The Great Escape Assignment Example | Topics and Well Written Essays - 3750 words

The Great Escape - Assignment Example This project has been in the research field for many years trying to make some improvements pegged on the technological status of the world. This project also gets its boost financially from SETI Institute of Mountain View USA. This institute has been funding this project from the year of its publication, which is February 1995, leading to a great change and advancement of their research methods. The financial stability of this project has really boosted and triggered some of the inventions they carry out in relation to technology (Basalla, 36). This project was first started by Parkes radio telescope which is based on the South Wales in Australia. Initially, before the SETI Institute started funding this project, the Parkes radio telescope institute, who also happened to be the introducer of this project, was responsible for all the findings that the project might have needed during those days. This project conducts a thorough research technologically basing some of its analysis and references to the scientific principles. Since its year of establishment, the project has really grown and undergone a lot of advancements leading to the expansion of various branches and subsections. Aims of the construction project As a technological project, it is always aimed at improving the technological status of the world. Moreover, it exposes some of the hidden scientific principles and knowledge to people. Although it scans the whole sky for messages, it also bases its facts and actions in a simple manner that favors human understanding. Due to the fact that SETI Institute is responsible for the balance of financial stability of this project, all the processes or activities involved in the project are, therefore, fully controlled by this institution (Sclove, 92). The aims of the project are also based on the institution’s goals and targets. The SETI Institution is one of the world-recognized institutions that deals with the transmission of signals, especially those of the radio. The project also searches for signals that are as narrow as 1 Hz lying between 1000 to 300 MHz. The Phoenix research is very broad as compared to any other research project. Though the SETI researches tend to be advanced, they still rely on the Project Phoenix for their stability pegged on research cases. Findings of the Construction Project Based on signal researches that the project has been carrying out for years, there is a clear indication that some of the projects researches work out. This can be proved by the narrow signals that the project invented. Many other research organizations have not yet reached the limit to which Phoenix project has reached today. This project also focuses its research up to about 800 stars with a light-year range of 200. Due to this research, the project announced its failure in finding extraterrestrial signals within the 800 stars that happened to have been in their list of research (Abbate, 28). This failure made the project manage r, or leader, Peter Backus to make a remark that people live in a quite a neighborhood. Significance of construction project to SETI programs Phoenix project is one of the research projects being of great importance to some of the SET programs. Due to this significance that it holds for SETI, it is, therefore, funded by the SETI institution to enable them advance in more signal researches. Though SETI also carries out researches, it still gets some bits of support from Phoenix project as that is their main reason for funding Phoenix project. The programs

Reflection on Powwow Highway & Native American Stories of the Sacred Essay

Reflection on Powwow Highway & Native American Stories of the Sacred - Essay Example "But they can be your friends and grandchildren. Your main purpose is to give plenty of light". He is repeatedly asked by all other heavenly creatures that represent parents, friends and relatives, who provide us warmth and light as old man tells them "I have now told all of you the best ways to guide yourselves and what you can do to help the people of the world. You must always remember that these children of the human race are my children!". In this story there is lesson for parents that as adults they have special responsibility, which is to take care of the children, but not with a tendency of owing them and forcing, which often results in rebellion and consistent disappointments. And another occasion the Cherokee says that "Treat every person, from the tiniest child to the eldest elder, with respect at all times" which is an essential thing desperately needed in modern times. Gambling today is inherent part of Western culture, but it has been seen as an alternative to war in Indian culture. Similarly these stories are drawn from the diverse Indian tribes across North American retells the Tribal Indian traditions in a simpler way, stories such as Son of the light, who goes on quest to rescue his wife, and the Muskrat's self sacrifice emphasise the sense of sacrifice for other people, even if he has to pay the price, so that other being can live in peace and happiness; and the White Buffalo profound gift of the scared pipe to his people, all illuminates the essential elements of tribal cultural life and their wisdom in these beliefs. It is through such tales that essential lessons of life can be learned, which affirms the belief that we are not separate, but an essential part of the natural world. THE POWWOW HIGHWAY The Powwow Highway is not only a movie, but it is rather a meditation, the way Tribal American Indians understand land in terms of space rather than time. For Indians going from one place to another is not a trip in miles or km, but rather a journey from one land to another. The movie provides the reason, why two Indians are going on the journey. The main plot of the movie involves a Buddy, who cannot see native land be confiscated due to a lame excuse, even though his sister is thrown into jail, yet he is persistent to take her out even, though its ploy to take him out of the controversy. It also shows, the Americans Indian beliefs and practices are essential for their spiritual growth. Despite being living in an advanced age, still old tribal bonds are strong even though for an outsider these Indian traditions and norms often look strange, they keeps Native Americans intact. The movie enlightens the viewer that the culture values and traditions of native people are more than crafts and carvings, but it Indian culture has solid foundation. The arrival of Europeans marked a major change in Native American society, millions died due to sickness, slavery and extermination. The Europeans missionaries looked upon Native Spirituality as worthless superstition inspired by the devil, while many survivors were forcibly converted to Christianity on the pretext of white man's burden. However, nothing could change their cultural values as the movie shows, how Natives Americans respect the land, nature and their concept of family responsibilities, concern for the environment and willingness to share - all of these values together. It

