Under Ben Bulben by William Butler Yeats

Irish Nobel laureate poet William Butler Yeats penned Under Ben Bulben as the last poem he would ever write. It is fitting that he wrote the last three lines to be the epitaph inscribed on his gravestone. The poem is a last will and testament for Yeats artistic and spiritual vision. His uses the legendary women and horsemen of the area to embody the spiritual wholeness and immortality. He calls on humanity, artists, and poets to continue to produce their art. Ben Bulben is the rock formation in County Sligo, Ireland, where Yeats is buried as he foretells in this poem. Ben, or binn means peak or mountain. Bulben comes from ghulbain, which means jaw or beak. The mountain is a destination for those following the passport trail of Yeats life. The last line of Under Ben Bulben is used as the title for Larry McMurtrys first novel, Horseman, Pass By.   Under Ben Bulbenby William Butler Yeats (1938)   Ã‚        I Swear by what the sages spokeRound the Mareotic LakeThat the Witch of Atlas knew,Spoke and set the cocks a-crow. Swear by those horsemen, by those womenComplexion and form prove superhuman,That pale, long-visaged companyThat air in immortalityCompleteness of their passions won;Now they ride the wintry dawnWhere Ben Bulben sets the scene. Here’s the gist of what they mean.   Ã‚  Ã‚  Ã‚  Ã‚  II Many times man lives and diesBetween his two eternities,That of race and that of soul,And ancient Ireland knew it all.Whether man die in his bedOr the rifle knocks him dead,A brief parting from those dearIs the worst man has to fear.Though grave-diggers’ toil is long,Sharp their spades, their muscles strong.They but thrust their buried menBack in the human mind again.   Ã‚  Ã‚  Ã‚  Ã‚  III You that Mitchel’s prayer have heard,â€Å"Send war in our time, O Lord!†Know that when all words are saidAnd a man is fighting mad,Something drops from eyes long blind,He completes his partial mind,For an instant stands at ease,Laughs aloud, his heart at peace.Even the wisest man grows tenseWith some sort of violenceBefore he can accomplish fate,Know his work or choose his mate.   Ã‚  Ã‚  Ã‚  Ã‚  IV Poet and sculptor, do the work,Nor let the modish painter shirkWhat his great forefathers did.Bring the soul of man to God,Make him fill the cradles right. Measurement began our might:Forms a stark Egyptian thought,Forms that gentler Phidias wrought.Michael Angelo left a proofOn the Sistine Chapel roof,Where but half-awakened AdamCan disturb globe-trotting MadamTill her bowels are in heat,Proof that there’s a purpose setBefore the secret working mind:Profane perfection of mankind. Quattrocento put in paintOn backgrounds for a God or SaintGardens where a soul’s at ease;Where everything that meets the eye,Flowers and grass and cloudless sky,Resemble forms that are or seemWhen sleepers wake and yet still dream.And when it’s vanished still declare,With only bed and bedstead there,That heavens had opened.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gyres run on;When that greater dream had goneCalvert and Wilson, Blake and Claude,Prepared a rest for the people of God,Palmer’s phrase, but after thatConfusion fell upon our thought.   Ã‚  Ã‚  Ã‚  Ã‚  V Irish poets, learn your trade,Sing whatever is well made,Scorn the sort now growing upAll out of shape from toe to top,Their unremembering hearts and headsBase-born products of base beds.Sing the peasantry, and thenHard-riding country gentlemen,The holiness of monks, and afterPorter-drinkers’ randy laughter;Sing the lords and ladies gayThat were beaten into the clayThrough seven heroic centuries;Cast your mind on other daysThat we in coming days may beStill the indomitable Irishry.   Ã‚  Ã‚  Ã‚  Ã‚  VI Under bare Ben Bulben’s headIn Drumcliff churchyard Yeats is laid.An ancestor was rector thereLong years ago, a church stands near,By the road an ancient cross.No marble, no conventional phrase;On limestone quarried near the spotBy his command these words are cut:   Ã‚  Ã‚  Ã‚  Ã‚  Cast a cold eye  Ã‚  Ã‚  Ã‚  Ã‚  On life, on death.  Ã‚  Ã‚  Ã‚  Ã‚  Horseman, pass by!

Competency Model for Professional Project Managers

Competency Model for Professional Project Managers The Project Management Partners Competency Model was developed from the observable behaviours of successful, professional project managers in a variety of application areas. It provides a consistent, coherent structure for assessing the capabilities of current and prospective project managers. The Competency Model can be used to: †¢ Guide a training needs assessment to help optimize the use of scarce training dollars by identifying gaps between job requirements and incumbent skill levels. †¢ Perform individual competency assessments to evaluate current project managers or to screen prospective project managers. †¢ Conduct an organization-wide competency assessment to ensure that the most†¦show more content†¦The sender must make the information clear and unambiguous. The receiver must make sure the information is 2 Competency Model for Professional Project Managers complete and understood. Communicating has many dimensions: written and oral; listening and speaking; internal and external; formal and informal; vertical and horizontal. Successful project managers: †¢ Send clear messages †¢ Choose the form and timing of the message for their audience †¢ Create communications that look professional †¢ Use language carefully †¢ Confirm the accuracy of information sent and received †¢ Explain things well †¢ Listen carefully to others Organisational Effectiveness Organizational effectiveness is the ability to get things done. It requires an understanding of the formal and informal structures of all the organizations involved. Successful project managers: †¢ Know who to go to for help †¢ Win approval of requests for support †¢ Show respect for individuals regardless of position †¢ Maintain a network of contacts from whom to get assistance †¢ Know which resources are scarcest and manage them most carefully Team Building A team is a group of individuals who depend on each other for success (no one succeeds unless we all do). Team building means encouraging and enabling people to work together as a team to accomplish the project. Successful project managers: †¢ Define the team to include all the stakeholders †¢ Share managementShow MoreRelatedFinding The Right Project Managers1407 Words   |  6 Pagesexplains that â€Å"finding the right project managers begins with the organization’s definition of the role, and its project management processes. Most often companies look for project experience when evaluating new project managers, followed by communication skills. 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Analysis of White River in Southeastern South Dakota Free Essays

