Royal Mail Assignment Example | Topics and Well Written Essays - 2000 words

Imperial Mail - Assignment Example Idea of Diversity Management 7 5.1. Regal Mail’s Action to Maintain sexual orientation Balance 8 6. Idea of a Competency Framework 8 6.1. Five Competencies of an effective Royal Mail Manager: 8 7. References 10 1. Presentation Global business the board is a unique procedure at it continually changing with the time. By excellence of worldwide business the board associations over the world are presently ready to work in more than one nation and ready to grow their item and administration administrations to the individuals over the globe. The worldwide business the executives procedure is venturesome as a business head completes new advancements to help the end clients. With that they can misuse the market just as ready to cut down the creation cost to guarantee all the more working benefit for the associations. As per Adekola and Sergi(2012), globalization was begun over 3000 years prior as its underlying foundations returned to the arrangement of state networks in the European nations path, harking back to the fourteenth century. The fast development was begun from the seventeenth century onwards. (Adekola and Sergi, 2012, p.1). In this conversation our fundamental spotlight is on the administration methodologies taken by the Royal Mail Chief Executive so as to change to standpoints just as working procedure of the association when everybody was thinking about that Royal Mail probably won't have the option to recover its market position. 2. Meaning of Leadership qualities of Royal Mail Chief Executive: 2.1. Authority: Definition and attributes: The achievement of any association has been consistently reliant on how great the top administration is on their dynamic, system improvement, propelling individuals and generally speaking administration of the association itself. As indicated by Dubrin(2012), initiative can be characterized as a the key powerful power which spurs and facilitates the individuals of any association to accomplish its goal. (Dubrin, 20 12, p.4) According to Weth (2007), pioneers need to endure a specific measure of disarray in the association and furthermore need to successfully unravel those. Then again, chiefs are there to guarantee that there are dependability and control in the association or in various divisions. (Weth, 2007, p.5). As indicated by Gosling, Sutherland, Jones (2012); there are hardly any significant hypotheses which are basic so as to comprehend the particular attributes or qualities that a pioneer ought to have. A portion of the key hypotheses are quality speculations, behaviorist speculations, Situational administration, transformational and possibility hypothesis. As indicated by them, there are a few authority characteristics which are related with specific aptitudes. Adjusting to the circumstance, Assertiveness, Decisive, helpful, lively, result direction is hardly any characteristics to name about (Gosling, Sutherland, Jones, 2012, pp.18-20). 2.2. Initiative attributes of Royal Mail Chief Executive: Moya Greene was named as the CEO of Royal Mail in the year 2010. Before taking the charge of Royal Mail she has been in control at Canada Post since 2005. She was the principal woman to get delegated in the top most situation of Royal Mail. (BBC News, 2010). At the point when she assumed responsibility for the association, Britain’s hundreds of years old state-possessed postal assistance was over-engaged with inconvenience: it confronted a quick de-development income from letters, a huge deficiency in annuity ; restriction to government proposition for privatization from the staff association, and an above all unworkable administrative system that forestalled the business