The Outcome Of The Korean War

The Outcome Of The Korean War The Korean War officially began on 25 Jun 1950 when forces of the Democratic Peoples Republic of Korea (DPRK North Korea) invaded the Republic of Korea (ROK South Korea). After initial stunning successes by both sides, there then followed over 3 years of bloody conflict which ultimately ended in an uneasy status quo ante bellum which still persists. The central hypothesis to this paper is that the use of military force was an effective policy tool for all parties involved to meet defined political objectives. The degree of success that each state/organisation achieved will be examined in detail. This essay will be limited to analysing the conflicts immediate aftermath and will not consider events beyond the Geneva Conference in Apr 1954. Specifically, this essay will investigate the rationale that led the DPRKs leader (Kim Il Sung) to consider the use of military force to achieve his primary objective of unifying Korea. The causes of the Korean War will also be briefly examined to set analysis in context. Causes The decisive event that caused the Korean War was the decision by two US Army Colonels on 10 August 1945 to divide Korea at the 38th parallel  [1]  . The decision was taken on Aug 10 1945 and for no better reason than à ¢Ã¢â€š ¬Ã‚ ¦it would place the capital city [Seoul] in the American zone.  [2]  From the moment that the Korean partition decision was made public, the leaders of the DPRK and ROK were essentially determined to establish a unified country by diplomatic or military means. Indeed, many in the United States were worried that the ROK would invade the DPRK first, such was the bellicose rhetoric emanating from the ROK President Synghman Rhee. The dividing line on the 38th parallel did not have any historical significance to Koreans of any faction and the imposition of an arbitrary dividing line by the joint Soviet/United Commission in Korea came as a total shock  [3]  . Indeed, Bruce Cumings asserts that the interim United States occupation forces nearly became as unpopular as the newly ousted Japanese once the 38th Parallel decision became widely known  [4]  . It can therefore be argued that nascent nationalism, coupled with diametrically opposed ideologies and the unfortunate choice of an arbitrary dividing line provided the catalyst for the DPRK invasion of the ROK on 25 Jun 1950. It can also be postulated that Kim Il Sung was left with little option but to resort to military means to bring about his desired end state of unifying Korea. Military outcomes From its inception, the Korean War was viewed as a limited war by the principal combatants, who (albeit for different reasons) had no wish to see the conflict escalate into a wider conflagration. The military outcome of the Korean War was indeterminate, with neither side emerging as a clear victor. After the initial period of manoeuvre (from Jun 1950 Jun 1951) the Korean War settled into a stalemate reminiscent of World War 1 trench warfare. With neither side willing to escalate the conflict to gain a decisive edge, continued operations by UN and Communist forces essentially became a series of (relatively) pointless battles  [5]  in order to gain territory or exert political leverage at the Armistice negotiations in Panmunjom. When the Korean Armistice was formally signed on 27 Jul 1953, a heavily fortified Demilitarized Zone (DMZ) was established following front line positions. Neither side could claim victory in the true sense of the word. Political and Strategic Objectives of the Soviet Union Due to chronic instability in the ROK, the Korean peninsula perhaps presented the best opportunity for a communist leaning buffer state to be established that would protect Soviet and Chinese borders from any perceived American threat. The northern portion of Korea was occupied by Soviet troops, who quickly moved to support indigenous communist orientated commissariats. Kim Il Sung emerged as the favoured choice of the Soviet leadership and the DPRK was established in 1948. Once it became clear that Korea would not be unified by political means alone, and the Soviet Union had successfully tested an atomic bomb, Stalin eventually gave his consent and backing to Kim Il Sung  [6]  to proceed with the invasion of the ROK, but was purportedly unwilling to widen the conflict and risk a wider war with the USA  [7]  . Stalin viewed the Korean conflict as a key part of a wider Soviet strategy to embroil the USA (and its allies) in a protracted struggle far away from what both sides regarded as the Centre of Gravity in Europe. In this the Soviets largely succeeded as the USA became wedded to the defence of the ROK on a point of principle after the DPRK invasion. Stalin also determined that it would be perhaps better for the Soviet Union to engage in conflict with the United States at an early juncture, rather than to wait for Germany and Japan to be re-armed, which would greatly increase Western military capability: [Stalin] à ¢Ã¢â€š ¬Ã‚ ¦added that even if the USA provoked a big war, let it take place now rather than a few years later, when Japanese militarism will be restored as an American ally, and when the United States and Japan will possess a military spring-board on the continent in the form of Rhees Korea.  [8]   The Soviet Unions relationship with China was crucial. Stalin viewed newly communist China as the junior partner in the communist world. While content to provide administrative, technical and planning advice, Stalin determined that the Soviet Union would not become overtly involved in any Korean conflict in order to avoid a direct confrontation with the United States. Kim Il Sung visited Moscow in Apr 1950; during this period, Stalin laid out the terms of any DPRK invasion of the ROK as: The Chinese (specifically Mao Zedong) must approve the invasion; The DPRK invasion must appear as a counter to an ROK move into the DPRK; and that Kim Il Sung would not be able to rely on overt Soviet support if the USA intervened, but would have to rely on Chinese support  [9]  . In essence, Stalin determined that there were great advantages to a conflict being fought by proxy between the fledgling communist Chinese state and the United States. A conflagration in Korea that pitted the United States against China would make any chance of rapprochement between the two states highly unlikely and would also fix American attention far from the Soviet vital ground in eastern Europe. Another key piece of evidence of Soviet strategy was revealed by the former Sovier premier Nikita Khrushchev. In his memoirs, Khrushchev gave an explanation of why Stalin decided to support Kim Il Sungs proposed invasion of the ROK. Khrushchev stated that when the United States Secretary of State (Dean Acheson) publicly stated that the ROK was outside of the United States Defence Perimeter  [10]  , this inadvertently sent a strong signal to Stalin that the ROK was a soft spot that was worth exploiting  [11]  . Stalin therefore reasoned that the United States would not commit forces to support the ROK regime in the event of a DPRK invasion  [12]  . Once it became clear that the Korean Peninsula would not be unified by diplomatic means, Stalin was content to sanction the use of military force (by his DPRK proxy) to bring about unification of Korea. The eventual outcome of the Korean War did not meet the Soviet primary political goal of establishing a communist, unified Korea as the eventual cease fire line ran almost exactly along the 38th parallel. Despite this, it can be argued that the Soviet Union greatly benefited from the outcomes of the Korean War. The United States was badly shaken by the Chinese intervention in Nov 1950  [13]  and the loss of American prestige was tangible when United Nations forces were forced into a pell-mell retreat south after the Chinese riposte in Nov 1950. The Korean War diverted the United States from what the Soviet Union determined as its vital ground in Europe. Korea also provided a means to test Soviet military capabilities in combat against the United States, especially in the air. Finally, Korea also allowed the Soviet Union to cement its relationship with China and prevent any rapprochement between China and the United States. The Soviet Union, by financing and supporting its Chinese and DPRK proxies was thus able to meet the majority of its aims, without becoming overtly involved in the fighting. On the minus side, Soviet support for the DPRK invasion unwittingly provided the justification for huge increases in United States military spending and the rearmament of West Germany and Japan. The Soviets were henceforth viewed as aggressors bent on spreading communism throughout the world, which the United States was clearly going to resist. United States Political Objectives and Strategy Prior to the outbreak of the Korean War, debate was intense as to how the United States should respond to the perception that Soviet aggression in Europe and elsewhere was on the increase. With memories of the Berlin Airlift still fresh and communist ideology seemingly in the ascendancy everywhere, US policy makers sought to determine what course the United States should follow in response to perceived Soviet aggression. A key strategy document outlined the United States response to the communist threat and was drafted in early Jan 1950 by the National Security Council (NSC). The resulting paper (NSC 68) aimed to define how the United States would respond to Soviet expansionist aims and also made predictions about the future nature of conflict between the superpowers in a bi-polar world post World War 2. While it was recognised that the main Soviet threat was most likely in Europe, NSC 68 recognised that the communist threat was global and would have to be countered. NSC 68 defined t he United States options as: Option 1: Maintain current policy; Option 2: Adopt an Isolationalist stance; Option 3: Go to war with the Soviet Union; Option 4: Fund and authorise a rapid build up of political, military and economic strength.  [14]   NSC 68 painted a dire picture of Soviet intentions and recommended that Option 4 was the preferred course to chart. The principal author (Paul H. Nitze) proposed radical steps, many of which were politically highly sensitive. Key recommendations were that West Germany should be rearmed as a priority and that a policy of Containment be adopted. Containment was defined as: à ¢Ã¢â€š ¬Ã‚ ¦It is one which seeks by all means short of war to (1) block further expansion of Soviet power, (2) expose the falsities of Soviet pretensions, (3) induce a retraction of the Kremlins control and influence, and (4) in general, so foster the seeds of destruction within the Soviet system that the Kremlin is brought at least to the point of modifying its behaviour to conform to generally accepted international standards  [15]  . President Harry S. Truman was presented with the conclusions from NSC 68 in Apr 1950. Its findings placed Truman in a dilemma; although the United States still had many more nuclear weapons than the Soviet Union,  [16]  the United States could not afford the increase in conventional military spending and support to European nations proposed by the paper. The United States Congress had strongly opposed increased military spending in favour of more spending within the United States. A fierce debate thus raged in the United States as to how perceived Soviet aggression should be responded to. United States policy towards the ROK was somewhat haphazard. As already mentioned, Acheson had publicly stated that the ROK was outside of the United States Defence Perimeter and relations with Rhee were often difficult given his bellicose nature and frequent outbursts about reunifying Korea by force. This prompted the US Joint Chiefs of Staff (JCS) to press for remaining US troops to be withdrawn in order to concentrate on more important commitments elsewhere. The last US troops were withdrawn late in 1949, which again seemed to signal to Kim Il Sung and Stalin that the United States would not intervene in the event of an invasion of the ROK. Meanwhile, the debate over the implications of NSC 68 continued to rage in Washington, with those in favour of increasing military spending gaining little traction in the face of harsh budget realities. The invasion of the ROK on 25 