Analysis of White River in southeasterly South Dakota Your house has been asked to subject a proposal to holistically measure the White River in southeasterly South Dakota for two concerns viz. , Groundwater resources and quality, and Surface H2O quality concerns. Introduction Water is one of our chiefly important natural assets. We will write a custom essay sample on Analysis of White River in Southeastern South Dakota or any similar topic only for you Order Now If our planet would be missing it, there would be no life nowadays on this planet Earth. It’s the responsibility of Hydrologists to analyze all features of H2O organic structures present at site and its relation to geography, geology, topography, biological science, and chemical science. It’s the responsibility of Hydrologists to understand the job nowadays at site and so work out the job by using applicable proficient cognition and mathematical rules to work out water-related jobs in civilisation. These jobs include the measure, quality, and handiness of H2O. The chief undertaking of the study is to measure the Groundwater resources and quality, the 2nd portion of this study is to measure the Surface H2O quality of White River in southeasterly South Dakota. The squad of applied scientists is examining the White River in southeasterly South Dakota for two concerns viz. groundwater resources and surface H2O quality concerns. White River has expressed no serious apprehensivenesss about the possible contacts of any prospect development on the southeasterly South Dakota. Thus it is the demand of clip to set about a hydrological and hydrogeological appraisal, working to a brief agreed with Natural resources nowadays in southeasterly South Dakota. Scope of work The program of the survey is to fix a preliminary appraisal of the possible hydrological and hydrogeological facets of White River in southeasterly South Dakota. The undermentioned range was proposed: On-site function of H2O organic structures, catchments, flow way, precipitation and overflow, infiltration and petrology of dirt strata so that all of the little watercourses taking into the river and milieus are clearly understood. The exercising of long term rainfall and vaporization statistics to measure the effectual rainfall and, by agencies of suited overflow coefficients, to think watercourse flows. These should be contrasted with the field based observations to heighten a reasonable cognition of the hydrology of the site. Prepare 1:10000 geological maps to depict the boundaries of dirt strata. Commence trial cavities to prove theoretical boundaries and deepness of impermeable strata. Install four or more boreholes into the land to show baseline statistics and trying place. Trial land Wellss for finding the land H2O table conditions. Field Observation Surveys Field observation studies are carried out in order to roll up informations in signifier of geological maps, hydrological maps and terrain of the proposed site. The informations can so be acquired establishing upon the relevant undertaking. The chief purpose of this study is to roll up informations for the land H2O and surface H2O. The undertakings required to transport out such undertakings are given in the proposal below: Topography A ; Hydrology Mapping The subdivision is divided into two chief headers i.e. Topography and Hydrology, when discoursing topography we mean the status and type of the terrain which may be picturing degrees of the land, hills, vales, woods and H2O organic structures. The topographical function is necessary to place the surface groundwater flows and their speeds. The surface groundwater is related with the overflow measure and precipitation. Hydrology is the 2nd facet of this heading under which we will discourse the conditions that chiefly relate to the deepness of the dirt H2O degree below the land surface. Barsoum et Al ( 2005 ) note that for alder, the H2O degree demands to be near to the surface when the trees are immature, but deeper when to the full grown. Optimum growing of seedlings occurs when H2O degrees are 10-30 centimeter below the surface. ( Eymard 1969 ) Geological Function The geological sequence relevant to the site must be determined so infiltration rate can warrant, H2O infiltration, sub surface flows and to find the strength of the strata for future development if any. The geology plays an of import function when depicting the hydrological information for the fact that submerged aquifers, watercourses and hot spring can be identified which are natural resources and can be utilized. The information will assist in finding of the quality of sub surface and surface H2O quality. Hydrological Survey The Hydrological study is the chief part of the proposal and is further divided into parts so as to understand easy: 3.1 Groundwater Groundwater hydrology believes steps groundwater flow and silt conveyance. Problems in decoding the saturated zone comprise of categorization of aquifers in footings of flow way, groundwater force per unit area and, by decision groundwater astuteness. ( Peter 2012 ) Determinations here can be made utilizing a piezometer. Groundwater location can besides be found by delving trial Wellss at close intervals and so utilizing these Wellss in similar manner as that of piezometer, the rise of H2O degree in good will order the deepness of land H2O tabular array. 3.2 Infiltration The infiltration of H2O from overflow into the dirt is a important subject. In a figure of state of affairss a dry dirt may non soak up rainfall every bit thirstily as a dirt that is antecedently wet. Permeation can sometimes be calculated by an infiltrometer. ( Peter 2012 ) 3.3 Precipitation and vaporization Precipitation is the word used to specify the rainfall strength in footings of inches or centimetres, it is normally defined in footings of deepness of H2O that can be collected if H2O beads are collected one above the other in a perpendicular chamber besides known as rain gage for a specific period of clip. Precipitation information is really utile when pulling storm hydrograph charts. Vaporization is a important fraction of the H2O rhythm. It is partly affected by moistness. A direct finding of vaporization can be taken by utilizing Symon ‘s vaporization pan. ( Peter 2012 ) Remote feeling Distant detection can supply cherished information about hydrological survey by utilizing land based detectors, airborne detectors and satellite detectors. Information sing catchment country, H2O organic structure, forestation, accidents and bad lucks can be achieved with preciseness and truth utilizing distant feeling techniques. Water Quality Determination The last phase of our survey once the information from preliminary phases are collected and arranged is H2O quality finding survey. In hydrology, surveies of H2O quality concern organic and inorganic compounds, and both dissolved and sediment stuff. Besides, H2O quality is affected by the communicating of dissolved O with organic stuff and a assortment of chemical alterations that may happen. Biological O demand is a tool for finding the quality of H2O, this trial is a simple method which depicts the sum of dissolved O used up by the bacteriums present in H2O. ( David and Charles 1969 ) Work Plan and Schedule of Activities The program of the work is divided based upon the squad members company has. The chief activities of the work are shown below: Land and Topographical Survey Geotechnical Investigation of Site Land Water Table Location Determination Hydrological Survey Hydrogeological Survey Water Quality Investigation The squads are distributed as per the work appellation which includes the responsibilities of the Civil applied scientists, hydrologists, Surveyors, Planners, GIS Specialists, CAD operators, Riggers and Technician staff. Hydrologists may be discerning with judgment H2O supplies for white river and irrigated farms, or intriguing river implosion therapy or dirt have oning off. They will be working in environmental munition, assisting to halt or cut down pollution or place sites for safe clearance of unsafe wastes. Hydrologists may necessitate shovels to computing machines and mass spectrometers, and latest tools are being urbanised every twenty-four hours. Geographic Information Systems ( GIS ) Professionals will work with affiliated systems and plans to bring forth and go on informations and maps that can be shared with physically referenced informations. GIS package has the ability to narrate diverse types of informations such as socioeconomic, demographic, administrative or political boundaries, land usage, land screen, environmental, substructure, and transit webs. GIS Specialists perform the undermentioned undertakings: Generate maps, exposures and graphs, utilizing GIS package and connected cogwheel. Congregate with users to qualify information demands, undertaking demands, required consequences, or to construct up applications. Accomplish Research to place and acquire accessible databases. Collect, analyze, and set together spacial informations from employees and make up one’s mind how most first-class the information can be displayed utilizing GIS. Bring together geographic informations from a diverseness of resources including nose counts, field observation, satellite imagination, aerial exposure, and bing maps. Examine spacial informations for geographic statistics to slot in into certificates and studies. Plan and Schedule of Activities The activities are shown in the signifier of Gantt chart is given below: img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1050458.001.png"/ Premises: The Undertaking starts on January 2014. The Work Calendar is 5 yearss a hebdomad with a work twenty-four hours peers to 8hrs. There are no excess vacations in the Schedule. The utmost conditions conditions are besides non encountered in the undertaking. Budget Allocation 77 Dayss As per the undertaking outline the payment policy is shown below: Civil Engineering undertaking director ( you ) $ 150 per hr Civil Engineer in developing $ 40 per hr Civil Engineer ( PE ) $ 100 per hr Research Scientist $ 60 per hr Survey technician $ 25 per hr CAD and GIS technicians $ 20 per hr Support Staff $ 15 per hr Transportation system costs should be billed at $ 0.40 per stat mi with sensible allowance for hotels, nutrient, and other necessary costs Overhead add 40 % to overall cost The agenda dictates that the undertaking will take no more than 77 on the job yearss if the work is carried out as per the agenda. From the analysis it is observed that an estimation of 85 working yearss can be taken as the undertaking clip. The excess yearss which have been added are merely to counterbalance eventualities found during the undertaking timeline. Now as per 85 yearss the figure of work hours will be about 680 work hours. Thus the Project budget is tabulated below for the reader: Sr. # Appellation Pay per hr ( $ ) Work Hours Required ( hour ) Entire Pay ( $ ) Undertaking Manager 150 680 102000 Undertaking Engineer 100 680 68000 Trainee Engineer 40 680 27200 Research Scientist 60 520 31200 Survey Assistant 25 600 15000 GIS Assistant 20 600 12000 CAD Assistant 20 600 12000 Support Staff 15 550 8250 Transportation system 0.4 / myocardial infarction 600 myocardial infarction 240 Eventuality 40 % 110356 Grand Total 386246 Therefore the undertaking budget is about $ 386,246, the computation is shown above for the reader. Mentions: Brooks, K. N. , Ffolliott, P. F. , A ; Magner, J. A. ( 2012 ) . Hydrology and the Management of Watersheds: Wiley. De Wit, A. ( 1996 ) . Measurement of undertaking success. International diary of undertaking direction, 6 ( 3 ) , 164-170. Eymard, L. ( 1996 ) . Study of the air-sea interactions at the mesoscale: The SEMAPHORE experiment.Annales Geophysicae. Springer-Verlag, 14( 9 ) . Hendricks, S. P. , and David S. White. ( 1991 ) . Physicochemical forms within a hyporheic zone of a northern Michigan river, with remarks on surface H2O forms.Canadian Journal of Fisheries and Aquatic Sciences, 48( 9 ) , 1645-1654. Munns, A. K. B. F. B. ( 1996 ) . The function of undertaking direction in accomplishing undertaking success.International diary of undertaking direction, 14( 2 ) , 81-87. Straker, E. W. I. ( 1969 ) .A Monograph on the Former Ironworks in the Counties of Sussex, Surrey and Kent, Consisting a History of the Industry from the Earliest Times to Its Cessation ; Together with a Topographical Survey of the Existing Remains from Personal Observation: David A ; Charles, . Vorosmarty, C. J. , and Berrien Moore III. ( 1997 ) . Modeling basin-scale hydrology in support of physical clime and planetary biogeochemical surveies: An illustration utilizing the Zambezi River.Surveies in Geophysics, 12.1( 3 ) , 271-311. How to cite Analysis of White River in Southeastern South Dakota, Essay examples

Susan Dellinger Psycho-Geometrics free essay sample

Psycho-Geometrics I love great public speakers. Ive seen some great ones in my life. They captivate the audience, entertain, educate, even make you laugh. The most important part is that they make it look effortless and natural. Susan Dellinger, the speaker for the video, Psycho-Geometrics is one of them. Her presentation was incredibly entertaining, interesting, and funny. But the focal point was definitely Ms. Dellinger herself. The level of excitement in her voice was great, her confidence and knowledge on the subject was pronounced, and she had amazing energy. The only criticism I can really come up with is that she may have been a little too animated at times. The moment she started speaking, you could tell she was really into Psycho-Geometrics. She spoke clearly and enthusiastically. I was intrigued and interested from the first few sentences myself, and I felt like it was because of her level of excitement. We will write a custom essay sample on Susan Dellinger: Psycho-Geometrics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If she presented it in a more educational or professional manner I might not have paid much attention at first. There was not a moment where Ms. Dellinger hesitated, paused, or even contemplated on her subject matter. She knew it all of it by heart, probably even by soul. I didnt question her credibility at all, she spoke with such confidence and conviction it was incredibly impressive. You can just tell, when a speaker is talking, if they have a positive energy about them. Ms. Dellingers energy was through the roof, she was so enthusiastic all you had to do was look at the audiences smiles to see it for yourself. The one small thing I didnt like about the presentation was that she was a little too animated sometimes. She would pronounce words like educated very slowly with a hard D at the end. It was a little off-putting and felt like forced humor. Although the audience seemed to be into it so it might just be me.

Origin Of Species Essays - Charles Darwin, Biological Evolution

Origin Of Species Considered one of the most significant, influential, and controversial publications in history, this book, I felt would be interesting to read and learn from. Although his content in this particular book is the subject of much controversy, Darwin's proffesional contributions and accomplishments will remain well known and respected. Therefore, I selected The Origin of Species believing that it would prove to be a stimulating and challenging reading experience. This famous book discusses in-depth many important aspects of the study of life. Darwin analyzes various issues including: creation, spontaneous generation, adaptaion, laws of organism variation, hybridism, and natural selection, all integral subjects in the science of biology. As I read this book, the magnitude of its importance became clear, and I learned a wealth of scientific information from the text that includes: geological succesion, morphology, and species variation. The convincing arguments and coherent evidence inherent in this great work induced subject retention and serious consideration of the topics that were comprehensively discussed. The theme of the nature of life (most importantly that of man) in The Origin of Species is still a subject of tremendous and continuing debate. Also, this important topic is related to a variety of current science events such as environentally concious efforts across the globe, the philosophy and science of "the survival of the fittest," and the popular studies of creation and evolution. I feel that this book is important to read because it is a publication which brilliantly discusses interesting and significant information, is often reffered to in scientific conversation and study, and defines perhaps the greatest debate of the Western World. Charles Darwin's engaging and pioneering analysis of flora and fauna calls into question the long-held and once widely accepted concepts of divine creation, spontaneous generation, and the unrelatedness of many species. Displaying original reasoning, he distinctly and defiantly challenges many ancient beliefs and makes an argument for Natural Selection: survival and evolution of species in response to environmental conditions and other circumstances through a process in which those creatures and plants with stronger, more-enduring characteristics live to produce more adaptable offspring. It was Darwin's research aboard the H.M.S. Beagle that led to the clash of intellectual titans-religion and science-over the true nature of humankind. This book presents the controversial and intriguing work of Charles Darwin that long ago changed/redefined the scientific view of our World.