Unknown Lab Results free essay sample

The accompanying report will portray both my excursion to locate my obscure just as the outcomes that prompted my revelation. Before I start, I will say that I am 100% positive that my obscure (which was #31) is as a matter of fact Proteus vulgaris. My information and the following outcomes from them basically can't be questioned. From my first bunch of results, Proteus vulgaris raised its head and I had it made sense of, yet required the subsequent half to demonstrate my theory right. It was in actuality my disclosure that prompted the class declaration that the Gelatinase test results for Proteus vulgaris was erroneously named on the table. The accompanying data will respect the information that ensured my suspicion: Lab Day #1 The primary arrangements of tests for our obscure comprised of whether maturation had happened in the Phenol Red Broth. The initial segment of this test was for glucose maturation with my outcomes being +, which spoke to corrosive aging dependent on the yellow stock, and G, which spoke to gas finished results in the cylinder. We will compose a custom exposition test on Obscure Lab Results or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The second piece of the test was for lactose aging with my outcomes returning - , demonstrating that no maturation happened because of the red stock. The last piece of the Phenol Red Broth tried for sucrose maturation and my outcomes were + dependent on the yellow stock, which implied aging with corrosive had happened. The following two tests are alluded to as MR-VP, however are separated to speak to Methyl Red and Voges Proskauer. My Methyl Red test outcomes were +, which displayed a red shading demonstrating that there was blended corrosive aging. The Voges Proskauer test for my obscure returned - , disclosing to me that acetoin was not delivered on the grounds that there was no shading change. The last test on this day was the Citrate test. My outcomes were a bit of confusing as it showed slight blue and yellow shading, yet Professor Dovhey-Philips revealed to me that an outcome returning VAR was a chance. This was what driven me to Proteus vulgaris being my obscure, with the outcomes from the subsequent day establishing that end set up. Lab Day #2 The second day of tests and results comprised of another six tests, however I didn’t need anything else after the brief outcomes I had gotten from the principal day. Be that as it may, I obliged what the trial called for and began with the Nitrate Reduction test. My outcomes returned +2, implying that it was red in the wake of including reagents AB followed by no shading change after the expansion of zinc. A clarification of the hues is that nitrate was decreased to non-vaporous nitrogenous mixes (NO3 NO2 non-vaporous nitrogenous items). The following trial of the day was for Gelatinase. The outcomes that I got were - , in light of the fact that my gelatin was strong which implied that no gelatinase was available. From the start the outcomes perplexed me in light of the fact that the table unmistakably demonstrated that Proteus vulgaris should be certain. Rather than attempting to continue, I scrutinized the table and was remunerated with the outcomes for the Gelatinase test being turned around. The third test was the Urease test and it returned +. This outcome drove me to find that there was quick urea hydrolysis and the creation of urease was solid, both bringing about its pink shading. The last three tests for the obscure lab were a piece of the SIM test, with S representing sulfur, I representing indole, and M representing Motility. My sulfur test was +, in view of the dark shading in the medium that disclosed to me sulfur was diminished (H2S creation). The indole test likewise returned + dependent on the red found in the liquor layer from Kovac’s reagent. This can be clarified as tryptophan being separated into both indole and pyruvic corrosive. The last test was searching for motility, with my outcomes returning +. I could tell there was motility since development from the obscure was transmitting outward from the wound line. Based off these test results, there was just a single bacterium that my obscure could have been. One whiff of it could mention to you what my decision was: it smells like Proteus vulgaris.

Common Application Essay Samples

Common Application Essay SamplesWriting a good application essay is not a job that are to be taken lightly, but you do not have to spend hours in the proverbial writing a strong application essay. In fact, there are many common application essay samples which can be used without putting a great deal of time into your composition. In this article, we will examine some of the most common application essay samples which are often employed by admission counselors.The most common application essay examples are those which discuss your personality. While it may seem strange to talk about one's personality in an essay, it is often an important thing for admission officers to know when they are reviewing your application. It is often helpful to demonstrate some of your positive traits in order to provide an example of how you can fit into the admissions process.Your personal life and relationships are also commonly covered in these essays. Often, the question is going to ask you about any ex tracurricular activities you participated in, particularly sports, church or religious organizations and clubs. In addition, be sure to highlight any leadership positions you have held during your high school or college career. This will give an applicant a chance to show their interests in academic endeavors as well as extracurricular activities.In addition to expressing how you feel about yourself, you should also be able to demonstrate your ability to complete tasks on a deadline. When it comes to writing an application essay, students often forget that the essay should be written as a strategy for passing the interview round. Your ability to complete tasks on a deadline will serve to emphasize how well you will fit in with the admissions process. While you may want to focus on how you can contribute to the school community, at the same time, be sure to highlight some of your strengths as well.While grammar and punctuation may not seem to be included in these common application e ssay samples, it is often helpful to be familiar with them. If your English writing skills are less than stellar, it may be helpful to consult with an instructor or professional in your area to see if the placement of certain words will cause problems. While the application essay may not be taken very seriously, it is also not supposed to be completely free of errors.Despite what other people may think, you do not necessarily need to put your entire identity behind your application essay. Instead, you should be honest about your grades and experience in previous school classes. Again, being able to demonstrate your ability to complete tasks as well as the skills needed to finish any assignment is key. In addition, using only your best facts and sources is helpful.One of the most important parts of any common application essay samples is the introduction. While it may not appear to be the most exciting part of your essay, your introduction is important for two reasons. First, your in troduction will provide the student reading your essay with a sense of who you are and what you hope to accomplish with your application. Second, your introduction is also an opportunity to reinforce some of your best points and to provide your reader with a reason to trust you.While the selection of common application essay samples for the admissions process does not appear to be necessary, it is often helpful to use an essay that is reflective of your personality. Even if you do not feel that you are the ideal candidate for admission, the personality section is an important part of the admissions process and you should be sure to highlight your strengths when writing your application essay. Be sure to keep these common application essay samples in mind, and when you feel ready to move forward with your application, consider using a personal statement sample.

