It means on the other hand regulation of activities, such as in line with business transactions, socio-economic and political transactions. These transactions if closely observed are bringing in substantial link to the prevailing level of security of a nation. When we talk about security, it should encompass everything. Border security therefore should in as much as possible, cover everything, from sociological aspects down to economic and political considerations. After all, understanding border means nothing if it does not have significant link to the socio-economic and political point of views in the society. Thus, with what the author posted, border security has been given a specific and detailed meaning, but in a general context of the term, there is much essential substance that is essential in order to justify further the broad framework of

Societal role in advertising Essay Example | Topics and Well Written Essays - 250 words

Societal role in advertising - Essay Example This role can be both a reflection on the society or the probability of what is expected by the society in future. Recently, a range of companies have picked up advertising styles that incorporates social dimensions (Drumwright 71). This is attributed to the fact that the society is experiencing a lot of changes through the effects of fatal diseases like HIV/AIDS, cancer and lifestyle diseases. In addition, the third gender; homosexuality and immoral behavior like rape and drug abuse have had a huge influence on how adverts are framed nowadays. In real sense, marketers have no choice but frame their product adverts in a manner that can indicate a solution to what the society’s trends demand. For instance, in relation to HIV/AIDS, marketers already understand teenagers are sexually active and there is little they can do to change it. Therefore, the best solution they can offer is provide means that can help in reduce the spread of this deadly disease like through the use of con doms. This indicates how a society dictates how adverts frame the products (Drumwright 73). A society has power in dictating what they certainly expect from manufacturers. This means that every trend and lifestyle creates a problem that manufacturers are tasked with to solve as quickly as possible. Literally, a societal role is creating problems that adverts have to make sure they frame it in a manner that displays a solution. Through such problems though, companies come up with breakthrough innovations that turn out to be huge cash cows.

American Civil War Essay Example | Topics and Well Written Essays - 750 words

American Civil War - Essay Example These polarized objectives constructed the value system of the two Generals and their respective armies. More so, they shaped the history of America; and gave a blueprint of its future - the American life. On April 9, 1865, when Lee surrendered at Appomattox Court House, Virginia, the Civil War came to the edge of end. It was a moment in history when a nation was going to be born sans slavery, sans right of succession, and abiding everything 'freedom' and 'equality' meant in essence. However, the constant collision of ideologies that had preceded this conclusion for about five years of Civil War (1861-65) is an interesting phenomenon to observe. Lee came from Virginia, and family-values, culture, traditions, chivalry, knighthood, were the elements around which his people and his life revolved and evolved. That stratification was a convenient and apt way to construct the social order - he firmly believed in. That 'land' is the primary and only source of wealth and influence - was the motivation behind all his actions. That the privileged who owned the land shoulder responsibility towards the rest of the community as well as possesses the power to monitor the actions and occupations of the community - he upheld it. Slavery and right to succession were corollaries to the beliefs of the 'land lord'. And the belief in 'landed nobility', was the guiding factor for thousands of elite men from the Southern states who plunged into war, willing to die, willing to sacrifice their everything for the cause that Lee believed in. However, the day Lee surrendered at Appomattox, it was the culmination of 'landed nobility' and the cause was lost. (Catton, pp. 17-44) On the other hand, Grant, who came from the Western front, was the son of a tanner. His background signified everything he was, and believed in - in living life the tough way, in self-reliance, in forgoing past, and in focus on future. He turned down the social order based on privileges that ran down the traditions and land-ownership. He stood for democracy, equality, and competition. If privileges meant anything to him - those were the privileges that a man earned by virtue of his competitiveness. However, along with these beliefs, ran a strong sense of nationalism. He believed in living and working in a country where nation supported the individual and individuals supported the nation - prosperity of both being complementary to each other. To Grant and his people (the Westerners), 'community' meant the whole of United States of America as against the Southerners, to whom 'community' meant only their region. This is the striking line that sets apart General Lee and General Grant and their respective people. (Catton, pp. 47-59) Lee and Grant: Two Similar Leaders Though Lee and Grant were as different as two men could ever be, yet the aspiration that ran beneath everything that they did made them strikingly similar to each other - it was the aspiration to lead their people towards a future they believed in. The two leaders were no better fighters than each other - none gave up in the face of adversity. While in spite of his army's and his personal handicaps Grant fought his way down the Mississippi valley, Lee hung on in a trench at Petersburg even when defeat stared him in his face. They both moved with resourcefulness and speed. Due to this, Lee won at Second Manassas and