Mahar Arar essay

Mahar Arar essay Mahar Arar essay Mahar Arar What happened to Mahar Arar was the result of neglect and a false justification of the greater good. It is a story that shows us the power of fear and a government’s choice to uphold rights in the name of â€Å"freedom†. Hopefully by discussing the events of Mahar Arar’s imprisonment and torture, citizens and governments alike can revaluate the modern media outlets and never again let something like this be excused. Mahar's story begins in September 2002, on a family trip in Tunis, Tunisia. While there mahar gets an email from his employer The Mathworks, a high tech firm based in Boston. The email is for a job in which he would be needed to assess some consulting work for a client. Mahar accepts and leaves his family early. His flight took him through, Tunis to Zurich, to New York, then Montreal. While in New York waiting for his final flight Mahar is pulled over by immigration and taken aside. A federal agent and officer from the NYPD then question him. The questions were very personal and dealing with his relationships, life, and work. Throughout the interrogation Mahar was denied a lawyer for he was not an American citizen. A main interest of the questions was his relationship with Abdullah Almalki; Mahar only said what he knew stating he knew him through Abdullah’s brother. The interrogators pulled out a copy of his rental agreement from 1997. This completely shocked Mahar as he had completely forgotten about this one time occurrence. Using this to validate the rest of the interrogation the questioners continued for hours. Mahar was then brought to prison where he spent several days. During this time he tried to talk to his wife and a lawyer in order to get out the situation. U.S officials then decided to deport Mahar to Syria for torture, his home country. Syria not wanting anything to do with him denied the U.S. So instead the U.S sent him to Jordan for torture. Mahar spent many months in Jordan being tortured. His cell was like a grave denying him any comfort. During this time Mahar was forced to sign documents placing him in Afghanistan as well as proving his close relations with other susp ected terrorist members. After being beaten for nearly 10 months he was soon moved to another prison where he could at least walk around. While here his release was being negotiated thanks to his wife and Canadian officials. Soon was he was released and returned home. Mahar Arar’s story is one that should be told to almost every person who lets societal pressure and media influence cloud their judgment on the issue of the war on terror. Though honourable in its goals to rid the world of terror and oppression who really suffers as casualties of war? That

Understand the essential elements of a valid contract in a business Essay

Understand the essential elements of a valid contract in a business context - Essay Example Some terms are fundamental whilst others are incidental. Fundamental terms are core components of a contract which form the very essence of a contract. In L Schuler AG v Wickman Machine Tool Sales Ltd1 it was held that conditions are the fundamental terms of a contract. They determine the very essence of the contract. The breach of a condition leads to the repudiation of the contract by the aggrieved party. In other words when the conditions are breached, the party that is unsatisfied is free to walk out of the contract because the contract was non-existent in the first place. Aside the core terms of a contract, there are other incidental promises that are meant to make the contract meaningful. In Chanter V Hopkins2 the judge held that â€Å"... a warranty is an express or implied statement of something which the party indicates shall be part of the contract and though part of the contract, yet collateral to the express object of it.† Albert Thomas proposal seeks to provide parking services for cars of individuals that are traveling via the nearby airport and will like to leave their cars. This is a service that creates some kind of contract between Albert Thomas and the customers that will use the parking lot. Thus the contract must have conditions and warranties. Condition: The condition will involve the provision of a space within which customers can park their cars. This parking space is meant to provide safe parking for the cars that will be brought by customers. Although these terms and conditions are important, there is the need to come up with certain important clauses to set the parameters within which Thomas can provide the services without incurring excessive liabilities. Also, these clauses will reduce ambiguity between Mr. Thomas and his customers. They include Penalty Clause, Exclusion Clauses and Exemption Clauses. The Penalty Clauses will identify certain penalties

Assignment 4 Essay Example | Topics and Well Written Essays - 1250 words - 1

Assignment 4 - Essay Example The general taking in conclusion of our drawing activity is that separated from looking into their own particular pictures of pioneers and initiative, learners comprehend that their certain authority speculations have a singular and social segment that others could possibly impart. Taking into account the hypothetical underpinnings of implied initiative hypotheses sketched out, a key conclusion of showing verifiable authority speculations is that understudies see there might be no general substantial truth to what successful or "great" administration is, and that it depends all the more on singular, social, and social developments than on the attributes and practices of the pioneer thusly. Understanding this idea includes to begin with, getting a feeling of ones certain administration hypotheses; second, seeing how and why we discern pioneers in a particular. Amidst the aftermath of the Great Recession and current political gridlock in Washington, the need for seeing how to lead in times of emergency is more excellent than any other time. Heading under Pressure offers accommodating schema and a far reaching audit of research that develops our understanding of compelling emergency administration techniques and strategies. Emergency administration is recognized from the general area of authority. Their meaning of emergency initiative is excessively prohibitive in its concentrate on "the firm" frustrating its requisition to government pioneers who are distressful in need of bits of knowledge. Qualitatively, they recognize an "emergency" from a routine "issue" as a focal contention for why emergency authority is special. Probably, pioneers take care of routine issues, yet emergency pioneers intention emergencies (Hayes & Perry, 2010). The aspect of leading under pressure is evidenced by the cutting loose the dirty dozen case study 3 whereby, Marisa Munson who is

US stock market Indexes Research Paper Example | Topics and Well Written Essays - 1000 words

US stock market Indexes - Research Paper Example The index is used in the context of actual 500 companies having their stocks in it. All the companies are publicly held and trade on NASDAQ, one of the two largest US stock markets. The S&P 500 comes on the second number as the most widely observed index of large-cap US stocks in comparison to the Dow Jones Industrial Average (DJIA), which is the no. 1 large-cap US stock. Otherwise, the S&P leads the US economy as a part of the index of leading indicators (â€Å"Real Time Charts,† 2008). The Dow Jones Industrial Average index was compiled to measure the industrial component of America’s stock markets, which is the oldest continuing U.S. market index. Currently, it consists of 30 of the biggest and vastly held companies in the U.S. The â€Å"industrial† name is no more relevant as many of the 30 modern components are unrelated to heavy industry. To make up the effects of stock splits and other settings, DJIA is currently a scaled average, not the real average of the prices of its component stocks. To generate the value of the index, the total of the component prices is fractioned by a divisor that changes over time (â€Å"Real Time Charts,† 2008). The NASDAQ Composite is a stock market index of all of the common stocks and similar securities like ADRs, tracking stocks, limited partnership interests, listed on the NASDAQ stock market, which means that it has more than 3,000 components. It is renowned as an indicator of the performance of stocks of technology companies and growth companies in the US (â€Å"Real Time Charts,† 2008). On the other hand, a number of index funds and exchange-traded funds follow the performance of the S&P 500 by keeping the same stocks as held by S&P 500 in the same values to reach near its performance level. Such companies that have added their stock to the S&P 500 list may see a rise in their stock price as the managers of the mutual funds have to purchase that companys stock