Main Points Of Pride and Prejudice - Free Essay Example

Sample details Pages: 5 Words: 1587 Downloads: 4 Date added: 2019/05/29 Category Literature Essay Level High school Tags: Pride and Prejudice Essay Did you like this example? Pride and Prejudice by Jane Austen Narrator: voice outside the story Point of view: third person Don’t waste time! Our writers will create an original "Main Points Of Pride and Prejudice" essay for you Create order Tone: admiration Quote: While seeing Miss Elizabeth Bennet Mr. William Darcy notices But no sooner had he made it clear to himself and his friends that she hardly had a good feature in her face, than he began to find it was render uncommonly intelligent by the beautiful expression of her dark eyes he was forced to acknowledge her figure to be light and pleasuring: and in spite of his asserting that her manners were not those of the fashionable world, he was caught by their easy playfulness (Austen 12). Analysis: The quote demonstrates the tone of admiration because Mr. Darcy starts admiring and giving attention to Miss Bennet, eventually he slowly starts falling for her. Mr. Darcy admire Miss Bennet by describing her figure and beauty to be beautiful. Having a bad first impression on Elizabeth because of her status Mr. Darcy began to change how he saw her. One main character is Elizabeth Bennet and her attitude changes her opinion towards Mr. Darcy when he sent her a letter and after reading it, She grew absolutely ashamed of herself. Of neither Darcy nor Wickham could she think without feeling she had been blind, partial, prejudice, absurd. How despicably I have acted! she cried; I, who have valued myself on my abilities! Who have often disdained the generous candor of my sister, and gratified my vanity in useless or blameable mistrust (Austen 56)! Elizabeth feels prejudice against Mr. Darcy because she found out in her letter that the problems he had with Mr. Wickham were true and that she shouldnt have let herself believe that everything Mr. Wickham told her. Elizabeth blames and is ashamed herself because she questions how she could misinterpret Mr. Darcy and blame him. Elizabeth admits how she could ever be so blinded by pride that she could have acted this way. One example of theme in Pride and Prejudice is pride can overcome ones way of looking at someone. Miss Lucas is talking to Miss Bennet about Mr. Darcy and how His pride, said Miss Lucas, does not offend me so much as pride often does, because there is an excuse for it. One cannot wonder that so very fine young man, with family, fortune, everything in his favor, should think highly of himself. If I may so express it, he has a right to be proud (Austen 11). Miss Lucas has the same opinion with Mr. Darcy because he thinks he has a right to be proud because he has the money and the status to get whatever he wants. It shows that Miss Lucas in some way is prideful for Mr. Darcy because of all the aspects he has in life is basically something everyone should be proud of having. Later on, Miss Elizabeth Bennet is consumed with pride when Miss Bingley tells that all Mr. Wickham told her about his past life and situation with Mr. Darcy is not true. Miss Bennet responds with His guilt and his descent appear by your account to be the same, said Elizabeth angrily; for I have heard you accuse him of nothing worse than being the son of Mr. Darcys steward, and of that, I can assure you, he informed me himself (Austen 30). Miss Bennet is prideful of her opinion towards Mr. Darcy that she doesnt believe a word Miss Bingley is saying. Miss Bennet would rather believe Mr. Wickham who she is slowly growing affection than Mr. Darcy who she always has an op inion of. In Pride and Prejudice, a rich man must always consider marriage, which Mr. and Mrs. Bennet attempt to find husbands for their five daughters, especially Mrs. Bennet who acts like its her life goal to do so. At the ball, a rich man, Mr. Bingley introduces Mr. Darcy to the Bennets and Mr. Bingley notices and dances with Jane Bennet for most of the night. Jane seems to have interest to Mr. Bingley and Charlotte Lucas discusses with the Bennets that Mr. Bingley has an interest to Jane as well. Having Jane and Elizabeth getting closer to the Bingleys, its easier for Mr. Bingley to fall for Jane. Mr. Darcy begins to admire Elizabeth without her or him realizing it. Jane is invited over with the Bingleys and Mrs. Bennet demands she goes on horseback so if it rains she will have to stay over. Unfortunately, it does rain and Jane get seriously ill and has to stay over. The Bingley sisters make fun of Elizabeth because they cant believe that she walked three miles to go see Jane