Midterm Assignment Term Paper Example | Topics and Well Written Essays - 1000 words

Midterm Assignment - Term Paper Example Others have talked of the rise of the erstwhile colonies and their need for increasing their rates of economic growth as reasons for which there would be a lot of competition in the world without there being any significant cases of violence or anarchy. The rise different sources of power in the world would therefore result in the twentieth century being one where there is violence but not of a significant enough magnitude. This means that there would be middle ground that exists throughout the twentieth century. The events that took place in the twentieth century would affect significantly the outcome of the events of the twenty first. For instance, the two world wars that led to the loss of millions of lives would affect the way in which the world views violence. The way the nations of the world would look at collective violence sanctioned by a group of nation states would be different in the twentieth century. This can be seen in the clout that the United Nations has in dealing with decisions in the twentieth century. Even though there are situations where its authority is flouted, the international community more often than not supports its decisions. The mandate of the United Nations is considered to be synonymous with the mandate of the international community. This mandate is more often than not, geared towards the maintenance of peace in the world. This shall lead to situations where it has to be in conflict with certain interests. This shall lead to friction which shall not however, escalate to a condition where the mandate of the international community can or shall be collectively violated. The chances of two fronts forming in the world in the way it was in the twentieth century is not likely. Robert Jackson refers to the impossibility of extreme anarchy or extreme peace in his book Classical and Modern Thought

Airbus Term Paper Example | Topics and Well Written Essays - 1750 words

Airbus - Term Paper Example Airbus is a company in the aerospace industry, dealing with the manufacture of aircraft in the division of Airbus Group. Headquartered in Blagnac France, Airbus has established its manufacturing and production facilities in many other countries around the globe, with the most identifiable including German, Spain, and the United Kingdom (Norris and Wagner, 1999). According to the latest statistics, the company was able to produce 626 airlines in 2013. Three individuals namely; Bernard Lathià ¨re, Roger Bà ©teille, and Henri Ziegler founded the company in 1970. Over the years, the company’s success has been realized mainly due to the contributions of two key individuals; Fabrice Bregier, the chief executive officer and Gunter Butscheck, the chief operating officer. As at 2008, the company’s revenue was at Euros 33.10 billion. Despite diversifying their operations into many different countries, Airbus deals solely in the manufacture of commercial airlines as its only product. As at the moment, the company has 63,000 employees in its sixteen different working sites in the different countries in which the company had built its production and manufacture facilities. Currently, Airbus is considered as the world’s manufacture of the largest passenger airliner the A380 (Norris and Wagner, 1999). It is the desire of many businesses to expand to different regions that show potential success opportunities. In such a perspective, Airbus has been able to establish expansive opportunities in many different countries in the world. One of the countries is China. China is currently one of the developed countries in the world, and therefore, experiencing significant changes in terms of the business ventures (Som, 2009). The substantive rise economically by China has mainly been attributed to changes the country has made in its political and economic systems. With the current manner in which China develops

Week 7 DQ Essay Example | Topics and Well Written Essays - 250 words

Week 7 DQ - Essay Example ‘Risk free rate of interest is the rate of interest on a debt instrument with no default, maturity or liquidity risk.’ (Melicher & Norton, 2011) By definition the portfolio of government bond has liquidity and interest rate risk due to the length of its maturity period but for long-term investments the Treasury bond reflects as a more logical default free holding period return for longer term investments. Treasury bill is the closet example of the riskless securities as they hold zero or very minimal liquidity and maturity risk. The $250,000 portfolio of Treasury bills is more risk free as compared to the Treasury bind portfolio of 30 years maturity. However, government these days have also defaulted in various parts of the world therefore, there is no complete risk free security in the practical sense. Securities other than the government bonds and treasury bills that are close to the riskless concept are the fixed accounts, certificates of deposits, inflation protected securities and indexed bonds