Jun 1950 was greeted with shock in Washington and no doubt a degree of satisfaction by those that had signposted the Soviet inspired communist threat. American policy was thus immediately polarised and global US Political objectives were quickly wedded to the idea of Containment. The DPRK invasion of the ROK acted as an accelerant that ignited the United States commitment to defending what it perceived as the free nations of the world. Due to an ongoing Soviet boycott of the Untied Nations, the United States was able to secure the UNs approval for the use of force and quickly committed substantial forces in support of the United Nations Command (UNC) in order to restore ROK sovereign territory. With the support of the UN and the containment of DPRK forces at Pusan, many in the United States began to call for a more aggressive strategy to Rollback communism. The United States implemented its Rollback strategy in Korea after the successful landings at Inchon on 15 Sep 1950 had severed DPRK supply routes and seen communist forces retreat in disarray back over the 38th parallel. UN Security Council Resolutions 82 85 condemned DPRK actions and eventually gave UNC forces authority to proceed north across the 38th parallel with the express intent of removing Kim Il Sung and reunifying Korea as a nation state. What set out as an ideological stance taken in Washington to Rollback communism was thus implemented in reality i n Korea, with poor results after decisive Chinese intervention. While it will be debated later in this essay if the UNC advance precipitated Chinas entry into the conflict, it certainly was a contributory factor. The United States was justified to seek UN approval to use force to restore ROK territorial integrity; Containment was a valid political objective that justified the use of force in response to the perceived Soviet threat. The Rollback strategy was (with hindsight) unjustifiable and did not warrant the use of force in a vain attempt to unify Korea. Overall, and despite the ambiguity of its outcome, the Korean War had important implications for American foreign policy. In the short-term, the conflict globalized the policy of containment and was the impetus for vastly increased Defence spending and extensive US military deployments in Europe and elsewhere. The Korean War deepened the United States already combative relationship with the Soviet Union and effectively scuppered any possibility of cordial diplomatic relations with Communist China for twenty years. The outcome of the Korean War was satisfactory for the United States. Communist advances had been contained and the ROK preserv ed as a bulwark against communism in Asia. Korea also had a far ranging impact on US policy and the policy of containment was to be applied to South Vietnam with disastrous results. China In Apr 1949, the Chinese Civil War ended in the decisive defeat of the Chinese Nationalists. A newly unified China under the leadership of Chairman Mao Zedong was keen to assert much greater influence in the region and this was to be a critical factor for the duration of the Korean War. United States support for the remnants of the Chinese Nationalist regime in Taiwan continued to be a major source of friction between the United States and China and was an underlying theme that determined Chinese political and strategic objectives in the region. As a result of the United States overt support of the Nationalist regime and the lack of Chinese counters to US military strength (particularly Naval), Mao was keen to determine if there was an indirect means to confront the United States and perhaps even extract concessions over the future of the Nationalist redoubt in Taiwan. Chinas decision to enter the Korean War was determined by Chinese leaders interpretation of Chinas security interests and their judgment as to how Chinas security would be affected by entering the conflict. At this early juncture after the conclusion of the Chinese Civil War, the Chinese leadership was highly sensitive as to how Chinas stature, capability and willingness to defend its position were perceived by outsiders and particularly the West. China had suffered greatly at the hands of Great Britain and the USA and others during a prolonged period of foreign intervention in its affairs and Mao determined at an early stage that China would become involved in a Korean conflict if the situation dictated  [17]  . Once UN Forces crossed the 38th parallel in force and the Rollback strategy was openly advocated by the United States, the Rubicon was clearly crossed for the Chinese leadership and in particular Mao Zedong leaving them little choice but to act to defend its interests in the region. In essence, if all of Korea was occupied by UNC forces, then this would (in the eyes of the Chinese leadership) create a fatal danger to the fledgling Chinese revolution. Chinas use of force to meet its strategic objectives was fully justified in the minds of the Chinese leadership. The sanctity of the Chinese revolution appeared to be under threat once Rollback gained significant support in the UN. It can also be argued that Mao saw a fleeting opportunity for China to deal an embarrassing blow to UN Forces by committing large numbers of Chinese volunteers at a decisive moment in the campaign. By committing Chinese forces to an ideological struggle such as Korea, Maos reasoning can be assessed as sound; China would bolster its credibility within communist circles and perhaps emerge from the conflict as a beacon for other fledgling communist states so long as the west was prevented from securing success in Korea. Underlying much of Chinese strategic thought was the possibility that prolonged involvement in any Korean conflict had the potential to secure concessions from the United States over the future of Japan and crucially Taiwan. Chinese intransige nce during the later stages of the Korean War can be attributed to not wishing to terminate the conflict until a more favourable situation had been achieved by communist forces and also Stalins wish to prolong the conflict to keep the USA involved in a peripheral action. DPRK Strategy and Political Objectives DPRK strategy was relatively simple once the division of Korea became permanent. Under the shrewd leadership of Kim Il Sung, the DPRK charted a course that played the Soviet Union and China off each other in order to serve the DPRKs best interests. Once any hope of a diplomatic solution had vanished to unify Korea, Kim Il Sung determined that a narrow window of opportunity existed for the military unification of Korea. Indeed, the DPRKs invasion of the ROK perhaps provides the best example of Clausewitzs dictum à ¢Ã¢â€š ¬Ã‚ ¦that war is not merely a political act, but also a real political instrument, a continuation of political commerce, a carrying out of the same by other means  [18]  . On 7 March 1949, while talking to Stalin in Moscow Kim Il Sung said: We believe that the situation makes it necessary and possible to liberate the whole country through military means. The Soviet leader apparently disagreed, citing the military weakness of the North, the Soviet-USA agreement on the 38th parallel division and the possibility of American intervention if the DPRK intervened militarily in the ROK. Stalin added that only if the ROK/USA attacked Pyongyang could the DPRK try military reunification by launching a counterattack. Then, the Kremlin chief explained, your move will be understood and supported by everyone.  [19]  On 17 January 1950, Kim Il Sung complained to the Soviet ambassador Shtykov: I cant sleep at night because I am thinking of the unification of the whole country. If the cause is postponed, then I may lose the confidence of the Korean people. Kim Il Sung apparently requested permission to make a new visit to the USSR to receive orders and permission fr om Stalin for the offensive  [20]  . This is a key point; for Kim Il Sung, the war was as much about maintaining popular consent for his regime as it was for unifying Korea. The DPRK was essentially justified in resorting to the use of force in its attempt to unify Korea. This is a contentious point of view, but it can be argued that as the Korean War was essentially a civil war, then once diplomatic means had been exhausted, the only way left to Sung was to exhort the Soviet Union and China to support a military endeavour to unify the Korean peninsula. It could also be argued that had the ROK not been supported by the United States, then the ideological and nationalist tensions in Korea would have played out after a period of internal wrangling. Korea would have likely emerged after the end of the Cold War as a stable, unified state that would have been open to capitalist influence (like many former Warsaw Pact states) and not the insular, paranoid autocracy that still persists. The outcomes of the Korean War essentially did not meet the primary aim of the DPRK to unify Korea, but did ensure the continued support and investment of the Soviet Union and C hina, much as the United States supported the ROK. ROK Political and Strategic objectives ROK strategy was again relatively simple. By continually agitating against the communist DPRK regime, Rhee hoped to draw the United States into a Korean Civil War in order to enable the unification of Korea by force. Many accounts of the time place the blame squarely on the DPRK for invading the ROK, but this is too simplistic. Rhee continually blustered that he would lead an ROK invasion of the DPRK to reunite Korea. On a visit with The US Secretary of State (John Foster Dulles) a reporter (William Mathews of the Arizona Daily Star) recorded that: He [Rhee] is militantly for the unification of Korea. Openly says it must be brought about soonà ¢Ã¢â€š ¬Ã‚ ¦Rhee pleads justice of going into North country. Thinks it could succeed in a few days à ¢Ã¢â€š ¬Ã‚ ¦[I]f he can do it with our help, he will do it  [21]  . Rhee was an ardent nationalist and was clearly set on reuniting Korea by any means, so long as he had the support of the United States to do so. ROK forces were responsibl e for repeated violations of the 38th parallel and ROK initiated artillery exchanges were commonplace from Spring 1949 onwards  [22]  . Continued United States military support was thus at times difficult to justify in the face of pressing commitments elsewhere and the Joint Chiefs of Staff finally withdrew all but a token force of advisors in late 1949  [23]  . The primary political objective of the ROK can thus be clearly identified as seeking to secure and maintain United States military, economic and political involvement in the ROK. In this, the Rhee regime was entirely successful as the Korean War precipitated massive United States military, economic and political support which extends to the present day. Indeed, the prolonged nature of the conflict served to ensure that the Korean conflict was centre stage of the Truman/Eisenhower Presidential Election. Rhee and his regime survived the war intact and the experience of the conflict had a direct influence on ROK politics for two generations with successive semi military dictatorships controlling ROK affairs. The United Nations Facing its sternest test, the United Nations had weathered a challenge, which, if unanswered, might have resulted in disaster and eventual disintegration. Under the U.N. flag, the original objective of the intervention in Korea-halting Communist aggression-had been successfully carried out and the independence of its foster child, the Republic of Korea, had been preserved. This practical demonstration of how the United Nations could function when peace was threatened greatly enhanced the prestige of the organization and established a precedent for future U.N. military action if the need should again arise. The effort had not been given unanimous support by U.N. members, it is true, but twentyone nations had contributed forces of one kind or another to sustain the U.N. decision. Although many of these countries had supplied only small token units, the mere fact that they had participated at all was encouraging, since it indicated their belief in the U.N. and their willingness to put teeth in the enforcement provisions of its charter. The Korean War marked a real departure from the dismal experience of the League of Nations in this respect. Conclusions