and laugh because she in a lower status. The next day, Miss bennet attempts to get Mr. Darcys attention but he doesnt care and grows jealous when she sees that Mr. Darcy admiring Elizabeth and even asks her to dance. Elizabeth wants to head back to Longbourn but Mrs. Bennet refuses by not lending them a carriage. Mr. Darcy ignores Elizabeth for the remainder of the time to stop any growing affection. The family learns, if Mr. Bennet passes then his cousin, William Collins, would take the estate. Mr. Collins is coming and explains that hes a clergyman, who works for Lady Catherine de Bourgh. In Meryton, the girls see a solider named Mr. Wickham, where Elizabeth and Jane see Darcy and Wickham awkwardly changing colors between then which confuses Elizabeth and Jane whats happened. Mr. Wickham tells Elizabeth that Mr. Darcys father is his godfather and they grew up together. When Darcys father died, he left money for him but Darcy was jealous and refused to give him the money, and Lady Catherine encourages Darcy to marry her daughter. Theres a ball coming up and Elizabeth is excited because the ball could get her closer to Wickham and she wants to dance with only him. Unfortunately, for Elizabeth, Wickham doesnt show up and dances with Mr. Darcy instead. After the dance, Miss Bingley grabs Elizabeth and tells her all Mr. Wickham told her about Darcy is false and Elizabeth doesnt believe it. The next day, Mr. Collins proposes to Elizabeth but declines, causing Mr. Collins to find someone new. Until, Miss Lucas and Mr. Collins have been spending time together and Mr. Collins proposes to her and she gladly accepts. Mrs. Bennets family, the Gardiners, come to visit and talk about Janers situation with Mr. Bingley and offer to take her to London. Elizabeth goes to Rosings Park, shes invited to have dinner with Lady Catherine where she questions Elizabeths accomplishments and family, giving her own remark on every replys. Then, Mr. Darcy has arrived, and during this time, it seems that Darcy and Elizabeth are getting closer and may be falling for her. In a conversation with Colonel Fitzwilliam, Lady Catherines nephew, he tells Elizabeth that Mr. Darcy convinced Mr. Bingley not to marry Jane because he thinks Mr. Bingley loves Jane more than she loves him. Later, Elizabeth finds Darcy confessing his love and proposing and with rage Elizabeth declines because he destroyed Janes love life. The next day, Mr. Darcy has a letter for Elizabeth explaining how he was wrong for going between Jane and Mr. Bingley and Wickham desired more money after Darcys father died and he tried to start a relationship with Georgiana Darcy, and Elizabeth rereads the letter and realizes she been a fool for not believing Darcy. Elizabeth learns that Darcy is leaving, but doesnt want to see him because shes embarrassed with herself. Then Jane and Elizabeth go back home. In the next days, Elizabeth will be going to the Gardiners estate and when she arrives, she is surrounded by talk of Darcy and sees a portrait of him. Receiving bad news Elizabeth gets a letter that Wickham is marrying Lydia and that she needs go home immediately. The Gardiners are confused why Lydia is marrying Wickham if she has no money and isnt planning to marry yet. The search for Wickham and Lydia has not been successful and it turns out Wickham is in debt. A few days later, they were found, unmarried and it will cost thousands of pounds for him to marry Lydia. When Lydia arrives to home acting like nothing happened, Lydia reveals a secret that Darcy was at her wedding ceremony. It turns out that Mr. Darcy bribed Wickham to marry Lydia because if he didnt, it would have ruined the Bennets reputation. Mr. Bingley comes back to Netherfield with Mr. Darcy and the Bennets invite them for dinner and they accepted. Mr. Bingley still has his intentions to marry Jane and the whole family is estatic when he does. Then, Lady Catherine comes asking for Elizabeth and she commands that she wont accept any proposal from Mr. Darcy because hes going to marry her daughter even though they arent engaged. Then, Mr. Darcy comes to Longborn with Bingley and finds himself alone with Elizabeth and she starts thanking him for helping out her family and they exchange their feelings and confess that they both love each other. They both agree to marry and theyll need to talk to Mr. Bennets to ask for Elizabeths hand in marriage, and right away write letters to the family to tell them about the engagement. Eventually, Mr. Bingley and Jane and Darcy and Elizabeth get married with the rest of the Bennets at home and Lydia is still happily married and everyone is glad dont have to worry about finding a man.