Airbus Term Paper Example | Topics and Well Written Essays - 1750 words

Airbus - Term Paper Example Airbus is a company in the aerospace industry, dealing with the manufacture of aircraft in the division of Airbus Group. Headquartered in Blagnac France, Airbus has established its manufacturing and production facilities in many other countries around the globe, with the most identifiable including German, Spain, and the United Kingdom (Norris and Wagner, 1999). According to the latest statistics, the company was able to produce 626 airlines in 2013. Three individuals namely; Bernard Lathià ¨re, Roger Bà ©teille, and Henri Ziegler founded the company in 1970. Over the years, the company’s success has been realized mainly due to the contributions of two key individuals; Fabrice Bregier, the chief executive officer and Gunter Butscheck, the chief operating officer. As at 2008, the company’s revenue was at Euros 33.10 billion. Despite diversifying their operations into many different countries, Airbus deals solely in the manufacture of commercial airlines as its only product. As at the moment, the company has 63,000 employees in its sixteen different working sites in the different countries in which the company had built its production and manufacture facilities. Currently, Airbus is considered as the world’s manufacture of the largest passenger airliner the A380 (Norris and Wagner, 1999). It is the desire of many businesses to expand to different regions that show potential success opportunities. In such a perspective, Airbus has been able to establish expansive opportunities in many different countries in the world. One of the countries is China. China is currently one of the developed countries in the world, and therefore, experiencing significant changes in terms of the business ventures (Som, 2009). The substantive rise economically by China has mainly been attributed to changes the country has made in its political and economic systems. With the current manner in which China develops

The impact of feminism on sociology Essay Example | Topics and Well Written Essays - 1500 words

The impact of feminism on sociology - Essay Example The moment the law of lift Is violated we see the immediate effects This is a philosophical position. It seeks equality as it relates to political, legal and economic matters (Blumberg, R. 2001,). There are many more aspects but the main thrust is to achieve equality with the male counterpart. Unemployment has been a factor of society over many years. In the past governments somewhat accepted this. In this way welfare recipients were simply entitled to benefits. Since the 1970s there has been a shift in this approach. People were no longer entitled to the benefits. The shift meant that one had to qualify for the benefits. Qualifying had to do with a market economy component. This meant the introduction of the welfare to work principle (Breitkreuz, R. 2005, June)... Those people on welfare were now structured units to enter the job market. This gave focus to the real societal issues. In most societies, those on welfare women out number the men. A further reality is that most these women are mothers. Feminist studies show that employability has at least two direct challenges. First there is the need to deal with the woman’s emotional need. This need is directly related to the family commitment. In many cases the woman is referred to as the lone mother. This lone mother may be making an income. The reality is that the income is informal. In addition the income is small. The lone mother is now trapped in to maintaining this income stream. This can be seen as a coping mechanism. The second issue is the need for education. In most cases there is a skill deficiency. In other words the lone mother has a work skill. The problem is that the work skill is not in demand by the regular business economy. The two issues must be addressed together. This realization helps the society in general. The fact can be seen if we look log term as opposed to the immediate issue at hand. Helping the lone mother in the welfare to work