Effect Of Maitland Mobilisation Health And Social Care Essay

Effect Of Maitland Mobilisation Health And Social Care Essay Patient is a 35 years old golf coach. Patient had a history of going over his ankle on both sides. General health status of the patient is good. Patients activity ranges from a round of18holes of golf and driving range for 60mins a day. Patients activity includes more walking. The main problem of the patient is pain and stiffness in right ankle. Patient had a history of slowly developed pain and stiffness over the last 4months during his full time coaching job. The aggravating factors of his problem were powerful driving range shots for 30mins and walking for 40mins. The easing factors of his problem are rest and heat for 40mins. In the 24hours pattern of pain, patient has stiffness on rising and which gets easier with gentle activity. On palpation there is puffiness to anterior and lateral aspect of right ankle. On examination the resisted dorsiflexion is weak and painful. There is a decreased range of motion of active plantar flexion. In passive plantar flexion pain is produced after resistance. The resisted plantar flexion is weak and painful. Active range of motion of inversion is reduced and painful. During passive inversion pain is felt after resistance. Resisted inversion is weak and painful. Resisted eversion is weak. In accessory movement of talocrural joint, postero-anterior glide is stiff and the pain is produced at the end of range. In the distal tibio-fibular joint, longitudinal cephalad glide is painful before resistance and during postero-anterior glide the patient feels easier. The muscles are weak on both sides of ankle. The right ankle is weaker compared to left ankle. Anterior talo-fibular ligament and calcaneo-fibular ligaments show bilateral laxity. On palpation there is puffiness around the lateral malleolus. Heel raise of the patient is poor, which is 5 on right and 10 on right side. SEVERITY, IRRITABILITY, AND THE NATURE OF PAIN According to Petty (2006) severity and intensity of pain are related together. Severity can be determined by the ability of the patient to maintain the position or movement. Severity is a main factor to determine whether the patient may be able to tolerate overpressure and perform movements up to the first point of pain. According to Hartley (1994) the perception of pain differs from person to person depending on the individuals emotional status and his previous pain experiences. The intensity of pain depends on the number of nociceptors in the site of injury and the surrounding tissues. Intensity of pain can be more in the areas of high innervation than the area of poor innervations. According to Hengeveld Banks (2003) the intensity of pain is subjective and it varies from person to person. In this case the intensity of pain of the patient is 4/10 of visual analogue scale. The patient can play a round of18holes of golf a day and practices on the driving range for 60mins a day. He also walks for a long distance. In spite of pain the patient was able to perform his activity. So the patients severity of pain may be low to moderate. Hengeveld Banks (2003) says that irritability depends on activity causing the pain, the intensity of the activity and the time taken for the pain to subside after the activity is stopped by the patient. According to Petty (2006) irritability can be determined by the time taken for pain symptoms to ease. The symptom is said to be irritable, when the symptom persist after the activity producing pain is stopped. If the symptoms are irritable the patient will not be able to tolerate movements for longer durations. The symptoms may even get worse with activity. So the testing movements should be done with caution. In this case the aggravating factors are powerful driving rage shots for 30mins and walking for 90mins. Similarly the easing factors are rest and heat for 40mins. So the irritability of patient may be moderate to high. However according to Hartley (1995) aching pain is related to the structures like deep ligament, deep muscles, tendon sheath, chronic bursa, compact fascia. Further Magee (2008) argues that, when pain is caused by an activity and eases with rest indicates that there is a mechanical problem which is related to movements. Occasional pain may indicate that there is a mechanical involvement and it is related to movement and mechanical stress. In this case the pain is intermittent and deep in nature. The patient has pain after activity and the pain resolves with rest. So the pain may be mechanical, intermittent and deep in nature MANUAL THERAPY TREATMENT In this case, the main problem of the patient is stiffness rather than pain, in the right ankle. Maitlands grade4 mobilisation with postero-anterior glide of talus on ankle mortise can be given to improve range of motion of plantar flexion. The glide can be given in grade 4, because it is stable and controlled compared to grade3 (Hengeveid Banks, 2003). Here the ankle mortise is a concave surface and the dome of talus is convex. When ankle mortise is fixed and talus is moved, plantar flexion occurs by concave-convex rule. (http://www.pt.ntu.edu.tw/hmchai/Kinesiology/KINmotion/JointStructionAndFunciton.htm, Date accessed: 13/12/2009) However before treatment the important factors that should be taken into account are patients objective marker of pain, loss of range of motion and movements causing pain and these factors should be evaluated after treatment sessions. In Maitlands technique, there is no standard duration for the treatment, but the duration of the treatment should not be more than 2minutes. The duration of the treatment can be altered based on the severity, irritability and nature of the symptoms of the patient. Since the irritability of the patient is moderate to high, the initial treatment can be given for the duration of 30 seconds, with one or two repetitions to avoid exacerbation of the symptoms. After observing the objective marker, duration of the treatment can be progressed to 1 to 2mins and the repetitions can be progressed gradually. The patient can be positioned in prone lying with knee in 90 degree flexion. The starting position of the therapist can be standing by the side of patients righ t knee to have close contact with the treatment area. To give proper support to the shin, the left knee is placed on the couch. The therapist can perform the postero-anterior glide by holding the posterior surface of the calcaneus in his right hand with his thumb, fingers fanning around the calcaneus and his left hand held in supination, with his heel placed against the tibial anterior surface and the therapists fingers are proximally pointed. These positions can be followed to stabilise the part. The force can be applied by movement of the forearms opposing each other. The movement of the therapists forearms produce postero-anterior glide (Hengeveld Banks, 2003). Even though, there are literatures supporting the effectiveness of joint mobilisations, there is not enough controlled studies to prove that joint mobilisation can restore the normal range of motion and functions of hypomobile joint effectively (Farrel, J.P Jenson, G.A. 1992) EFFECT OF MAITLAND MOBILISATION Maitlands technique, are based on restoring arthrokinematic movements. Generally arthrokinematic motion of the joint can be restricted by the ligaments, capsules of the joint and periarticular fascia. The elastic properties of these connective tissues are based on the arrangement of the collagen bundles. In ligaments and tendons, the collagen bundles are arranged parallel to each other with elastic bundles in between them. When the connective tissue structures are unloaded, the collagen bundles show a crimp formation in their structure. This crimp results in production of slag in the connective tissue structure. During the phase of loading, slag is stretched first, followed by the stretching of main bundles. In contrast the fascia and aponeurosis have multilayer collagen bundles but have less crimping and slack compared to ligaments. Initially when the load is applied, structures with less slack are first subjected to stress, followed by the other bundles. The bundles of the fascia w hich have least slag will first resist the tensile stress. If the stress is increased then the ligaments which have more slag will resist the tensile load. After further deformation, the other bundles will act to resist the stress. To obtain elongation of the connective tissue on the whole, all the bundles should be subjected to required stress. This principle can be explained with the help of stress strain curve. In this graph, x-axis represents the stress and y-axis represents the corresponding strain produced by the load. The curve shows a slope, which indicates the connective tissue resistance to a load. The collagen bundles which are still slag, represent the toe region. The curve also represents the physiological loading range, which is then followed by the stage of microscopic failure. If the stress still increases the curve will proceed to the stage of macroscopic failure and may even result in the rupture of the connective tissue. Based on this concept Maitlands grade 4 technique aims to produce permanent elongation (plastic deformation) of the tissue by inducing low level of micro-failure in the connective tissues, there by increases the range of motion (Therkeld, 1992). There is no enough evidence to prove that Maitlands mobilisation can be done in full weight bearing and functional position. Its reliability is based on the clinicians treatment experience and patients reaction to the treatment (Farrel, J.P Jenson, G.A. 1992) SECONDARY TREATMENT The other problems of the patient are poor heel raising due to the weakness in the muscles of ankle joint and pain. In this case Maitlands grade1 mobilisation can be given to reduce pain by pain gate mechanism. As the patient is a golf coach, he needs good heel rising and strong ankle muscles for good performance in the game and to prevent further injury to ankle joint. Strengthening exercises to the muscles of plantarflexion, dorsiflexion, inversion and eversion can be taught to the patient to correct the muscular imbalance of the patient. Then the heel raising should be encouraged gradually and can be progressed if there is no pain. Balance training with the help of wobble board can be taught to the patient. The final phase of treatment is functional training. The patient can be trained to gradually increase the intensity and the duration of drive shots in the game. Walking can be encouraged in a stable surface. CONCLUSION Additional to manual therapy the effective means of rehabilitation of sports injuries should consist of soft tissue massage, electrotherapeutic modalities, proprioceptive neuromuscular facilitation, strengthening exercises, co-ordination training, endurance, flexibility, improving stability and educating the patient about the injury mechanism and methods of prevention (Farrel, J.P Jenson, G.A. 1992). Sports therapist should mainly concentrate on prevention of the injury rather treating when the injury has occurred.

How do to Frames on Web Sites :: Essays Papers

How do to Frames on Web Sites Dividing a web page into frames is quite simple. Frames organize web pages by dividing them into rows or columns. The basic concept of frames is that each frame is a regular, complete html document. That means more than on one page is viewed in one single screen. This allows the viewers to stay one page other than having to keep on going to new pages. If a person wanted to divide a page into 2 side by side frames, he/she should put one complete html document in the left frame and another complete html document in the right frame. In order to make this happen, making an additional html document is needed. This third html document contains the *FRAME* tags that specify what goes where. That is actually its only function. The two tags used are the *FRAMESET* and the *FRAME* tags. A *FRAMESET* tag is a container tag, and a *FRAME* tag is not. For those who don't know what that means, a container tag has an opening *TAG* and a closing */TAG*. The *FRAME* tag specifies the html documents and whether the frame should have a border or a scrollbar for each html document. The *FRAMESET* tag does all the dividing. It specifies a few things regarding how to divide them up. (Note: If using web page providers such as angelfire and geocities, make sure the page that the frames code is going on is set for advanced html.) The most popular way frames are organized is by using two columns. One is simply being used for the menu of the web site, and the other being used as the main page to view a specific page within the web site. The examples used will include how to create frames showing the division of the page into two columns and also showing the division of the page into two rows. First of all, name the three html documents index.html, the page used for dividing it into frames; side1.html, the left column of the page used for the menu; and main.html, the page for viewing a specific page within the web site. Make sure the following html code is used in the index.html page: *FRAMESET cols="100,*†* *FRAME src=†side1.html†* *FRAME src=†main.html†* */FRAMESET*. The * simply means the space that is left over on the web page.

Influences of Visual Media Paper Essay

There are many forms of visual entertainment readily accessible to us; it has become the primary source of entertainment. Visual entertainment only has not helped shape American culture but also its values. Visual entertainment comes in many forms; whether it is reading a newspaper, magazines, or just watching television. Visual media has many numerous advantages as well as some disadvantages. Advisements are used to target individuals that find their product appealing. This compels viewers to buy the latest technology gadget or to wear the latest fashion clothes. Media has also changed the way we communicate and this has improved our culture in many ways. For example, in the recent years it has been possible to connect on real time with someone across the world through a computer. Now we are able to connect with people through a simple device like the IPhone 4S. The IPhone 4S lets a person talk through face time and allows them to see each other. Visual media has also made a huge impact on young children and teenagers. With all the new artists coming out changing the music and media culture the younger generation is looking up to them more each day. The younger generations view these artists as role models and want to be exactly like them. The music industry has changed media forever. Artists have introduced us to many different cultures and their music as well. Artist like Lady gaga have paved the road for young adults not to be afraid to speak up or reach high for their dreams. Beyoncà © has also paved the road for woman all over the world to feel empowered by their femininity and stand strong. Centuries ago women could not freely express themselves the way they do now. In addition, this has helped shaped a new lifestyle for many of us. The media provides full coverage of the lavish life styles of the many celebrities we have in this generation. People have lost the value of simple things in life and try grasp for the lavish life. In Addition, visual media also informs us of the news around the world. The news teaches us about the different cultures and that has impacted our culture tremendously. Visual media  continues to change every day; there is always something new and updated coming out. Visual entertainment has had many positive and negative social influences. One way that visual media influenced our culture in a negative way is by blind imitation. The media portrays an image for the viewers on how a rich and glamorous life is the way to live. Several people are so blinded by this that they try their best to live lavishing lives without having means to. For example, Heidi Montag is a celebrity who became popular after completing her first real life show called Laguna Hills. She became caught up in glamorous life that she eventually wanted more fame. She then decided she wanted to look like Barbie and had 10 plastic surgeries in just one day! Fox news wrote an article about Heidi Montag and what appeared to be her addiction to plastic surgery. In an Internet video, Fox News (2010) states that â€Å"When reality TV show star Heidi Montag announced last week that she had undergone 10 plastic surgeries, all in one day, the news was met with some (naturally) raised eyebrows. But she’s not alone in her obsession to look perfect by enduring multiple cosmetic enhancements, a phenomenon that has the makings of an addiction, or at least a binge behavior, experts say.† The media often sends messages to their viewers that skinny, resembling a celebrity, and living a luxurious lifestyle is the way to live. The media also promotes unhealthy lifestyles such changing you’re eating habits to become thinner. Another negative social influence caused by social media is media addiction. Several people become addicted to visual media. Many people are now glued to their television, reading celebrity gossip, or just surfing for hours. This influences especially teenagers who might come across information that they are not able to understand in that age. Visual media also overwhelms its viewers with information that might now possibly be truthful. Not too many people spend the necessary time to find out if that information is authentic. This is how many of us become influence by visual media. We believe everything that is shown on television or put on the Internet. However, visual media does have its positive social influences. Mass media can help you reach many people across the world. We are now able to face time chat online with a family member in New York while  you are in California. Visual media keeps us informed of global news as well as local news. Visual media has also made it possible for some individuals to work from home. For example, people that work from home are now able to have conference face time calls online. Visual media has also made it possible for people like me to go to school online and obtain a degree. In conclusion, visual media reflects and influences social behavior and attitudes. People become influenced by what the media’s message is and it influences their behavior and attitudes. Visual media sometimes influence violence as well as kindness. We see on television many tragic stories that broadcast uncensored for the viewers to see. However, the media also broadcasts the help people volunteer when there is a tragedy. The media influences people behaviors and attitudes by portraying different images. For example, if you are watching a love story on television you will automatically think that people do act like that in real life. Whether it is Twilight or True blood the media gathers people watching these series and that influences people’s behaviors at that moment. Visual media has helped us understand the various cultures as well as religions around the world. This helps us understand and respect others, we are all not the same, but we are equal. Reference Fox News (2010). Heidi Montag’s Plastic Surgery: Obsession or Addiction? [Video file]. Retrieved from http://www.foxnews.com/story/0,2933,583626,00.html