Making School Uniforms Mandatory :: essays research papers

Intro I am a student that has attended 3 schools and has always worn a school uniform, a mate has never experienced any issues with school uniforms, and have noticed a few issues that can be prevented from the use of a uniform. Uniforms, not only had they been proven to be helpful at school, but they are also helpful at home. Base Parents spend a couple hundred dollars per year on clothing just to make their children meet the latest fashion. An average shop favoured by many teenagers, such as International, sells a piece of clothing for around $40 each! Parents can really find this money useful while paying bills. Uniforms are cheap, after a mate when his primary, his parents had a lot of excess money to spend because of uniform! A typical gang trait is to have a gang name, gang color, and other characteristics, that make them diverse this makes parent spend money on clothes that children don?t need. There is a possibility of violence due to an article of clothing. If a student is dressed up similar to a member of a gang, another student who does not like that gang might plan to attack that person. In this case uniforms can protect the safety of another. Many people believe if you compare a uniform school with a non-uniform school, you?ll see that violence is much popular in the non-uniform school. As said above clothing can be quite expensive, how would one feel if their garment has been misplaced or stolen? A lot of students love to brag about their shoes, especially sport shoes, when they first buy it. Famous Sport shoes are worth $120 on average, and not everybody in the school is Happy. Envy takes place when a student replaces their new shoe, with an old one for a gym class. The other student returns to the changing room, and finds out that his new sport shoes have disappeared. The shoe that had cost a lot of money, and now it?s gone! This would have never happened if the sc hool the student goes to makes a uniform compulsory. Instead of bring a students fancy shoes that student would have brought his leather shoes, that matches the school uniform. Uniform decreases the amount of theft on school property. Uniforms make it harder for strangers to sneak in the school, because for sure they?ll be the center of everyone?

Rhos-Y-Gwaliau Outdoor Education Center Essay

Hello, I’m here today to talk to you all about work experience. I can see a few anxious faces when I mention the words work experience, but I hope that my talk today will change that. Incase some of you are not exactly sure what work experience is, it’s a placement that you personally choose yourself, and than you will go there for a period of two weeks. I now it might seem a long time, two weeks but when you’re there time just flays, and it’ll be worth it. And if you’re lucky you might decide what you would like to do in the future from this experience, you never know!! Getting a placement is quite straight-forward you know. Well it does depend on were you’re thinking of going. You can either phone them, e-mail them or send them a letter. What I did was phone them because I believe this was the most affective way and this way you are also able to find out more necessary information. All I had to do after I phoned was go and visit my placement to get to know everyone and to get to know the building. The day before I started on my work experience I was very anxious, but at the same time I was looking forward. So don’t worry if you have similar feelings before you start your work experience because they’re just normal. The only advise I can give you is that you have an early night before you start your work experience so you’ll be rearing to go the next morning. Also on your first day you should make sure that you arrive at your placement right on time, so you make a good impression to your co-workers and employer. It’s also important that you have a reliable transport. I was very lucky with my transport because my mum passed my placement on the way to her work, and it was very convenient. I went to Rhos-Y-Gwaliau Outdoor Education Center for my two weeks. I was very anxious before I got there each morning because I had no idea what was in store for me. The whole experience wasn’t half as bad as I had predicted, I hope your outcome at the end of your work experience will be the same as well. Where I went on my work experience I didn’t really have a typical day. Each day I did something different, sailing, canoeing, canoeing, climbing, hill trails and gorge walks. I arrived at the center at 8am each morning, then I had to make sure that all the children that were in my group had packed all the necessary kit they needed for the day. The we would all gather in the canteen, and make our lunches ready for the busy day that we had planned in front of us. Then we would all set off in our individual group and head towards our activity location. I had so much fun from my experience at Rhos-Y-Gwaliau Outdoor Education Center, and I found out a lot about myself. I do hope that you will choose a suitable placement for yourself and gain a lot of experience and knowledge. I sure did, and this whole experience will always stay with me. I don’t have to tell you how much I enjoyed my work experience, because I’m sure you can imagine. There was nothing I really disliked about my work experience, well the hours were a bit long, because twice a week I had to be there from 8am till 9pm, which I believe was a very long shift, but that didn’t bring me down the slightest bit more enjoyable. The whole experience at Rhos-Y-Gwaliau Outdoor Education Center has definitely helped me choose what I would like to do in the future. This is an ideal work I would love to do when I’m older. I found out that I’m able to work with people from all ages and I truly enjoy working with children because you are able to see all the progress they have done and you’re able to see the amazement on the children’s faces when they achieve a new skill. When I help people I get a warm feeling in my heart. I wish you all the best for the future, and I hope that my talk today has reassured you all, and you have a better incline of what to expect when you’ll be starting work experience in couple of weeks time. And I truly do hope that you will have two fantastic weeks at your placements, and try your best to enjoy them. Thank-you for listening to my talk today, and I hope that I have helped some of you, and you now know a little bit more of what you’re in for. All the best to every single one of you. And thank-you for being such a good audience.