Experiential Focusing Techniques in Counselling

Experiential Focusing Techniques in Counselling Katrina Quaye (kate) What wants my attention now?   Focusing is a unique skill discovered by Gene Gendlin. Working with  Carl Rogers back in the 1960’s, research was done as to why some people have success in therapy and others do not. A very interesting result emerged; those who progressed and benefitted most from therapy were the ones who took some time to reflect, when asked a question they seemed to sense something within themselves and an answer would begin to emerge. Over time Gendlin discovered what became know as the ‘felt sense’. This is a sense that we all have but often it is operating unbeknown to us. This sense, sometimes called a bodily sense, can teach us much about ourselves and also our relationship with others and the world around us. It is a way of listening to our bodies with compassion, without judgement, and something that moved me most of all â€Å"gentleness’. Enhancement of knowledge There are six basic steps to learn in focusing. To begin with we are taught to go through the process, step by step, learning these steps well, by sitting down and quietly going ‘inside’ our body. Once these steps are learnt thoroughly the process can flow with greater ease, quickly accessing our felt sense and going with it. This can be done taking a walk, doing the dishes, driving to work, with continuous practice our body will always be there guiding us. Clearing the space, if someone is not quite in the moment, different thoughts, things to do list going through their mind, it is best to take a moment to clear a space inside. This can be done quite well in a short amount of time by asking the client in their mind to wrap up each concern on the list and placing it in an imaginary basket, not forcing each concern but in a clear friendly manner. This can also be done with a background feeling of being tense, anxious, whatever the feeling maybe to set it aside for the time being. Not forcing, but inviting it to stand aside for some time. Gendlin would often take half an hour for this process with clients. Although it may be done in a much shorter amount of time, five to ten minutes. This would allow for a longer session with the felt sense. One then checks back with the self, that you are feeling clearer to start. So now we can choose something to work on. One may already have an issue they want to work on, in which case one can check with the body if this is okay to work with. Alternatively one may see if there is something that needs their attention now. Often the sense is felt in the throat, chest or abdomen area. One of the key words in focusing is gently, gently say hello to the sense, checking if it is okay to be with it. Gendlin said ‘it is best to be next to the sense, like a friend sitting on a park bench wanting to have a conversation’. We don’t need to become immersed in the sense, just to be next to it. Like a sensitive baby animal we need to be gentle with the sense. Cornell (A. W. Cornell. pg.18) mentions, ‘Focusing is like being a friend to your own inner experience’. You may bring such qualities of friendship as curiosity, respect, empathy, warmth, compassion, letting it know that you are there to listen and listening with these qualities. Now we have said hello and acknowledged it is there, we can begin to describe the felt sense, it may start with a feeling of tightness in the chest, we acknowledge this, then we can ask ’how does this tightness feel’ we are checking back with this word to see that it captures it well. We are now resonating back and forth with the word or image, we don’t need to rush this process. Like a friend who wants to share something that is important to them, they don’t like to feel rushed. We are sitting next to this felt sense, as Genlin (Gendlin pg 57-58) explains, ‘ the felt sense is more than an emotion, with an emotion we know what it is, angry, sad, joyful, but with the felt sense we say I can feel it right there, but i don’t know what it is’. A felt sense contains a maze of meanings, we need to allow the sense time to form. That tightness may develop as anger, but within that anger can come a sense of the whole situation, what led up to that anger, how one is involved, it may for example show you scenes from childhood where you felt angry towards your parent for not understanding or listening to you. The felt sense can give a very complete form of understanding that will be more than just the anger. We now have words and or images we can work with that through checking would fit with the sense. We now come to sense from â€Å"its† view, what it wants us to know. I am letting ‘it’ know, I hear it, or sense it, welcoming it, it knows where it wants to or needs to go, we are listening not forcing or trying to work out whats happening, but allowing the process to unfold. Ending. It is important to ask if there is more that needs to come or shall we end here. It is important to thank the felt sense, to re-assure it that if need be I will be back. If we can develop a trusting relationship that when we say we will return, that we do so, the felt sense will be re-assured. The more we do this the more it will work with us. I will write a brief summary of my own personal experience using Focusing over a number of weeks. Having a quiet place I went inside of myself and sensed a feeling around my heart area. Gradually words like unappreciated, unloved emerged, I was listening to these words seeing if they were the ones. Yes they were. An image of a heart with a wooden dagger stabbed through it emerged, thick deep red blood was slowly oozing out. I was able to sit with this image for sometime, it was very strong, after sometime I needed to finish. Afterward I felt extremely heavy, it was hard to even continue with my daily tasks. The next day I came back to Focusing, realizing that I hadn’t finished off the process properly, mainly because after some time it seemed too much for me. I went back inside and the image was still there, I sat with it and came to understand the experiences I had been through that brought about this image. I needed to be more caring of myself. I asked it the question of how would it feel like if the difficulty wasn’t there. This brought forth an abundant response of joy and happiness, something like fire works were going off in celebration. I felt very light as if a big shift had taken place. Over the next two weeks I went back in to see what was there. I had an image of myself as a young four year old, the feelings of being unheard came up, need to do things perfectly, as mentioned above it takes in a blend of the situation not just an emotional feeling, but a deeper sense of what it was like to be that young child. I was being shown what it was like and by my acknowledging this allowing the whole of it to come out. There was a shift where those strong feelings seemed to melt away. Enhancement of Understanding Greater understanding of myself has come about through Focusing. Other peers and companions have said the same of their experiences when focusing; if one is to gain continuing benefits it is important to keep with the practice. There are certain attitudes that can help the process. Focusing is a very gentle process, approaching it with the wisdom of not knowing is very beneficial, as Cornell (pg21) says, ‘Why would you listen to someone if you think you already know what they have to say.’ The feeling of respect and wanting to know what the sense has to say is of the utmost importance. We need to ‘let go of what we know, to bring an attitude of open, friendly, interested, non judgmental curiosity to our experience†. (Silverston, pg. 2). We need to come to trust the felt sense that it will led us where we need to go. Sometimes along the way it may seem to be taking many detours. Sometimes it is trying to give us a broader understanding, showing various images or certain words. In some ways it is like being an investigator being excited or curious to find out what lies within. We are not taking sides, leaving one part shut out, not wanting something to be heard or acknowledged, we are not excluding any part of ourselves. We are listening to each part and gradually integrating each part of the self. â€Å"When we listen to a place inside that hurts, for instance, the quality of our presence is not the usual one of fixing or trying to make it feel better. Rather, we are willing to let it be exactly as it is†. (Wilson Van der Kooy, pg 1.) This attitude can be a huge relief for many, its okay to be as you are, allowing whatever is there to come up, to recognize and acknowledge it. As Gendlin (year?) said, â€Å"Every ‘bad’ feeling is potential energy toward a more right way of being, if you give it the space to move toward its rightness.† Enhancement of Self Awareness All of the above leads to greater self awareness. Coming to know what is going on inside of oneself. As many decisions need to be made in ones life, the building up of this awareness which can bring about greater confidence, is of huge benefit. I find in my own life if there is a lot happening around me I connect to that inner part which seems stable and able to help me keep centered. For those I have worked with there has been similar feed back, they are connecting to that inner part and making clearer judgements. This is an invaluable skill that can be used for myself in every day life, a skill that can be passed onto my clients, something that the therapist doesn’t control, people can learn this and then use it for the rest of their lives without having to go to the therapist all the time. Bibliography Cornell, Ann Weiser. Focusing In Safety And Trust. The Power of Focusing: A Practical Guide to Emotional Self-healing. Oakland, CA: New Harbinger Publications, 1996. 18. Print.Cornell, Ann Weiser. What Is Focusing? The Power of Focusing: A Practical Guide to Emotional Self-healing. Oakland, CA: New Harbinger Publications, 1996. 6. Print. Gendlin, Eugene T. The Crucial Bodily Attention. Focusing-oriented Psychotherapy: A Manual of the Experiential Method. New York: Guilford, 1996. 57 58. Print. Cornell, Ann Weiser. Focusing in Safety and Trust. The Power of Focusing: A Practical Guide to Emotional Self-healing. Oakland, CA: New Harbinger Publications, 1996. 21. Print. Focusing as a doorway for spiritual growth. Wilson Van der Kooy, pg 1. Steve Silverton Page 2. How to think like a poet and make better decisions Question or Assessment Task: COP116 3000 Word Essay