genetics and the pros and cons essays

genetics and the pros and cons essays Genetic Engineering: Correcting the Code Often there is a sudden breakthrough in a field of sciences, a key moment, an experiment, an event that changes people's lives all over the world. In September of 1990, the first genetic treatment of a human being with an inherited illness was they key moment or event for genetics. They injection of a genetically altered white blood cells into the child's body was little more than a transfusion. The child sat on a bed, an intravenous tube was hooked to her arm and her own white blood cells were infused into her circulation. Yet those white blood cells were like no other cells in history. They had been genetically engineered (Thompson 9). This girl isn't alone in beating the odds. Genetic engineering has grown and become more common. People with diseases, infertile men, and farmers especially should recognize the many benefits from genetic engineering. They could end up with a cure a lot faster and find easier ways of getting treatment to healthier foods. From this kind of example, genetic engineering should be a known and accepted practice. It is a safe way to create good quality foods, create new lives, and cure diseases. In May of 1994, the Food and Drug Administration approved a genetically engineered tomato called Flavr Savr. Many people cringe at the thought of eating them. These tomatoes, though, are proven better and healthier even though they are slow ripening. The idea of altering a plant's traits seems radical and new, but scientists have been doing it for years by breeding desired qualities into crops (Henkel 10). Subsequently, seven vegetables were brought to market under the Pre-Market Notification, PostMarket Authority approach that will govern the introduction of the new Some exceptions are made when a gene from a potentially allergenic food , like peanuts, is transferred into another food, o...

The Great Gatsby - symolism

The Great Gatsby - symolism There is much color symbolism in this novel, but there are two main colors that stand out more than the others. The colors green and white influence the story greatly. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the story. White represents the stereotypical faÂÆ'Â §ade that every character is hiding behind.The color green, as it is used in the novel, symbolizes different choices the character, Gatsby, can make during his life. The green element in this novel is taken from the green light at the end of the dock near Daisy's house. The color itself represents serenity, as in everything is perfect. This warns Gatsby that he should not pursue his dream for getting Daisy back, because his chance has passed and everything is as it should be. This is shown with Nick's insight, "...His dream must have seemed so close that he could hardly fail to grasp it.The Great Gatsby (1974 film)He did not know that it was already behind him... (Pg.189)"Another sy mbolization of the color green, which contradicts the first, is the meaning "go." As in a traffic light signal, most people associate green with the word and action "go." This can be interpreted as meaning Gatsby should go for his dream without hesitation. It implies that Gatsby and Daisy are meant to be together and nothing should stop Gatsby from his destined happiness and love with Daisy. It inspires hope for Gatsby that he is on the right path, heading towards the best years of his life. He believes that things will soon be as they once were, only better. ""I'm going to fix everything just the way they were before," he said nodding determinedly. "She'll see."(Pg. 117.)"The last symbolization the color green has in this novel is an urge to strive...

Essay Man for all Seasons by Robert Bolt Example | Topics and Well Written Essays - 750 words

Man for all Seasons by Robert Bolt - Essay Example Bolt says in his Preface, e is harder to find than a unicorn...but I thought I heard once or twice, a rueful note of recognition.(xviii & xix). In the steward, the boatman and the jailer, all these contradictory elements are portrayed. All demonstrate the virtue of working hard for a living. Matthew faithfully serves More until he can no longer pay him the wages he is accustomed to, and can perceive the differences between a good person and one of little integrity, as he shows contempt for Rich. The boatman, though moaning about running costs and family commitments, seems to know his business and does his job well. The overly-cautious jailer says of his occupation, t's a job like any other job.(Act 2 p. 75). There are actually indications of some loyalty, which could be construed as worldly wisdom and shrewdness, but whatever the motivation, they exist. Matthew gives Cromwell and Chapuys useless information, hat I can tell them is common knowledge!..everyone wants value for his money.(Act 1 p. 25). The boatman stays to serve More, despite recognizing the power of Cromwell, he coming man. while the jailer refuses the fifty guinea bribe, I want no part of it. They can sort it out between them. I feel my deafness com ing on.(Act 2 p. 80). Matthew feels guilt when refusing to stay with a poorer More, but resentment flares because of how he perceives the world, believing More is tricking him when he expresses affection and says he will miss him. "Miss me What's in me for him to miss...I nearly fell for it. (Act 2 p. 57). It is not his nature to understand More's affection, considering he only wants a cheaper servant. So greed and expediency are presented, along with 'looking out for Number One.' Further proof of this is shown when he goes to work for Rich, h, I can manage this one. He's just my size!(Act 2 p 62), suggesting he sees similarities in their characters, things he does not respect, but accepting that is the way in his world. With the boatman, though willing to serve More, seeming to like and respect him, his own needs are paramount, expect you'll make it worth my while, sir.(Act 1, p. 14). The same attention to the self is expressed by the jailer when he orders More's family to leave on the dot of seven, des pite knowing this is their last moment together. 'm a plain simple man and just want to keep out of trouble.Act 2 p. 88). All three are motivated by serving their own needs, keeping themselves safe no matter what. They all lack moral courage to stand up for someone or something they respect and know to be worth supporting. These elements which exist in the Common Man in all his guises are present in every person. The 16th Century is declared at the outset as the 'century of the Common Man, but Bolt wanted to show the audience that this character is timeless. He is not necessarily bad or wicked, but like everyone, has virtues and vices, and is swayed by circumstances encountered in life. There is no doubt that he recognizes an intrinsically good person, but has not the courage or conviction to be associated with

International Perspective in Organisation Coursework

International Perspective in Organisation - Coursework Example Global justice has been regarded as an issue that has attracted concern among global justice scholars. One of the key concerns about this issue is the fair distribution of global resources and the role of global institutional order in light of global poverty. Corporations should be seen as agents of global justice and (David Held, 2002).A number of questions can be asked about this topic, have organization been successful in the promotion of global justice? What efforts are put by corporations to promote global justice? Some scholars regard corporations as secondary agents of justice in powerful states and can also act as the primary agents for states that are weak or that have failed. However, other scholars present different arguments about the issue of global justice with respect with corporations. Corporations and their business enterprises can bring benefits or can harm the BoP in different direct and indirect ways. For example, corporations bring direct and positive effects on the economies on nations that are developing by the transfer of both managerial and technical skills and knowledge ( Blake 2012). The Rawlsian theory also presents a different perspective on the role of corporations in the promotion of global justice called the dualism theory. This theory advocates for a social cooperation in which major institutions emerge into one system and the equality in the assignment of fundamental rights and duties. Firms can also contribute positively through the use of technology and also advancement of business infrastructure(Rugman and Doh 2008).Firms and corporations can also cause negative impacts on the BoP,for example this can happen directly when the members of the BoP are harmed by the corporation’s products or labour conditions.Indrect harm can occur when the operations and processes of a corporation cause harmful effects on the external environment such as air pollution, water table drainage or the

Face of Racial Profiling Research Paper Example | Topics and Well Written Essays - 1250 words

Face of Racial Profiling - Research Paper Example The horrific terrorist attacks of September 11, 2001 left an ineradicable mental image in the minds of people worldwide and changed many aspects of life in America not the least of which is the moral, ethical and legal debate regarding the concept of profiling based on a person’s race or country of origin.   The government and various agencies such as the transportation industry, as a response to possible future terrorist attacks, has led an anti-terrorism campaign focused on identifying people of Arab descent extending even to people of the Muslin faith and those who appear to be of   Middle Eastern origin.   Undoubtedly, if profiling in the name of terrorism has not been proved effective, the profiling of black citizens in the name of ‘getting tough on crime’ is not effective as well and causes more harm, ultimately, than whatever good may come of it.   â€Å"Racial profiling in any manifestation is a flawed law enforcement tactic that is in direct conf lict with constitutional values† (MacDonald, 2001).   There is no conclusive evidence that proves either way if the profiling of suspected terrorists which includes the factor of ethnicity or race is effective in safeguarding U.S. citizens.   What is known is that the majority of U.S. residents, legal or not, of every racial group are not involved in terrorist activities and were alarmed by the September 11 attacks.   Consequently, harassing, detaining or intruding on the liberty and privacy of individuals haven’t caused any reason to justify such an intrusion.... Undoubtedly, if profiling in the name of terrorism has not been proved effective, the profiling of black citizens in the name of ‘getting tough on crime’ is not effective as well and causes more harm, ultimately, than whatever good may come of it. â€Å"Racial profiling in any manifestation is a flawed law enforcement tactic that is in direct conflict with constitutional values† (MacDonald, 2001). There is no conclusive evidence that proves either way if the profiling of suspected terrorists which includes the factor of ethnicity or race is effective in safeguarding U.S. citizens. What is known is that the majority of U.S. residents, legal or not, of every racial group are not involved in terrorist activities and were alarmed by the September 11 attacks. Consequently, harassing, detaining or intruding on the liberty and privacy of individuals who are of a certain ethnic group will undoubtedly cause a certain amount of personal detriment to countless numbers of peo ple who haven’t caused any reason to justify such an intrusion. The reality of the situation will not totally convince those persons who argue that profiling is effective and helps keep the public safe. Unlike illegal drug trafficking which involves large numbers of U.S. citizens of all ethnicities, there is every reason to assume that very few people in the U.S. are not engaged in terrorist activities or are planning attacks. Hence, â€Å"any criteria police use to identify or ‘profile’ terrorists, whether or not those criteria rely on suspect classifications such as race, ethnicity, or national origin, will yield many more false positives than they will disclose