If only God had made Adam & Steve, instead of Adam & Eve

In â€Å"Let Gays Marry,† Andrew Sullivan responds to conservative objections to same-sex marriages, by arguing that allowing such unions would actually promote traditional values, such as fidelity, monogamy, and love. It should logically appeal to straight conservatives, who deplore gay male promiscuity, that the declaration of Supreme Court: â€Å"A state cannot deem a class of persons a stranger to its laws,† now assigns equal rights to gays and lesbians. Andrew Sullivan is a senior editor at The New Republic, a magazine he edited from 1991 to 1996, and the U. S. columnist for the Sunday Times of London. He has a B. A. in modern history and modern languages from Oxford University and a Ph. D. in political science from Harvard University. He lives in Washington, D. C. The real problem is that there are really only three arguments against gay marriage: One is rooted in entirely God's preferences, the second cites inconclusive research on its negative effects on children, and third, the integrity of a marriage as a legal document. Sullivan effectively presents his case in a very logical fashion, calmly displaying his points, and using a statement declared by the United States Supreme Court, under which no gay men or lesbians will be considered strangers in America. They (Gays) are human beings just like you and I, â€Å"the sons and daughters of countless mothers and 2 fathers,† and should have the same opportunities to pursue happiness by marrying the one that they love. A natural process, where two people fall in love and decide to get married, is not any different for gay people. Therefore legalizing gay marriages does not provide gays with any special rights or place in America, but instead people will consider them to be an equal part of the society. The main idea is homosexuals should have the right to get married legally. Sullivan does not want churches to make any change in their practice, but to allow everyone to be who he/she is, a principle that the United States was created on. Plus, the concept of marriage has changed within the past one hundred years. The inter-caste and the inter-religion marriages which were once prohibited or forbidden between couples, has now become socially acceptable. Gay marriages do not change anyone else's rights or marriages in any way. Marriage is not just about raising children because the fact that many notable â€Å"childless heterosexual couples† exist in today's society, such as Bob Dole and his wife Elizabeth Dole, etc. Sullivan concludes by telling the general public to accept homosexual marriages and the fact that they will not be the turning point for the downfall of all society. Although I agree with Sullivan when he says, legalizing gay unions would not change anyone's right to marriage, I find Bennett's view more powerful, that it would weaken the institution of marriage, and contradict natural, moral, religious, and sexual realities. After reading Sullivan's article, I question his credibility, as he didn't provide enough evidence to get his point through. His approach toward his readers is with a lot of pathos, rather than logos. For example, when he states â€Å"And what we 3 seek is not a special place in America†¦ o give back to our society,† it is not clear as to what he means by giving back. When he argues about the definition of marriage, Sullivan fails to see the change, which was brought about for the welfare of the people (inter-caste marriages, inter-religion marriages, etc. ), consisted of a â€Å"man† and a â€Å"woman†, not two men, or two women. I would have agreed to the assertion, â€Å"the most simple, the most natural, and the most human instinct,† if it was used to prove the relationship between a male and a female. But using it to persuade about the same sex marriage doesn't cheer me up. To answer the question of whether gay and lesbian couples should have the right to marry, the question of why the institution of marriage is valued so dearly in society today must be answered. To do this, the meaning of the word marriage must be found, remembering that there are different levels in which marriage can be interpreted and/or evaluated. As with many other issues, when one tries to define the word marriage and its repercussions in society, several fundamental questions arise that must be answered in order to get a better understanding of the issue in question. Questions like: What is marriage defined as? In Webster's Dictionary, marriage is defined as â€Å"The institution whereby men and women are joined in special kind of social and legal dependence for the purpose of founding and maintaining a family. † This concept seems to have been perpetuated throughout history, one man and one woman joined â€Å"till death do them part. † Keeping the above points in view, same sex marriages defy the laws of Christianity, and it is immoral in the eyes of society. Homosexuality in almost all countries has been looked down upon, and sometimes condemned. This opposition stems from the Holy 4 Bible. The couple in the Garden of Eden was a man and a woman, not two men or two women. If God intended two men or two women to be together, he would have put them in the Garden of Eden, giving them both the ability to have children. But that didn't happen. God created Adam and Eve, not Adam and Steve, for the procreation of life. God wanted man and woman to reproduce with one another in order for the human race to continue. Today, adoption has taken a turn for the worse; Gay and Lesbian couples who cannot have their own children are adopting kids. I see this as one of the concerned problems. What kind of message are these kids getting? That homosexuality is all right. Moreover, the impact of this move can be devastating on the children as they grow up. For example, they might have to face a lot of challenges, like people taunting them, name calling, making fun, etc. Homosexuality is rejected by all major religions around the globe, but Andrew Sullivan still believes that promiscuity in homosexual relationships can show heterosexual couples that adultery doesn't have to end their marriage. The Bible states, â€Å"Leviticus 20:13: If a man lies with a male as he lies with a woman, both of them have committed an abomination. They shall surely be put to death. † Thus, a 4000 year old book had an answer to the question being asked today. i. e. = Same Sex Marriage– Ethical or Unethical?

261 Ellison and Invisible Man Professor Ramos Blog

261 Ellison and Invisible Man Quick Write Ralph Ellison (1914 1994) Invisible Man (1952) Jazz: A Metaphor for America Crash Course Thug Notes

Valuable 3000 Word Essay Assistance

Valuable 3000 Word Essay Assistance 3000 word essay CONTENTS: Consider the Following Tips on 3000 Word Essay Writing Sample  on  3000 Word Essay What is the best tool of completing papers? It is an expiring deadline. Nevertheless, you should not get into a panic. We will help you go through the writing process and prepare a superior 3000 word essay. When students get their assignments, they think that they will do them step by step every day. However, due to a great deal of work to do, learners put producing their papers aside. Then, they realize that only a few hours are left to prepare your piece of writing. Moreover, it has to be produced in the best way. It is obvious that you should do your assignment beforehand. Nonetheless, if you have faced such a situation, you should adhere to helpful guidelines to do everything properly. Consider the Following Tips on 3000 Word Essay Writing Introductory Section It is sometimes very hard to write an introduction as it is the first paragraph. However, if you produce a clear outline, you will know what to do and how. When writing an introductory paragraph, you should present the topic of your 3000 words essay. You may also provide a few details about the analyzed issue. Moreover, it is necessary to formulate the main idea and show how you are going to explore it. Research Stage The next step is to collect material on the examined matter. When writing an essay it is very helpful to use quotes to support the stated facts. You should set a time frame for researching the issue. The point is that there is a large amount of information on the web. Thus, it is very easy to get confused and spend much time gathering unnecessary facts. You should pick some keywords for making online search efficiently. Furthermore, you need to fix time for looking through journals and collecting useful material for college papers. You may also use online books to find suitable quotations. It will save you much time as not every student may sit for hours reading long paragraphs to find great ideas for the paper. Remember to indicate all the used sources in order not to be accused of plagiarism. Make a proper reference page. When producing your college essay, you may use quotes of different scholars. Then, you should indicate the source containing particular citations in your references. Thus, it will be clear that you take the assignment seriously. Writing Process When essay preparation is completed, it is high time to start typing your paper. Do not forget to stick to the word count stated in the assignment. It is very useful to have a little rest during the writing procedure. Therefore, you will be able to express your thoughts clearly. As to the writing style, you should not worry about it. You can make all the necessary changes later. You should use the gathered facts to support your ideas. Take a close look at the essay outline to make sure that you will not miss any points. When an essay introduction is written, you should begin producing the following section. There is no need to panic if you cannot reach the required word limit. Check whether you have provided enough arguments to support the presented ideas. Have you missed anything? Then, you should continue researching the issue. If your body paragraphs provide enough information on the analyzed subject, you will easily reach the word count. Essay Editing Make sure that you have discussed the issue fully. Check whether the presented ideas are supported by sound arguments. Thus, you will not encounter any difficulties with writing a good essay conclusion. In addition, you need to find out whether your thoughts are expressed logically. Are there easy transitions between the paragraphs? Check the paper for spelling and grammar mistakes. Some students decide to skip this step. They do not understand that their grade depends on these items as well as on the content of the work. You do want to get an excellent grade for your piece of writing. Therefore, you should not neglect it. You should not leave preparing your 3000 word essay till the last moment. It may happen that you will not be able to produce a work of outstanding quality. However, the handy tips given above will help you write an exclusive paper and get the desired grade. Thus, you will not have to ask your professor to extend the deadline.Writing a 3000-Word Essay without Problems Undoubtedly, writing a 3000-word essay is a particularly challenging and time-consuming process that requires maximum attention. Usually, such projects are assigned at the end of courses to check the knowledge and skills of the student attained throughout the semester. Many students reasonably consider this task as very complex since a lot of aspects including the content, the formatting, grammar, and many others, should be taken into consideration. What if we tell you that writing a 3000-word essay can be very easy? The following article will teach you how to write a brilliant paper. Simple Steps of the Writing Process Having a good plan is a must to write a perfect 3000-word essay. As such, you have to take this assignment very seriously and start preparing it once you receive the topic. Remember that procrastination will reduce your chances to get the desired grade. Also, you need to take care of lowering your stress by taking all the distractors away. To feed your brain, try to eat only healthy food such as nuts, coconut, bananas, oatmeal, etc. The researchers have already proved that heavy food does not allow to concentrate on the writing process properly. Choose a good place for work. This place should be quiet and have a minimum of distractors. If you cannot work at home properly, you can do it in the library or school. We assure you that choosing the place that is not comfortable enough will contribute to fast tiring and losing the focus. As it was already mentioned, distractors are inhibitors of your progress. Undoubtedly, the Internet can be considered as the most serious distractor since it takes much time and brings no positive outcome. As such, if you want to get a positive grade for your 3000-word essay, you need to forget about chatting with your friends or scrolling your Instagram feed. Instead, you have to focus on your topic. If you have only a few days to complete your assignment, time-management is an inevitable instrument that will allow you to do it effortlessly. As such, you need to create a plan with your short-term goals and follow it point by point. This plan should also include coffee breaks because, like any other human, you need to have some rest. If you are allowed to choose the topic, take it seriously. Undoubtedly, a 3000-word paper is an extremely serious task, so you should take care of every its detail, especially the topic. As such, it should be relevant to your discipline and interesting to your reader. Conduct some research. When the topic is chosen, make sure to find good sources related to it. Working with them, you need to write down all bibliographical details because you will have to mention all sources mentioned in your reference page. Undoubtedly, the research may take some time, but you should not neglect this stage since it is particularly important for writing a good paper. Write an outline. When the research is done, you already know how you will organize your essay. Create the outline and it will help you not to miss the important points. Organize your essay properly. The organization of the essay depends on the type of the paper, formatting style required, and many other aspects. However, almost all essays should have three major parts: an introduction, a body, and a conclusion. An introduction should clearly demonstrate the scope of your research. Introduce your topic to your reader and make sure it is interesting and engaging. Moreover, an introduction also contains a thesis statement. It is the most meaningful sentence that makes a claim that will be proved or disapproved in your paper. The introduction is usually followed by the body. The body of your paper is a part in which you demonstrate your understanding of the topic, as well as describe the process of research. It consists of a few meaningful paragraphs and each of them should be dedicated to one sub-topic. A conclusion is a part, in which you need to restate the key theses and claims discovered in your essay. A good conclusion also outlines the scope for further research.