Gay, Lesbian and Bisexual Issues - Pastoral Guidelines For Ministry to

Typical Pastoral Guidelines For Ministry to Homosexuals This essay takes a typical Catholic parish and presents the guidelines used by this parish in the treatment of gay/les types. The guidelines illustrate the welcoming attitude of this church toward gays. The guidelines are pastoral in character, intended to help priests and parish ministers meet their obligation to serve kindly and conscientiously all who turn to the Church with real needs and honest hope. They do not presume any particular social or psychological analysis of sexuality in our society, except for a generally accepted premise that individuals do choose and can change their sexual orientation and must understand it and integrate it into their life of faith and conscience. The guidelines accept, without elaborating, the perennial teaching of the Catholic Church on sexual morality, conscience, and personal sin. Deeper probing of the ground of this teaching and the contemporary challenges to it must be left to the educational efforts proposed in these guidelines. The guidelines also accept the teaching of the Catholic Church on social ethics but do not propose a social action agenda. When the voice or action of the Church is needed in the religious or secular forum, appropriate agents of the parish and diocese will be informed and enlisted to uphold basic human and civil rights against social or legal discrimination, harassment, intimidation, or violence. The guidelines do not resolve the dilemma surrounding terminology. "Homosexual" seems clear and objective but has come to be regarded by some as too clinical and impersonal, with unwarranted implications of pathology, inferiority, or alienation. "Gay" and "l... ...ll establish its own organization and procedures to address its principal tasks: (a) to inform and advise the bishop on all aspects of this ministry; (b) to enlist the interest and cooperation of diocesan agencies in implementing these guidelines; (c) to recommend, promote, or provide, in consultation with these agencies, programs of education and information. The Pastoral Resource Committee will regularly evaluate and recommend publications to support these education programs or the personal study resources for pastoral ministers. The Pastoral Resource Committee will evaluate, in accord with these guidelines, organizations to be served, consulted, or enlisted in this ministry. There we have it - a pastoral approach to gay/les members. WORKS CITED: "To Live in Christ Jesus," 1976 US Conference of Catholic Bishops