Reality of Teaching and Learning Pronunciation Essay Example for Free

Reality of Teaching and Learning Pronunciation Essay Rationale of the study Nowadays, with the rapid pace of integration and globalization, English becomes a golden key to open the door of many fields such as commerce, communication, science and technology throughout the world. Therefore, to meet the demand of the society, it is very necessary to teach English in schools at all levels. And the highest target is to get well in communication. If one wants to get successful in communication, he must be good at pronunciation: â€Å"a threshold level of pronunciation in English such that if a given non-native speakers pronunciation falls below this level, he or she will not be able to communicate orally no matter how good his or her control of English grammar and vocabulary might be† (Celce-Murcia, 1987:5). In the field of language teaching, the role of pronunciation has varied widely from having virtually no role in the grammar-translation method to being the central focus in the audio-lingual method where emphasis is on the traditional notions of pronunciation, minimal pairs, drills and short conversations. The growing emphasis on communicative approaches for the teaching of English has placed higher demands for correct pronunciation. Despite this fact, at the upper-secondary school level in Vietnam, in language teaching and learning, compared with vocabulary, grammar and language skills, pronunciation has so far been paid less attention to. In the official textbooks used for teaching English at high school level, there are a few exercises for pronunciation practice. To make the matter worse, all important English exams at schools as well as the entrance exam to universities are always in written form so most teachers as well as students have little motivation to teach and to learn pronunciation. As a result, students are often shy and unconfident to speak in English. And that is the reason why the effectiveness of teaching pronunciation still remains one of the most widely problematic subjects in the field of language teaching. Coping with this pressing fact, as a language teacher teaching English at Quynh Coi high school (QCHS), the author always thinks of some burning questions: in language teaching and learning, what is the present situation of teaching and learning pronunciation at high school level in QCHS? What are the problems teachers and students face in teaching and learning pronunciation? How to find suitab le methods to teach pronunciation? What should teachers do to teach pronunciation effectively? How should teachers make students become interested in learning pronunciation? The answers to these questions will help language teachers improve their students’ pronunciation as well as help them make progress in effective communication. For the above reasons, the author decides to carry out the study entitled: â€Å"The reality of teaching and learning pronunciation at Quynh Coi high school: problems and solutions†. 1. 2 Aims of the study The main purpose of this study is to discover the reality of teaching and learning pronunciation at Quynh Coi high school, especially to find out problems that teachers and students often have in pronunciation lessons. The writer also hopes to make some feasible solutions that can help the English teachers overcome those problems and improve students’ pronunciation. 1. 3 Research questions The above aims of the study can be realized by answering the following research questions: (1) What is the present situation of teaching and learning pronunciation at QCHS? (2) Which problems do the teachers and students at QCHS face in pronunciation lessons? (3) What teaching techniques can be used to improve teaching pronunciation for students at QCHS? 1. 4 Scope of the study As a case study, this study focuses on the reality of teaching and learning two aspects of English pronunciation: stress and intonation for the 12th form students at Quynh Coi high school. The subjects of the study are 12th form students those are familiar with learning pronunciation for two years at high school. Moreover, stress and intonation are two major aspects of pronunciation introduced in the official textbook used by the 12th form students. Other characteristics of English pronunciation would not be deeply investigated in this research. . 5 Methods of the study In order to fulfill the tasks mentioned above, both qualitative and quantitative methods are selected for this case study, involving the following instruments: survey questionnaires, classroom observations and interviews. Firstly, the survey questionnaires were delivered to both teachers and students to investigate the reality of teaching and learning pronunciation at QCHS. Then, some classroom observations and interv iews with some English teachers have been also conducted to get supplementary information. Finally, the results obtained from questionnaires, observations and interviews have been discussed and analyzed to with a hope for providing language teacher with some feasible teaching techniques to work successfully with their students. 1. 6 Significance of the study This study hopes to make contribution to teaching pronunciation at high school level in Vietnam and the result of the study is considered to be useful for teachers and students at school. Thus, this study will be an interesting reference material for any high school language teachers in Vietnam, especially for those who are in favor of improving their students pronunciation. This research will help teachers and students identify their problems in teaching and learning pronunciation and self- improve their pronunciation. 1. 7 Design of the study This thesis consists of six main chapters: Chapter one is the INTRODUCTION including the rationales, the aims, the scope, the research questions, the methods, and the design of the research. In the book â€Å"Pronunciation† published in 1994, Christiane Dalton and Barbara Seidlhofer (1994:3) consider pronunciation â€Å"as the production of significant sound†. They look at the word in two senses. First, it is used as part of a code of a particular language. That is the reason why English sounds are distinguished from sounds of other languages. In this sense, pronunciation can be told as the production and reception of sounds of speech. Second, sound is used to achieve meaning in contexts of use. Here the code combines with other factors to make communication possible. In this sense pronunciation is referred with reference to acts of speaking. In the scope of this study, the concept of pronunciation can be described as â€Å"a way of speaking a word, especially a way that is accepted or generally understood† (American Heritage Dictionary, 1992) or â€Å"may be said to conclude the sounds of the language or phonology; stress and rhythm; intonation; combination sounds; linkage of sound† (Ur, 1996). 2. 2 Features of pronunciation Gerald Kelly (2000) points out main features of pronunciation including phonemes and suprasegmental features, in which consonants and vowels belong to phonemes, intonation and stress are two main parts of suprasegmental. Phonemes are units of sound, they are known as segments. Suprasegmental features are features of speech which apply to groups of segments, or phonemes. The features which are important in English are stress, intonation, and how sounds change in connected speech. The following diagram shows a breakdown of the main features of pronunciation: Features of pronunciation (Kelly, 2000:1) As seen from the diagram, pronunciation is a broad subject with the boundaries of various items such as consonants, vowels, stress, and intonation. This study is intended to focus on two major features of pronunciation: intonation and stress are deeply investigated. According to Quirk R. and Greenbaun S. (1973:450), stress is the prominence with one part of a word or of a longer utterance is distinguished from other parts. This can be understood like this: when an English word consists of more than one syllable, one of these syllables is made to stand out more than the others. This is done by saying the syllable louder. For instance, in such words as â€Å"English†, â€Å"teacher†, and â€Å"student† the first syllables are stressed. Intonation is an important part that most teachers have to deal with when teaching connected speech, it refers to the way the voice â€Å"goes up and down in pitch† (Kelly, 2000: 86) when we are speaking. It plays a vital role in helping people express their opinions, and understanding thought of others. In short, the word â€Å"pronunciation† is like a big umbrella covering various sub-items as consonants, vowels, intonations, stress, etc. With such big boundaries of items, language teachers and learners have to think of how to master these key aspects, especially stress and intonation, to be successful in teaching and learning pronunciation. 2. 3 Teaching pronunciation 2. 3. 1 The importance of teaching/ learning pronunciation and a â€Å"paradox† 2. 3. 1. 1 The importance of teaching and learning pronunciation Pronunciation is as important as any other aspects of language like syntax and vocabulary. Some people may argue that speech is obviously much more significant than pronunciation. However, speech cannot exist without pronunciation. Correct pronunciation, in fact, is considered to be a prerequisite to develop the speaking skill. That is why teaching pronunciation should occupy an important place in the study of any language. According to Gerald Kelly (2000), pronunciation â€Å"involves far more than individual sounds† including word stress, sentence stress, intonation, and word linking. All of these influence the sound of spoken English. Sound is the core of the language. When teaching a language, the first and foremost thing teachers should do is to let learners have chances to expose themselves to the sounds of that language. That is the reason why more and more teachers pay much attention to teaching pronunciation to their students. Considering the importance of communication in general and pronunciation in particular, Gerald Kelly confirms â€Å"a learner who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. A consideration of learners’ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the class† (2000:11). Sharing the same ideas with Kelly, Martin Hewings (2004:10) adds â€Å"difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them. † The inaccurate use of suprasegmetal elements, such as tress or intonation, can also cause problems. Errors in pronunciation can lead to a problem of reception, or comprehension of the meaning or function of an utterance, even worse, they can affect the perceived tone or mood of an utterance. Moreover, it is obvious that good pronunciation serves as a strong motivation for language learners. Most language learners show considerable enthusiasm for pronunciation as they consider it as a good way to show that they are competent in the language. Once they have obtained adequate pronunciation competence, they gradually build up strong confidence for themselves and are ready to learn new things without hesitation. 2. 3. 1. 2 A â€Å"paradox† As the matter of fact, the role of pronunciation in English learning process could not be negated. Regrettably, teaching and learning pronunciation has not received appropriate attention as expected and Gerald Kelly call this fact a name â€Å"a paradox† (Kelly, 2000: 1). It tends to suffer from being neglected. This may not be teachers’ lack of interest or motivation in pronunciation. The main reason comes from their teaching experience and confidence, â€Å"feeling of doubt as to hoe to teach† (Kelly, 2000:13). In spite of the fact that both teacher and students are keen on pronunciation, they often take grammar or vocabulary precedence over pronunciation for granted. If it is not neglected, â€Å"it tends to be reactive to a particular problem that has arisen in the classroom rather than being strategically planned† (Kelly, 2000:13). This is the most popular problem is pronunciation lessons. Teachers only deal with pronunciation when it comes to be problematic. There is no lesson plan, no strategy in teaching and learning pronunciation. Most teachers often prepare lesson plan for teaching grammar, vocabulary, but pronunciation. Yet pronunciation work can, and should, be planned for, too. Teachers should regard features of pronunciation as integral to language analysis and lesson planning. This paradox arises from both the nature of pronunciation itself, from the teaching staff as well as from the learners themselves. However, to deal with this problem, as language teachers, teachers need to have a good grounding in theoretical knowledge. Furthermore, in order to teach pronunciation successfully, teachers should be practically skilled in classrooms, and they need to have good ideas, approaches, techniques, as well as classroom activities. 