Definition and Examples of Primary Verbs in English

Definition and Examples of Primary Verbs in English The primary verbs in English grammar are the verbs be, have, and do- all three of which can function as either main verbs or auxiliary verbs. Primary verbs are sometimes referred to as ​primary auxiliaries. The Different Functions of Primary Verbs To BeMargaret is a brilliant student. (lexical verb)Margaret is applying to Yale. (auxiliary verb)To HaveFrank has a good job. (lexical verb)Frank has just returned from a business trip. (auxiliary verb)To DoNana does the crossword puzzle in the Sunday paper. (lexical verb)Nana doesnt go out much anymore. (auxiliary verb) Primary Verbs as Auxiliaries In one of their uses, the primary verbs precede a main, lexical verb. When used in this way, they may be said to be functioning as auxiliary verbs within the clause. This is illustrated in (17): (17a) He is speaking to her now.(17b) I have visited my grandmother every Christmas since I was a child.(17c) You didnt eat your lunch.In simple terms, auxiliary verbs are additional verbs (or helping verbs, as EFL teachers often say). In Modern English, primary be is used as an auxiliary in either the progressive construction, illustrated in (17a), or in the passive construction, illustrated in (18):(18) She was spoken to yesterday.When used as an auxiliary, have appears in perfect constructions, as shown in (19):(19a) He has spoken to her.(19b) He had spoken to her yesterday.When used as an auxiliary, do appears in negative and interrogative constructions:(20a) I didnt speak to her yesterday.(20b) Did you speak to her yesterday? Notice that it is the job of the primary verb to carry the tense inflection for the entire verb phrase (VP), while the main verb conveys the semantic content. Primary Verbs and Modal Verbs Primary and modal verbs do not follow the same grammatical rules. In particular: Primaries have -s forms; modals do not:is has, doesPrimaries have nonfinite forms; modals do not:to be, being, been(David Crystal, Rediscover Grammar, 3rd ed. Pearson Longman, 2003)​ Be as Auxiliary of the Progressive and of the Passive [I]n a sense we can answer the question of how many primary auxiliaries there are with either four or three; the verb be does double duty as the auxiliary of the progressive and the auxiliary of the passive. Since these are quite different functions, and since it is quite easy to distinguish them, it is best to view them as two different primary auxiliaries which have the same form. It is easy to distinguish the two uses. First of all, the progressive be and the passive be are followed by different forms of the verb, ing form (be eating) and part (be eaten), respectively. Second, passive sentences have some particular characteristics: for instance, in a passive sentence you can usually have a by phrase (be eaten by a shark).Functions of DoWe often use the verb do as a stand-in auxiliary, much in the same way as we use primary and modal auxiliaries. Like primary verbs, it can function as an auxiliary or as a principal verb because it has a full verb inflectional paradigm.Do as an auxi liary verb:This! Why, father, what do you mean? This is home! [Porter]Does everybody at the academy dress like that? [Gogol] Do as a lexical verb:But that the most acceptable service of God is doing good to man. [Franklin]Sane people did what their neighbors did so that if any lunatics were at large, one might know and avoid them. [Eliot]The thick iron ferrule is worn down, so it is evident that he has done a great amount of walking with it. [Doyle] Because of the flexibility of this verb (it is also used to form questions, negatives, and for emphasis), it is important to pay close attention to how it is used. When it is used as an auxiliary, like the primary and modal verbs, it will occupy the initial position in the verb phrase, and there will always be a non-finite lexical verb to follow. When it is used as a lexical verb, it may be preceded by an auxiliary verb or simply stand alone. Sources Martin J.  Endley,  Linguistic Perspectives on English Grammar: A Guide for EFL Teachers. Information Age Publishing, 2010 Kersti Bà ¶rjars and Kate Burridge,  Introducing English Grammar, 2nd ed. Hodder, 2010 Bernard ODwyer,  Modern English Structures: Form, Function, and Position. Broadview Press, 2000

Chapter 1- What is Geomorphology Essay Example | Topics and Well Written Essays - 1000 words - 1

Chapter 1- What is Geomorphology - Essay Example â€Å"The word geomorphology is a composition of three Greek words; ‘geo’ means earth, ‘morph’ means form and ‘-ology’ means discourse† (Hugget, 2011). So the study of earth forms is called geomorphology. Some people only include the forms of earth’s surface while others also include surfaces of other planets such as Moon, Venus etc. â€Å"There are three components of geomorphology; constitution (the chemical composition of the surface), mass flow (the rate of flow of the material; rate of evaporation) and configuration (the shape and size; geometry of the surface)† (Hugget, 2011). Ancient Greek philosophers wondered about mountains and plains, and how they took up the shape they appear in. Greats like Aristotle and Seneca have long pondered how valleys and rivers came about, and how come sea shells end up at the beaches, and how come deltas of the earth are â€Å"as they appear to be† (Hugget, 2011). Landforms leave a history behind them. Ripples on a beach or a river that stopped flowing, all have history but many might pass by unnoticed because of leaving no footprint (stratigraphic record). This way it becomes easier to study landforms, data collection regarding this also becomes easier. In the past, geomorphologists used to map morphological forms based on the principle of â€Å"the present is the key to the past† (Hugget, 2011). This made it the perfect assumption that the present form of the landscape has evolved from the past and correctly tracing back would lead to the past form of earth morphology. William Morris Davis, the morphologist who expounded on the term ‘geographical cycle’. To describe Morris’s theory on Geomorphology in small number of words; the uplift takes place quickly, while landscapes slopes decline through time. The surface, like humans and other living beings has stages of life; youth, maturity and old age. Times have

Why is the British Government pursuing a policy of austerity while the Essay

Why is the British Government pursuing a policy of austerity while the economy is not growing - Essay Example The failure strategies and policies include the government opting to greatly cut down on the budgets of some of its departments to as low as thirty percent (Barrell and Liadze, 2009, p. 208). The Government had employed the austerity policies and hoped that it will greatly check on the budget deficit to minimum level of zero percent by the end of that financial year. This was also considered as a move by the government to boost its economic status and assist in paying off its public debt. Despite the above measures, the budget deficit of Britain has remained at an alarming rate and with the impact being felt most by the citizens following the increased recessions (Barrell and Liadze, 2009, p. 207) Pressure in now mounting on the government to come up with working solutions as well as cut down on the credit ratings. The austerity approach failed to meet its intended role of certifying things beyond reasonable doubt thus resulting to a huge setback in the economic development of Britai n. The Government of Britain is being accused of simply trying to experiment how efficient the austerity approach can be to its economy (Barrell, Holland, and Hurst, 2012, p. 933).This experiment has led the Britain citizens to live in depression for a long period of time.. From the look of things with regards to Britain economy, it is most likely that the austerity policies will not be easily implemented. Economists have come out strongly explaining that measures like cutting down on government expenditure may in the long run reduce the economic output largely, tax revenues to decrease, and spending on benefits to increase (Barrell and Liadze, 2009, p. 207). This however takes time and may end up resulting in an increase in the budget deficit. The government had intended to win back the favor of investors and businessmen by employing the austerity strategy. The effort to try and salvage the economic situation following the implementation of austerity policies has resulted to a big battle by the Bank of England to try slash investment spending (Delong and Summers, 2012, p. 78). This measure has however remained decimal and depressed. The government has also blamed the Eurozone for being its biggest business partners yet in has don e nothing to help it with the issue of recession. The government of Britain may try resolving this recession issue by loosening its fiscal policy (Delong and Summers, 2012, p. 78). Despite such positive advice, the government has remained adamant and has continued to propagate the pre-Keynesian economics. This approach has resulted in some positive changes in the country’s fiscal policy but most people have not yet felt the fruits of his efforts and opt for better contribution. Back in 2009, the government had forecasted that come 2013, the deficit would have gone down by 3.5 per cent of G.D.P. With time, the forecast has proven to have been too optimistic (Delong and Summers, 2012, p. 78). Despite the government coming up wit h measures to reduce economic budget deficit as well as government spending, it has not yet fully implemented these measures as it keeps on postponing them with the latest future date being put at them forward until 2016 to 2017 (Fatas, 2012, p. 78). The debt-to-G.D.P. ratio, which the government opted to go up by about seventy per cent, has surprisingly hit seventy-five per cent, and chances are that it will continue to increase up to eighty per cent in 2016. (Fatas, 2012, p. 78). The British government also blames the Eurozone crisis for the immense reduction of the amount of Britain exports goods. If the government realized that the external environment was unreliable it could have adapted to boosting the domestic market and solve

Depression Research Paper Example | Topics and Well Written Essays - 1500 words

Depression - Research Paper Example Psychologists caution parents to handle children well in the quest to address this menace. After all, this problem affects all people in the world directly and indirectly. Depression is one of the most common mental problems in the world today. This mental condition arises when a person has much more do than they can handle at one time. Overcome Depression Organization (2009) implies that the world has become more competitive, busy, and stressful, and most people are having challenges coping with these activities. They eventually develop stress, which subsequently develops into depression. The World Health Organization estimates that more than 350 million people have depression in the world. This makes depression one of the most common disorders in the world today. The major symptoms of depression include loneliness, lack of moods, poor concentration, poor appetite, low self worth feelings and guiltiness (Marcus et al, 2012). Recent studies indicate that depression can arise due to earlier life experiences. Psychologists and scientists found out that child abuse and neglect is likely to cause depression in the future. Child abuse may take the form of physical assaults, emotional and psychological abuse including insults, and sexual abuse. The World Health Organization (2012) report on burden of disease implied that 51% of people neglected and abused in their childhood developed depression later in life. Childhood depression is easy to detect with the major symptoms, which are the same as for the adults. Childhood stress and depression is preventable and treatable with the various intervention and treatment strategies. Depression is a mental condition associated with low moods, which affects the way a person thinks, behaves, and feels. In most cases, depressed people tend to think a lot feel anxious, sad, guilty, worthless, hopeless, and worried. The depressed also lose interest in most activities