2. 3. 2 Teachers’ roles in teaching pronunciation Mastering a foreign language pronunciation is not something impossible as far as the student and the teacher participate together in the total learning process. Thus, to succeed in a pronunciation program, the teacher plays an essential role. Kenworthy (1987), Nguyen Bang and Nguyen Ba Ngoc (2001), and Hoang Van Van, et al. (2006) shared the similar ideas about teachers’ roles in the teaching and learning pronunciation process, in which, teachers are responsible for: †¢Helping learners to hear: The teacher has a mission to provide appropriate input of the target sounds for learners to hear. Teacher needs to check that their students are hearing sounds according to the appropriate categories and help them develop new categories if necessary. †¢Helping learners to make sounds: It is true that some English sounds do not exist in the learners’ mother tongue. Some learners may be able to imitate the target sounds if they are provided models. However, for those who lack such an ability, it is teachers’ duty to explain the way those difficult sounds are made and provide aids to help learners produce correct sounds. †¢Providing feedback: Students need to be told where they are standing, how much they have gained and what they need to improve because sometimes, students themselves can not know whether they are making mistakes or not. The teacher must provide them with feedbacks on their performance. †¢Pointing out what is going on: In many cases, learners fail to realize what and how they are speaking, as speaking is for most parts unconsciously controlled, learners may sometimes make mistakes in the way they produce a particular sequence of sounds, or put stress in an incorrect place, leading to misunderstanding. It is the teachers’ role to specify the area that learners have to pay attention to so as not to cause miscomprehension. †¢Establishing priorities: Native-like pronunciation is not easy to achieve. Therefore, learners need a guide to tell them about what aspects they should master, what aspects they not need to be â€Å"perfect†. Inevitably, when learning a foreign language, it is dealt if learners master every aspect of it. However, as this is somehow unrealistic, learners should learn to satisfy at an accepted level of those aspects which are not vital. The level at which learners can feel satisfied at depends on different situations for different individuals. †¢Devising activities: It is not easy for teachers to cover all activities in a limited time. Thus, teachers need to identify what exercises will be suitable for their learners, what activities would bring them the best effect. In devising them, however, it should be accepted that certain activities are more suitable to some students than others. †¢Assessing progress: An important role of teacher is to assess progress. Learners need to know at what level they are in pronunciation. Tests allocated at appropriate times will serve as a strong motivation for students. When they look at their marks, they have a clear sense of how much they have gained. Judging learners’ pronunciation performance is very complicated. However, this should be done accordingly. 2. 3. 3. Approaches, techniques and activities in teaching pronunciation 2. 3. 3. 1 Approaches in teaching pronunciation In the book â€Å"Teaching pronunciation† (Celce-Murcia M. , et al. 1996: 2), the authors point out two general approaches to the teaching of pronunciation in the modern time, namely intuitive-imitative approach and analytic-linguistic approach. An intuitive-imitative approach depends on â€Å"the learners’ ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information†. This means the teaching of pronunciation depends largely on the teacher’s turning on and rewinding a cassette player (or another instrument), and the main activities in the class are listening and repeating. In this approach, the teacher has no responsibility to explain how sounds are formed or produced and the learners do their main task of listening and imitating, and it is expected that learners will gradually gain pronunciation competence. Meanwhile, an analytic-linguistic approach â€Å"utilizes information and tools such as a phonetic alphabet, articulator descriptions, charts of the vocal apparatus and other aids to supplement listening, imitation, and production† (Celce-Murcia M. , et al. , 1996: 2). In this approach, learners are given explanation as well as training on how to form particular sounds of the target language. Between these two approaches, there is no scale on whether which one is better. Choosing to apply which approach into teaching pronunciation depends on teachers themselves and the level of learners. To do well with these two approaches, it is a need for both teachers and learners to fulfill knowledge of articulator system such as consonants, vowels, stress, and intonation, etc. In this study, the author considers the use of both approaches to gain best effect in teaching and learning pronunciation. 2. 3. 3. 2 Techniques and activities Pronunciation is never an end in itself, thus to receive expected result in teaching and learning pronunciation, teachers have made use of a great deal of techniques. It may be taught in isolation or in combination with language skills of speaking, listening, reading or writing. Supported by Kelly (2000:16); and Celce, et al (1996:8), some common techniques are: †¢Drilling: One of the main ways in which pronunciation is practiced in the classroom is through drilling. In its most basic form, drilling simply involves the teacher saying a word or a structure, and getting class to repeat it. †¢Listen and imitate† The pronunciation of the target language is provided by the teacher or tape recorders, language labs, etc. students are to listen to a sequence of sounds or sentences and repeat it. †¢Chaining: This can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds The above mentioned techniques are nearly similar; they usually take two forms, which are either all-class or individual. These two forms are actually the two phase of the same techniques. Normally, at first, the whole class repeats after certain sound and phrases. After a certain amount of class-drilling, individual students take turns and pronounce those items themselves. †¢Phonetic chaining: This technique makes use of articulator descriptions, articulator diagrams and a phonetic alphabet. Learners are provided with basic theoretical knowledge about how sounds are formed. They are also aided by the teacher to make genuine sound production. †¢Minimal pair drills: These relate to words which differ from each other only one phoneme. Normally, students are allowed to listen to the tape and distinguish between the two sounds. This type of activities is particularly useful to teach sounds which causes difficulties for learners or sounds that are mismatched. †¢Contextualized minimal pair: In this technique, the teacher establishes the setting and present key vocabulary; students are then trained to respond to a sentence stem with the appropriate meaningful response. When minimal pair drills seem a bit boring and too theoretical with separated sounds, the contextualization seems to be more useful because it is more practical. †¢Tongue Twisters: This technique rooted from speech correction strategies for native speakers. When other techniques look serious and sometimes put learners under pressure, tongue twisters provide a more delighting way to learn pronunciation. Sounds which are difficult to differentiate are put together to make meaningful sentences. †¢Reading aloud/recitation: Students are provided with a passage or scripts and then read aloud, focusing on stress, timing and intonation. This activity is often done with texts such as poems, rhymes, song lyrics, etc. †¢Recording of learners’ production. This technique can use audio-tape, video-tapes of rehearsed and spontaneous speeches, free conversations, and role plays. It needs the feedbacks of teachers as well as self-evaluation. †¢Practice of vowel shifts and stress shifts related by affixation: Base on rule of generative phonology, used with intermediate or advanced learners. The teachers point out the rule-based nature of vowel and stress shifts in etymologically related words to raise awareness; sentences and short texts that contain both number of a pair may be provide as oral practice material such as:PHOtograph And phoTOgraphy 2. 4 Learning pronunciation 2. 4. 1 Factors affecting learning pronunciation According to Joane Kenworthy (1987), there are many factors affecting learning pronunciation, including the native language, the age factor, the amount of exposure, phonetic ability, attitude and identity. The native language: it is inevitable that learners’ native language has a great impact on their ability of pronouncing English. The â€Å"foreign accent† is therefore easy to identity. The age factor: it is often assumed that the younger a person starts learning a foreign language, the better he is at pronouncing it and he has a greater chance of having a native-like accent. The amount of exposure: people who live in the country where the target language is spoken and is surrounded by an English-speaking environment may have some advantages over some who do not. Phonetic ability: researches have shown that some people naturally have a â€Å"better ear† for a foreign language than others. Attitude and identity: results from many studies have shown that learners who have a positive attitude towards speakers of a foreign language tend to have a more native-like pronunciation. 2. 4. 2 Students’ roles in learning pronunciation It is essential that in order to learn a language, motivation plays a vital role. The same thing happens to learning pronunciation. If students really care much about their pronunciation, they will become more cautious about their speaking, and gradually build up good pronunciation. In teaching and learning pronunciation, if teachers play the roles of a â€Å"speech coach†, students themselves need to involve in this process as much as possible in order to get good results. According to Nguyen Bang and Nguyen Ba Ngoc (2001), students need to satisfy some demands. Firstly, they need to perceive the model as exactly as they can. Secondly, they need to response as much as and as well as possible to the recognition, the imitation and repetition activities. Lastly, beside the help of the teachers, students should do self-correction of their pronunciation mistakes. 2. 5 Teachers’ and students’ problems in teaching and learning pronunciation Both teachers and students encounter various problems in the process of teaching and learning pronunciation. These problems do not only arise from the nature of pronunciation itself, but from various subjective and objective factors. In the light of the previous and current studies, some major problems that teachers and learners face in teaching and learning pronunciation are:. The nature of pronunciation According to Nunan (1991), the problem of acquiring the phonology of a second or a foreign language presents a formidable challenge to any theory of second language acquisition. In teaching and learning pronunciation, the biggest problem that most of the English teachers and students complain come from nature of pronunciation. English pronunciation itself contains so many complicated factors and invisible rules. In the light of this problem, Doff A. (1988) listed some common problems that learners often make when they speak English. The first is difficulties in pronouncing sounds which do not exist in the students’ own language. The second is the problems with similar sounds that often cause learners’ confusion. The third is difficulties in pronouncing consonant clusters. And the last problem mainly comes from English stress and intonation. Students seem to have a tendency to give all syllables equal stress and â€Å"flat† intonation. Class setting A lot of problems in teaching and learning pronunciation come from class setting such as classroom size, quality of the teaching staff, teaching and learning equipment. Firstly, a large class causes difficulty in teaching pronunciation. At high school, on average, there are over 50 students per class. With such a high student-teacher ratio, it is impossible to make sure that the teacher could carry out successful teaching techniques and activities, and the learner is not able to listen and receive what the teacher is saying. The quality of teaching staff is also a big problem. Most teachers of English are non-native speakers, and a few of them can have a native-like pronunciation. As a result, the language input that students receive every day is from non-native people. Therefore, it is impossible to require students to achieve perfect pronunciation. Teaching model According to Kelly (2000), in the past, the model of teaching English pronunciation was â€Å"received pronunciation†, the pronounciation of people in the southwest England. Today, there are a vast number of English: American English, Australian English, etc. Thus, it is difficult for teachers to choose what model to teach. In fact, each teacher often cannot produce a â€Å"perfect† accent without being affected by his own language. This fact sometimes causes both teachers and students problems in teaching and learning pronunciation. Some teachers do not feel confident with their own voice and students do not know what input language is perfect to receive. Intelligibility Beside factors from the nature of pronunciation, class setting, etc, teaching and learning pronunciation involves in its own problem that Kenworthy (1987) calls it as â€Å"intelligibility†. He defines â€Å"intelligibility† as â€Å"being understood by a listener at a given time in a given situation†. This means that intelligibility is affected by a number of factors: the speaker, the listener, the time, and the situation. This also means that teaching and learning pronunciation depends on many factors, causing many problems for both teachers and students. In conclusion, in this chapter, some theoretical backgrounds relating to teaching and learning pronunciation have been pointed out. These factors are the pronunciation concepts and their features. Factors relating to pronunciation teaching and learning as the importance, the problems, techniques and activities have been also given. It cannot be denied that pronunciation and teaching pronunciation is an important part to conduct in any language course. It is even more important for those who are or will be teachers of the language. Methods of teaching pronunciation are various with different elements of pronunciation. What are the attitudes of teachers and learners towards teaching and learning pronunciation? The school has 36 classes with 90 teachers and 1,800 students. Each year, the school enrolls more than 600 new comers. 3. 1. 2 Description of the course At school, all students when pass the entrance exam to the school have to study English as one of the compulsory subjects. During the process of learning English at school, students use three English textbooks (English 10, English 11, English 12) focusing on four skills including reading, speaking, listening, writing and language focus part. The language focus comprises two major parts: pronunciation and grammar. Normally, students start learning pronunciation when they study English 10. However, at grade 10th, students only learn some vowels and simple consonants. At grade 11th, students continue to study complex consonants. And at grade 12th, students start to be familiar with stress and intonation exercises. That is the reason why stress and intonation are two major aspects of pronunciation chosen in this investigation. 3. 2 Subjects The subjects of this study comprised 10 teachers and 55 12th-form students at QCHS. All English teachers were invited to participate in this study. They are from 27 to 60 years old, and have taught English for more than 2 years. They graduated from both regular and in-service training. With those teachers who have taught English for many years, they have teaching experience, but were not well trained. They mainly graduated from colleges, even in-service training. With younger teachers, they graduated from many different universities: state and non-state universities. They are full of motivation, but lack of teaching experience. In general, these teachers are good at teaching grammar and do not feel confident to deal with speaking, listening, and pronunciation lessons. Thus, they often focus their lesson on grammar but the speaking and pronunciation. The class that the author chose to study consists of fifty-five 12th-form students. These students have had at least 6 years of academic English experience by the time they reach this course. However, their English proficiency is not good, especially at pronunciation. They may be good at grammar and can do these grammar exercises quickly, but can not speak fluently. Most of them do not feel confident to speak in class and express their ideas in English. These students have studied at high school for more than two years. Therefore, they have been getting similar with the teaching and studying methods, the conditions and the teaching environment, so it easy for the author to get their consent to participate in the research. 3. 3 Research methods As mentioned previously, the researcher chose a mixed-method approach to data collection, utilizing triangulation to measure a broad variety of variables in the research. Necessary data was gathered directly from the teachers and students participating in the research in several ways: Questionnaires: In order to collect reliable and comprehensive data, two questionnaires were designed: one for teachers and one for students. They are both open-ended and close-ended questions. Teacher questionnaire (Appendix 1): one survey questionnaire with 8 questions was designed for the teachers to get their ideas of pronunciation teaching and learning reality, problems faced by their students and some recommendations to improve learning pronunciation reality at school. To get this aim, the questionnaire is categorized into the following groups: †¢Teachers’ attitude towards present situation of teaching and learning pronunciation at QCHS; †¢Approaches, techniques and classroom activities used by teachers in teaching pronunciation; †¢Problems faced by teachers in teaching pronunciation; and †¢Teachers’ recommendations of techniques to improve students’ pronunciation. Student questionnaire Appendix 2): another survey questionnaire with 8 questions was designed for students including the following categories: †¢Students’ attitude towards learning pronunciation, especially stress and intonation; †¢Students’ problems in learning pronunciation; and †¢Students’ expectations in learning pronunciation. In-depth classroom observations: Six informal classroom observations during regular classroom sessions were used as an additional data source. The observations were carried out for two weeks during the course of the study to get more practical information about teachers’ and students’ attitudes towards teaching and learning pronunciation, and difficulties as well as techniques used in pronunciation lessons. During the process of observations, the author focused on some aspects taking in class as: †¢Teaching and learning materials used in class; †¢Students’ activities and their mistakes in producing pronunciation; and †¢Teachers’ approaches and techniques used in teaching pronunciation. Interviews and discussions (Appendix 3): after collecting data from the survey questionnaires and classroom observations, the author used the post interview in order to get the in-depth discussion about techniques used to improve students’ pronunciation. Because it is too difficult for the researcher to conduct long interviews with all teachers, the researcher randomly selected 5/10 teachers for interviews. They were willing to express deeply their opinions, and ideas about teaching techniques. 3. 2. Data collection procedures The study was conducted in the first term of the school year 2010-2011 (from September 2010 to December, 2010). At the beginning of the first term, two sets of questionnaires were given to the teachers and the students who agreed to participate in the research. After two days, these questionnaires were collected. The information from these questionnaires were then summarized and presented in the form of statistics. For the following two weeks, the autho r carried out some classroom observations. The observations during six English lessons including one in reading, one in writing, one in listening, one in speaking and two in language focus periods. At each session, the researcher took field notes on what happened when the students learned pronunciation. Finally, when the information from the survey questionnaires and classroom observations were collected and analyzed, structured interviews were carried out. The data collected from three different resources were read through to obtain a sense of the overall data. They were then analyzed both descriptively and interpretatively. The initial sorting-out process was writing findings in the form of reflective notes and summaries of field notes. The information was then displayed in forms of tables and figures while qualitative data from the open-ended questionnaire items, classroom observations and interviews were presented by quoting relevant responses from the respondents. CHAPTER FOUR: PRESENTATION OF THE DATA This part, the information from collected data was presented in accordance with the category of data collection instruments. 4. 1 Survey questionnaires 4. 1. Teachers’ and students’ attitudes towards teaching and learning pronunciation Assuming that the consideration of the teachers’ and students’ attitude towards teaching and learning pronunciation would be beneficial to the research, at the outset, these factors were surveyed. The results, shown in below, reflect that grammar is the most concerning aspect in learning English at high school. Surprisingly, only 10% of the t eachers think that pronunciation is the most necessary for their students. They always pay much attention and time and energy on grammar. In contrast, teaching and learning pronunciation as well as developing listening, speaking or reading skills do not receive enough attention to. 4. 1. 2 Students’ pronunciation level From the chart 2, we can see an optimistic reality of students’ level in learning pronunciation at Quynh Coi high school. Being asked about this, all the teachers said that students’ level is not equal, however; it is not good as expected. 60% teachers said that their students’ level at pronunciation is at average; and even 30% of the students get under average level. None of the teachers evaluate their students’ level at pronunciation is good or excellent. . 1. 3 Pronunciation teaching and learning time Chart 3 presents time that teachers and students spend on teaching and learning pronunciation. One more time teachers and students share the same ideas about the fact that too little time is on pronunciation. 80% of the teachers and 43% of the students said that they di d not have time to spend on teaching and learning pronunciation in one teaching session (45 minutes); 20% of the teachers and 32% of the students spend less than 20 minutes on teaching pronunciation. None of the teachers and a very small number of the students teach and learn pronunciation for more than 20 minutes. The overall results indicate that the reality of teaching and learning pronunciation at Quynh Coi high school is not positive as expected. Although both teachers and students are very optimistic towards teaching and learning pronunciation, students’ level is not good as well as time spent on teaching pronunciation is limited during one normal teaching session. 4. 1. 4 Teachers and students’ problems in teaching and learning pronunciation Chart 4 shows that both the teachers and the students face many problems during the process of teaching and learning pronunciation. The biggest problem that both teachers and students face comes from the nature of pronunciation. The next two factors preventing students from gaining good pronunciation are teaching time and students’ competence. 27% of the teachers and 22% of the students said that they do not have enough time on pronunciation. 20% of the teachers considered that their students’ competence in pronunciation is too low. 22% students also agreed with that idea. Class setting is the next factor that 20% teachers chose. It is clear that quality of teaching staff is not good enough to come over all the difficulties in teaching pronunciation. In contrast, only 1% of the students agreed with this. The smallest factor that both teachers and students think that causing problem in teaching and learning pronunciation is students’ motivation. 4. 1. 5 Teachers’ and students’ problems in teaching and learning intonation and stress From the chart above, most of the teachers (50%) and students (43%) think that stress is the most difficulty in teaching and learning pronunciation. the second is intonation: 30% of the teachers and 14% of the students think that intonation causes trouble. Meanwhile, none of the teachers meet any difficulties in teaching consonants and vowels. Particularly, chart 6 shows that 43% of the students cannot know the place of stress in a word; 20% said they cannot pronounce stress though they may be know place of stress in those words. Surprisingly, 27% of the students said that they do not know anything of stress. From the above chart, we can see that the reality of learning intonation is even worse than learning stress. 56% of all surveyed students understand nothing about intonation, causing a lot of difficulties in teaching and learning pronunciation.