Case study Example | Topics and Well Written Essays - 1000 words - 28

Case Study Example Mechanism should take the four concept developed in the version of a television commercial convert to same advertisement concept. Mekanism can further launch them online without purchasing media space and instead increase the power of social media to spread the ads online. For PLP Company to market and distribute their RTD teas in North America it needs a wider range of customer power for the sales of their products as customer is the most important asset and priority of any business enterprise. To build the customers base by implementing new techniques in mobilizing the customers like the social networking sites online. For the brand Brisk, they have to influence and convince other customers using some brands like the Arizona to switch to Brisk to increase the sales turnover There is stiff competition between the companies advocating their brand attempt to create awareness to customers about the brands through the media, storytelling, and the traditional television commercials. While the Brink’s sales were growing fast, the brand was still falling behind its competitors in term of its social media presence. For example in the summer of 2010, brisk competitors such as Arizona. Snapple and SoBe had all built significant stronger social media following than Brisk. Arizona, which regularly ran popular contest on Facebook, had garnered almost 250 times more customers on it than Brisk and more than 20 times more followers on Twitter. The acronym is Pepsi Lipton Partnership. It is a business marketing strategy between the Pepsi Company and the Lipton. The companies formed a 50-50 joint venture called the Pepsi Lipton tea Partnership to enhance their marketing strategy. The collaboration allowed Lipton to take advantage of PepsiCo’s strong presence in the market across the world, and it has well developed bottling system and distribution networks. In return, PepsiCo would benefit from Lipton’s reputation as a

Defining Quality issues at Johnson & Johnson Research Paper

Defining Quality issues at Johnson & Johnson - Research Paper Example Johnson & Johnson Incorporated is a diversified company whose main focus is on the healthcare industry. The company focuses on the Six Sigma quality process through which quality assurance is maintained. This process is used in the 275 different operations that the company holds. However, in the last five years Johnson & Johnson has had to recall a number of different products because of poor manufacturing standards. Despite claims of a high manufacturing quality control, it is clear that with the number of problems they have experienced that they have yet to reach a level of consistency that is required in order to provide products in the healthcare industry. Because of the number of problems that Johnson & Johnson has experienced in the last few years, the company is in need of strict improvement that consists of lowering their percentage of defects in order to keep the public safe. Established in 1887, Johnson & Johnson Incorporated is engaged in research and development along with manufacturing and the sale of a broad range of items that relate to the healthcare field. They represent a family of companies which span the healthcare industry through wide diversity of interests. There are more than 128,700 people working for the company in the 275 individual companies under their umbrella. They operate out of more than 60 countries with their worldwide headquarters in Brunswick, New Jersey. According to Reuters (2014) there are three main business segments through which the company operates: pharmaceutical, consumer, and medical devices and diagnostics. The subsidiaries that operate underneath the company umbrella include 146 manufacturing facilities which total about 21.6 ft. ² of operating floor space. Johnson & Johnson is the six Sigma quality process in order to assure that the products that they creates are

Analysis of Wimps, Whiners, and Weekend Warriors Essay

Analysis of Wimps, Whiners, and Weekend Warriors - Essay Example He cements his claim by pointing at the mythical hero in of ‘true men’ exemplified in Rambo, Wayne and Superman. He furthers his point of reason by George Bush’s sentiments in 1984 debate in which he said that he kicked had a little ass the previous night. Lastly, he postulates that, the males apparent wild tendencies is more than mere feelings but it is also a fervent such for the â€Å"would be† lost boyhood. In the above discos, kimmel’s argument is a farce because it satirizes boyhood. For example, he alludes to bullying in his schools, assenting to a specified dietary detail for a true man and giving import to Bush’s retrogressive sentiments which taint rather than build a descent image of males. Finally, from the movies such as close encounters and full metal jack he draws a conclusion that men leave their families in the desperate search of their lost inner childhood man. In conclusion the excerpt is ridicule on perception of male chauvinism an endeavors to liberate the male dominant society by asserting the relevance of feminism while he defangs the critical crisis masculinity per

Defining Quality issues at Johnson & Johnson Research Paper

Defining Quality issues at Johnson & Johnson - Research Paper Example Johnson & Johnson Incorporated is a diversified company whose main focus is on the healthcare industry. The company focuses on the Six Sigma quality process through which quality assurance is maintained. This process is used in the 275 different operations that the company holds. However, in the last five years Johnson & Johnson has had to recall a number of different products because of poor manufacturing standards. Despite claims of a high manufacturing quality control, it is clear that with the number of problems they have experienced that they have yet to reach a level of consistency that is required in order to provide products in the healthcare industry. Because of the number of problems that Johnson & Johnson has experienced in the last few years, the company is in need of strict improvement that consists of lowering their percentage of defects in order to keep the public safe. Established in 1887, Johnson & Johnson Incorporated is engaged in research and development along with manufacturing and the sale of a broad range of items that relate to the healthcare field. They represent a family of companies which span the healthcare industry through wide diversity of interests. There are more than 128,700 people working for the company in the 275 individual companies under their umbrella. They operate out of more than 60 countries with their worldwide headquarters in Brunswick, New Jersey. According to Reuters (2014) there are three main business segments through which the company operates: pharmaceutical, consumer, and medical devices and diagnostics. The subsidiaries that operate underneath the company umbrella include 146 manufacturing facilities which total about 21.6 ft. ² of operating floor space. Johnson & Johnson is the six Sigma quality process in order to assure that the products that they creates are

Character, Dignity, and Self-Respect Essay Example for Free

Character, Dignity, and Self-Respect Essay This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. Alina Campbell This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. The movie Glory is based on a true story about the Commander of the 54th Massachusetts Volunteer Infantry which was the first black regiment to be listed in the service of the United States. It is based on the letters by Col. Robert Shaw. Col. Shaw felt he was involved in something that he was not completely sure about, considering he had previously lost a lot of soldiers to battle. He was now faced with survivor’s guilt which he knew would heal in time. Shaw later became a mighty leader that lead the black regiment to take on the battle in Fort Wagner. Aristotle Character is mental and moral qualities distinctive to an individual. Aristotle believed character to be neither a feeling or a capacity or a mere tendency to act in certain ways (Sommers amp; Sommers, 2010). He believed instead that character was a settled condition we are in when we are well off in relation to our feelings and our actions. The virtues of character are dispositions to act in a certain way in response to similar situations. Good conduct arises from habits that in turn can only be acquired by repeated action and correction. Col. Robert Gould Shaw fits Aristotle’s view of Character best in my opinion. He was not only the commander of the 54th Massachusetts Volunteer Infantry, their voice. The black men that fought with Shaw were slaves that wanted to fight for their freedom. When Shaw was told of the United States Government planning to form this regiment of black soldiers he agreed to take the Commanding position. He then asked his best friend Major Cabot Forbes to fight along with him and Forbes accepted. At one point Shaw fights for these men to get the proper uniform and boots. He also refuses pay along with them after finding out that they are paid less than the white soldiers. Both Shaw and Forbes strongly connected with this group of men: the angry Private Trip (Denzel Washington); Private Jupiter Sharts (Jhine Kennedy); Corporal Thomas Searles (Andre Braugher), a very smart and educated man that grew up with Shaw and worked for Shaw’s father, and Sgt. Maj. John Rawlins (Morgan Freeman), a runaway slave who speaks with the voice of wisdom and reason. Dignity is the state of quality of being worthy of honor or respect. Aristotle’s view on dignity consists of the consciousness that we deserve honors, not in processing them. You cannot earn dignity through external awards; instead it is something you bestow upon yourself. â€Å"Dignity consists not in possessing recognition from others, but in consciousness that we deserve recognition from others† (Sommers amp;Sommers, 2010). The character played by Morgan Freeman, Rawlings, knew that being a slave was not worth much, so he decided to help Shaw fight the battle at Fort Wagner. Forbes also displayed dignity in the movie. Forbes was Col. Shaw’s best friend and is who told Col. Shaw of this regiment. Due to the type of relationship the two had, Col. Shaw asked Forbes to come along with him to prepare the black slaves. Forbes agreed and stood by Col. Shaw and these black men through the name calling, getting the proper shoes, and receiving their uniforms like the white soldiers had while fighting in the Civil War. Aristotle describes the position of character, dignity and self- respect as character being a state concern with choice, lying in a mean relative to us, that this is determined by reason and in such a way that a man of wisdom would determine it. It is a mean between two vices that depends on excess that depends on defect (Sommers amp; Sommers, 2010) Aristotle feels neither a feeling nor a capacity nor a tendency to behave in specific ways. It is the settled condition we are in when we are well off in a relation to our feelings and actions when we are in a mean or intermediate state in regard to them. Meaning we have a vicious character that we are badly off in relation to feeling and actions, and we fail the means in regards to them. The character that I felt showed this type of role would be Denzel and Andre’s characters, known as Trip and Thomas. Trip was a runaway slave that was very angry. He didn’t have anybody and had been previously beaten several times. Trip had specific thoughts of the white man and they were that the slaves were seen as monkeys. He thought that the slaves should be dressed up in uniform and fight, since the white men would only get themselves killed and wouldn’t be able to win. Andre Braugher played Thomas. He was an educated man that had worked for Col. Shaw’s father. He believed that black men should know how to read and have pride within themselves. In the movie Glory, Thomas had learned to take a lot. Thomas assumed that since he and Col. Shaw were close friends that he would be treated a bit differently, but to his surprise, he was called out by his best friend to train a lot faster than he was and then yelled at. Thomas learned much at the end of the movie, including self-respect. Thomas had been shot in a previous battle and he asked Col. Shaw to promise that he wouldn’t send him back, which Shaw didn’t allow Thomas to continue in battle. Later in the movie, Col. Shaw asks who would be willing to standin the place of the flagman, should something happen, and Thomas stated that he would and did. Epictetus Epictetus held the Orthodox Stoic view that everything in the universe is directed by divine will. Epictetus was different from the early stoics in that he believed happiness was found in maintaining one’s moral character as opposed to striving for moral excellence. He emphasized self-knowledge and keeping one’s moral character in order as the way to achieve a happy life. Epictetus warned his students to expect persecution since their actions and attitudes would be different from those around them. He encouraged them to view life as an athletic challenge, a festival or a short military service, where success would come from a combination of correct choices and skill. Epictetus believed that â€Å"grief was the most offensive emotion; he considered the suffering of grief as an act of evil. It was a willful act, going against the will of God to have all men share happiness† (Stockdale, 1995). Col. Robert Shaw, through his personal growth and internal realizations fulfilled his leadership duties on the battlefield, as well as beyond. He chose to take the beliefs he had from his life prior to war to another level. Shaw struggled with the question of equality among the races yet he recognized the character and desires of the Black Americans and chose to act on their behalf as well as the Unions. Shaw felt that his soldiers, regardless of color, deserved respect just as much as the white soldiers. Shaw was willing to not take pay to make a point that his soldiers deserved the same pay as their fellow white soldiers. He stuck his neck out to make sure they received the proper gear in order to fight. Shaw had finally decided to not let the grief from the prior battle to control him, he chose to help in the happiness of the slaves and continue to fight for their freedom. Saint Augustine Augustine’s approach was not just brilliant, it was practical. His insight is intellectually credible and emotionally satisfying in that it gives hope and offers meaning to the Christian trying to make sense out of life in a fallen world (Sommers amp; Sommers, 2010). To Augustine, anything that had being was good. Good as the ground of being was perfectly good, along with everything he brought into being. This goodness was a property that came in varying degrees. The obstacles that Col. Robert Gould Shaw had to overcome is the fact that he failed in battle another time. He had to pick himself back up, and he then led the black regiment in the Civil War and was refused to let these black soldiers be treated with any less respect than the white soldiers. Another hardship that Col. Shaw and his black soldiers had to endure was the fact they were getting under paid, they were not given the proper shoes to march in, and the fact they were not given the proper uniforms like the other soldiers. Col. Shaw had shown a life of character, dignity and self- respect by being the honorable Commander that he was. Col. Shaw never let others views get in the way of his personal view of his soldiers. Col. Shaw had self- respect even though he had been defeated, prior to leading the 54th Massachusetts Volunteer Infantry soldiers with dignity and never gave up on them.  He was a man that believed in faith and that the black soldiers were no different than any others.

The Role Of Communicative Language Teaching

The Role Of Communicative Language Teaching Introduction Foreign languages play a very important role in our system of knowledge. They are not only an effective tool for us to exploit information to acquire scientific technology, to share experiences with or to learn experiences from others in specialized fields but also a useful means of improving peoples material and spiritual lives. In the sixteenth century English became known as a communication language for people around the world. Its popularity as a foreign language has been increasing since then and been developing into the second language of many countries (Richards and Rodgers, 2002). English is now the most popular foreign language in Vietnam and English competence is considered one of the most necessary characteristics for anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life. English gradually becoming the main communication language in parts of education, business, entertainment and culture exchanges with o ther cultures excitingly taking place in daily life in Vietnam require appropriate recognition of English speaking from Vietnamese learners, especially teachers and those who are working in education. Language teaching profession has experienced many changes and a number of different language teaching methods and approaches have been proposed and applied for the sake of teachers and learners benefits in their teaching and learning so far. However, which one is the most appropriate for teachers and their learners depending a lot in their teaching and learning context. Therefore, Communicative Language Teaching has been employed in most of Vietnamese classrooms, especially in PVMTC, for its advantages in improving the speaking skills though it is not the latest one. HISTORICAL BACKGROUND THE MAJOR TRENDS OF LANGUAGE TEACHING METHODS AND APPROACHES. Since the begining of the twentieth century, communication between people of different cultures in differrent parts of the world has became urgent request. Teaching and learning a foreign language became more and more popular. However, to teach a foreign language effectively requires a lot of effort from the teachers who have direct and significant impact on their students achievement which is controled by the methodology they choose to apply to their language teaching in different learning and teaching contexts. Understanding the importance of the matter , linguists and teachers themselves have been done a large number of studies on language teaching in order to find out and introduce more practical and effective language teaching methods and approaches that help teachers in performing well their job. The two recent centuries have witnessed ceaseless changes and innovation in language teaching in terms of teaching methods and approaches. These decide how the language is taught and what materials and activities are used in the classroom to help learners get the best achievement in their language learning. Thus, each approach shows its own view of the nature of the language and how the language is learnt. According to Richards and Rodgers (2002, p. 3), Latin was the dominant language of education, commerce, religion and government in the Western world until the sixteenth century when French, Italian and English gradually replaced it to become the languages of communication. However, the tremendous impact of Latin teaching and learning principles and procedures on the way of teaching and learning the newly emerging languages was still occuring until the nineteenth century. This language teaching method has been known as Grammar Translation Method (GMT). As the result, the language lessons occured mostly in students first language, heavily focused on grammar rules which were deductively taught to students in order to guide them to decoding written texts and producing correct writing in target languages (Prator Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were expected to memorize a number of w ords and their meanings and all grammar rules and then apply them to make sentences. They were also expected to read, comprehend literature and write sentences without errors. Listening skill and speaking skill were completely ignored (Larsen-Freeman, 1986) in GMT classrooms. However, the changes in the society at the time resulted in the change of learners goal of learning languages: learning languages to communicate. The Grammar Traditional Method then couldnt meet the requiement since it appeared to fail to equip learners with interaction and communication skills in the target language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Gouin, a teacher of Latin in France introduced a famous book called Art of teaching and learning of languages to the public. His assumptions of how a foreign language could be taught together with those of Henry Sweet, an English philologist, came together on encouraging students to think in the target language in learning process (Nagaraj, 1996, p. 71-72). This shaped the early version of the Direct method, a revolution in foreign language teaching, which went against the current traditional one. The Direct Method (known as Natural Method) was first introduced in Germany and France and it was the strong response to the dra wbacks of the Grammar Translation Method. It then became popular in The United States in the late of nineteenth century. At the time, Lambert Sauveur, an extraordinary man and his colleage, Gottlied Henness, first applied object lesson technique to teach German and French in their classrooms and they enjoyed great success. Sauveur after that developed this teaching method to the one known as Natural Method and used it widely in his language schools (Howatt, 2004, p. 217). At the same time, Maximilian D Berlitz also used this teaching method in his language schools in the US but in another name: Berlitz Method. Basically, the Direct Method based on the assumption of using the target language to teach itself and that oral practice could help students assess the target language in terms of forms and meanings. It was also the advocacy for the natural language learning principles and teaching of oral skill. So all instructions in the classroom were in the target language. Pronunciation a nd speaking skill were strongly emphasized by conducting question-and-answer activities to motivate and encourage students in using the language confidently (Larsen-Freeman, 1986). Interaction between teacher and students in the target language was considerd a way to present it. Grammar, vocabulary and translation skills which were very important under the Grammar Translation method was now marginalized to guaratee the acquisition of oral proficiency because the proponents of the method had a strong belief that everyday vocabulary used in the classroom could be learnt effectively through visual presentations and that grammar rules could be worked out by students through the teachers inductive grammar teaching. By means of its innovation in language teaching, the Direct method, which negated the effectiveness of the Grammar Translation method, became the first and the most concerned language teaching method that marked the begining of the method era (Richards Rodgers, 2002, p. 14). However, apart from being a breakthrough in teaching interactive speaking skills, the Direct Method also showed its weaknesses in terms of applied linguistics which made the method not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use (Brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which firmly focused on oral skill but lacked a systematic basic in applied linguistic theory and practice (2002, p. 38). In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral Approach (or Situation Language Teaching) to language teaching based on more scientific foundation, in which sponken language was important, only general and useful vocabulary was introduced, grammar was graded strictly and all practice took place in situations. The approach also enjoyed the popularity in English for decades there and many textbooks and courses were designed under it principles (Richards and Rodgers, 2002, p. 36-41). Another method became known as the Army method fisrt and then Audio Lingual Method (ALM) as we know it now was a new creative trend in language teaching methodology in The US in the second World War. It was first applied in a special language training programs of Military of the United States. It was devised by an American linguist, Leonart Bloomfield for the servicemen who were going to work as translators, interpreters and quickly needed to have perfect communicative proficiency to perform their jobs in different parts of the world. The method was the combination of language teaching through intensive practice of speaking skills to develop communicative competence with the language learning method based on the disciplines of descriptive linguistics and behaviuor pychology (which considers language learning is a set of language). In this method, immitation, repetition, memorization and reinforcement were impressed within speaking practice with variety of drills. Limited vocabulary w as introduced. Grammar was important but was taught inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no errors were accepted because according to them errors could become bad habits. It was Charles Fries, another American linguist advocating Audio Lingual Method applied the method widely in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States particularly in the 1950s and 1960s (Wong, 2006) and the world. However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many experiments were done and according to Scherer and Wertheimer (1964), this effectiveness was not significant. In the 1970s, the new method based on the wiew of language learning as active mental processes, which was advocated J.B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was born. As Carrol stated, this deductivist method was a modified, up- to-date grammar-translation theory (1966 cited in Stern, 1987, p. 469). It adopted generativist grammatial theory (Danesi, 2003) and focused on grammar structures and all four skills. Clear examples and grammar structure explanation to learners came first. Learners were then asked to pracise them in meaningful contexts. Despite the fact that the method did not win the teachers and linguists favour for long, it deserved merit in leaving contexttualized gramar tranning and the technique of Error Analysis to language teaching ( Danesi, 2003, p. 11). In the early 1980s, the Natural Approach was developed by Tracy Terrell and Stephen Krashen based on Krashens theory about second language acquisition. It looks at language as a set of messages which can be understood. Vocabulary and meaning are primary (Terrell Krashen, 1983 cited in Richards and Rodgers, 2002) and the principles for teaching a language are based on the five hypotheses in Krashens second language acquisition theory. The approach was widely welcomed in the US and around the world for its positive influence on forming more overall principles for effective language teaching that have been considered in the later approaches. In the 1970s, the need for communicative competence continued to increase in line with the changes of economic and political situation in Europe. But teachers and linguists did not satisfy with the current language teaching methods and approaches which were not effective in helping learners use the target language to interact or communicate in real life situations. Communicative Language Teaching (CLT) or Communicative Approach to the teaching of foreign languages then emerged as the answer to the problem. It has didfferent features from those of the other approaches since one of the most characteristic features of Communicative Language Teaching is that it pays basic attention to functional as well as structural aspects of language (Littlewood, 1992, p. 1). To serve communicative goal of language learning, the Communicative Approach is based on the premise that what we do in the classroom should have some real life communicative values or it looks at what people do with language and how they responde to what they hear (Flowerdew Miller, 2005, p. 12). Therefore, all activities used in a CLT classroom are appropriately designed based on these principles. Teachers measures language learnerssuccess by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they have to. To some extent, CLT makes use of presenting and practising speaking and listening in real life situations to help students complete tasks and build their fluency and confidence. The last approach I would like to mention is Task-Based Approach popularized by Prabhu. The method has attracted teachers and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to take place in real world communicative context in form of tasks and the tasks outcome, not the accuracy of language forms, is used to evaluate students progress and competence. The activities in the classroom mainly focus on speaking and students are required to be highly active and cooperative. The approach is rather new and not very familiar to teachers and students in some Southeast Asian countries. However, nobody who concerns linguistics negates its state of the art in the field and it is considered the development of CLT. ENGLISH LANGUAGE TEACHING IN VIETNAM: STATE OF THE ART In the last twenty years, the demand for communicating between people of different cultures has pushed English to its recent status as a popular global language. English has become an official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian nations for economic and political reasons. English teaching profession in the region, as the result, receives more concern of teachers, educators and linguists. In line with the current language teaching trends of the world, English language teaching in Asia has also been inspired by a more effective alternative, Communicative approach which emerged in the ash of less effective approachs and methods of language teaching that had big impact on English language learning and teaching for a long time. The wind of changes prevails and results in a lot of other changes related to English language teaching. Teachers have been encouraged to employ CLT in their English classrooms to improve students spea king skill. However, in some Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and claimed for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, and if it has, how effective it has been, is still questioned. So, what has been the problems? In his study, Hird (1995, cited in Lewis McCook, 2002) stated that the differences in cultures led to the differences in interpreting CLT. The Asian traditionally appreciate the perfection such as acurracy in learning, CLT to their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, teachers as well as students were dubious about the effectiveness of CLT. A study of Musthafa Personal author, compiler, or editor name(s); click on any author to run a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that the communicative approach has failed to help students become any more competent in the use of the English language for real-life purposes. Or Manajitt (2008, p. 83-87) pointed out, although most of the Thai EFL school teachers in Bangkok were very intersted in CLT, learnt about it in many ways and had clear CLT conceptualization, their teaching and their students learning was still a combination between trad itional and communicative approach or still stayed traditional because of difficulties they faced while organizing a CLT classroom. In Vietnam, English became one of the subjects at school in 1987 after Vietnam started Doi Moi in 1986. English appeared in classrooms in some parts of the country. The course books at the time focused on reading skills and grammar and the Grammar Translation Method was applied widely in English teaching in Vietnam (Denham, 1992) beacause the new approaches and methods of teaching English did not reach the country yet and the teachers who were trained before 1986 felt most confident using it (Pham, 1999). Speaking skills were overlooked. Students had to work very hard with grammar rules to past the examinations. Teachers taught to test and students studied to do tests. In 1996, English proficiency at different levels was required to high chool and university students when they finished their study. English joined the rank of major subjects at education institutions. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students cont inued with their rote learning in teacher-centred classrooms and the English teaching methods of the teachers in Vietnam in the late of 1990s were out-of-date (Kennett Knight,1999). The fact that teaching and learning English in Vietnam for over a dacade was staying the same. Yet the social demands for English for communication purposes were increasing because more and more activities in different fields needing poeple with good communicative English competence urgently required a significient change in language teaching profession. In an attempt to improve the quality of teaching and learning English especially the speaking skill, a movement to transform curriculum, text books, and teaching methodologies (Kim, 2001, p.140) was launched. Now, CLT has been announced to be the best choice to replace Grammar Translation approach in Vietnam. Teachers are annually invited to attend workshops about CLT. The new versions of English text books for students at secondary and high schools have replaced the old ones. The new text books, however, include more every day dialogues as the only evidence for the change since long reading texts and grammar exercies which promise to be the most in typical tests that students are going to take still predominent these books. As a result, speaking skills are skipped in class. Teachers spend most of the time on explaining grammar rules and translating reading texts to students. Students have to work with reading and grammar even harder than ever to survive the exams which mainly compri se long reading texts and extremely complicated grammar points. So, CLT although is officially prefered in Vietnam but whether it is really applied in classrooms to enhance students communitive competence or not is still a big question to anyone who has ever taught English in Vietnam. These lead to far-reaching consequence. At universities and colleges, Communicative course books are also chosen for students like the Lifelines set (Hutchinson, 2001), International Express set (Taylor Lane, 2007). The course books cover four macro skills. However, no oral or listening tests but reading and writing tests are carried out during the course. Inconsistencies between teaching and examinations lead to serious consequence like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students dont even have oppotunities to use the language verbally inside their classrooms because Vietnamese is used by teachers and students most of the time (Bui, 2006). Under these con ditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach English to students to help them use English communicatively, teachers fail to teach their students how to speak or listen but read and write in the target language. According to Pham (1999), there are socio-cultural factors against success in tertiary English language training programs in Vietnam. He emphasizes the fact that not only students but also teachers who lack ability of communicating in the target language get so scared to be in CLT classrooms where speaking skills are focused. The new method required both teachers and students really work actively in class. However, they got used to learning and teaching passively with Grammar Translation Method and they have to struggle to overcome their inherent passiveness, shyness, inferiority and fear to deal with the lesson in the new method. To these teachers and students, their English class put them in a state of panic. These have resulted in the quality of teaching speaking skills at university in Vietnam is still poor. And the explanation of the poor quality speaking teaching in English language tertiary education in Vietnam which results in a large number of graduates who have difficulty with communicating English (Bui, 2006) must take into account the concrete factors such as teachers and students conceptualization and practice of CLT, teachers ability and enthusiasm for their badly paid jobs, budget for language education, syllabus design, material and assessment which are the same in most developing countries (Gorlach, 1995). PetroVietnam Manpower Traning College (PVMTC) belongs to the system of vocational schools in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines set was used as the main course books and Grammar Translation Method was applied in teaching English in our college. But since 2007, we have replaced the course books with the Lifelines and International Express set. CLT has hardly received any warm welcome from the senior teachers beause they do not want to change the method that they have used for such a long time and as for them, they do not believe in the effectiveness of the new method and they even do not exactly know what CLT is and how to apply it. However, it has enjoyed the popularity among the younger teachers like me. We have been sent to have training courses on CLT together with our colleagues from other schools and colleges. We have excitingly discorvered it and applied or adapted it to our classes when we teach thousands of both types of stude nts studying English there: regular students and project students. Most of the students in PVMTC now are project students who are recent graduates or experienced technicians and engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They are paid to take a special intensive English course at PVMTC to improve their English skills, especially speaking skills, to perform their job together with foreign experts in their field at industrial facilities or in offices. They are highly motivated because they are given test of four skills and they are expected to achieve at least 650 marks on TOIEC when they finish the training course. They already took a placement test before doing the course and their English proficiency is Pre-intermediate. These are also advantages to us to apply CLT in these classrooms. International Express set is chosen for the course for its characteristics which support teachers and students a lot in conducting a communicative approach classroom. Inductive approach to grammar employed to guide stude nts to work out rules and usage which is usually a foreseen failure to many regular classes for regular students can be acceptable in these classes although both teachers and students have to work extremely hard when dealing with complicated grammar points and occasional failures are inevitable. Students are offered oppotunities speak, to discuss to complete all the task given by the teacher or to solve the problems emerging in the lessons. They are encouraged to use their own experiences, limited language they have learnt and appropriate learning strategies to deal with the English language in particular situations together in pair and group work activities. They are encouraged to keep speaking English with their classmates and teachers as much as they can without caring much about making mistakes when speaking. Authentic materials such as video clips or articles from the internet or newspapers, or any sourses relating to the topics of the lessons can be taken into the classroom to link the language they learn in the cousre book and those in real life. Although English is used by teachers and students most of the time in class, most of the students, especially more advanced and senior ones, generally appear to be successful and get progressed in their learning in terms of using the language communicatively, fluently and confidently. With regard to applying CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both the teachers and students in PVMTC have worked increadibly hard to make it success. We, however, confess our less successful outcome when applying CLT to most of the classes for regular students who are young adults at college and are being trained as workers to work for PetroVietnams subsidiaries. Most of them have been studying English for at least three years at high school but their English proficiency level is still beginner only. They are required to pass an English reading and writing test after finishing 90 hours of learning English in the first semester. Then they are offered a free optional 200 hour course of English to get the A level certificate as the education policy of PetroVietnam. The impacts of the different learning context on English teaching and learning are obvious in this situation. Therefore, as motivated language teachers, we have been doing our best to adapt the most appropriate teaching methods we have known to teach our students to get them improved and to these classrooms, an adapted combination of Audio Lingual Method and CLT has appear ed to be the most appropriate. To a large extent, CLT has enjoyed the popularity in PVMTC for proving itself a more effective method in teaching and learning English speaking skills in PVMTC context in this stage. CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONS In conclusion, language teaching profession has undergone great changes. Teaching approaches and methods ranging from Grammar Translation to Task-based were born in different stages in teachers, linguists tireless attempts to improve quality of teaching and learning languages. The later coming into the world does not completely exclude of the previous ones but it maintains the quintessence and condemns the drawbacks of them and contributes innovation to the field ensuring its appropriateness for teaching and learning contexts in a particular period. A number of studies have been done for centeries on teaching approaches and methods reflecting increasingly concerns about speaking skills and the recognition of the importance of the the skills in teaching, learning and using the target language. Improving the quality of teaching and learning English are the main chalenges facing Vietnam educators and government beacause it has been considered part of its social, economic and political development strategies. The first step as access to expected success has been made. In Vietnam, CLT has just really been popularized and used in English classrooms to ameliorate learners English competence. A lot of objective and subjective factors impacting on the effectiveness of this communicative method are still existing in Vietnam education system. So CLT will be the most appropriate one to use in the next years in Vietnamese teaching and learning context before trying to exploit the later ones. PVMTC have become aware of the neccessary of choosing and applying CLT in teaching English to acheive the proposed objective of any English courses to satisfy our students need, to prepare them for their future jobs by getting students involved in using English communicatively effectively, And as I mentioned early, we have enjoyed remarkable success but sometimes our teaching ends in falures. In spite of those, I believe that no teaching methos or approaches are perfect to all types of learners and that depending on object of the courses, as asthusiastic language teachers and if we are creative enough in teaching art, we will know how to adapt the methods we have known for use in each of our particular teaching and learning contexts and we will be successful in preparing our students with communicative competence.