The United States Foreign Policy - 1667 Words

As Kelly Anderson’s Foreign Policy Analyst, the following memo will address three areas of the United States’ foreign policy. The U.S. has gone through may transition when it comes to its foreign policy. The United States has been an isolationist, neutralist, and internationalist country from the year it was founded to now. The executive branch and the president apply their power to influence and change the nation’s foreign policy. There are specific departments within the Executive Office of the President (EOP) created to assist the president in his or her process. Political context and historical events have occurred to prove why intervening with another country’s issues does not benefit the national interest and why isolationism is a better system for this country. Hopefully, the memo will accomplish informing what the foreign policy is, was, and should be. After the American Revolution, the states did not really have an official foreign policy. The government back then was mainly concerned on its regional interests and paid not much regards to their international affairs. The United States wanted nothing to do with other countries, especially Europe, to avoid getting into serious or unnecessary terms with other nations. Through the First Congress in 1789, the cabinet level Department of Foreign Affairs was created (Allen, 2009). Two months later, it was renamed it to what is currently known as the Department of States. The Department of States is the executive departmentShow MoreRelatedForeign Policy, Reformed, And The United States1437 Words   |  6 PagesStefan Danilov Pol S 321 B Professor Robin Datta Response Paper 1, Prompt 1 October 18, 2015 Foreign Policy, Reformed Looking back at the history of the United States, we find ourselves in the midst of a revelation. The country of grandiose influence and excessive wealth, that we have come to know during our lifetimes, actually had quite humble beginnings. At a time when most of us are used to having most countries come to the US to inquire for help and assistance, we may not be all too aware thatRead MoreThe United States Foreign Policy Essay1470 Words   |  6 PagesThe United States foreign policy is an interaction between the United States and foreign nations. Foreign policy sets standards on how different organizations, corporations, and individual citizens should interact with one another. Some Americans believe the United States should remain withdrawn from the affairs of foreign countries, but other Americans believe the United States should involve itself in the affairs of foreign countries. In 1796, George Washington included these words in his farewellRead MoreForeign Policy Of The Unite d States1042 Words   |  5 Pages The foreign policy of the United States of America is the process in which it cooperates with foreign nations and sets guidelines of communication for the rest of the world. The foreign policy of the United States is the strategy by which the United States communicates with foreign countries. The U.S. has a powerful influence in this world. The global reach of the United States is backed by a $14.3 trillion dollar economy, roughly a quarter of worldwide GDP, and a protection spending plan of $711Read MoreThe United States And Foreign Policies870 Words   |  4 PagesDurning 1913 and 1916 Woodrow Wilsons domestic and foreign policies weren t both equally successful but both were successful. AlthoughWilson had primarily been elected to reform national politics and initiate new progressive policies in Washington, he spent the majority of his time as President dealing with foreign policy rather than domestic. Wilson s predecessors, including McKinley, Theodore Roosevelt, and Taft, had v iewed the United States as an emerging power that needed to extend its influenceRead MoreThe United States And Foreign Policy Essay982 Words   |  4 Pagesthe rest of the world, and its foreign policy reflected these ideas and beliefs. The United States was on its way to becoming a world power and advancing its own interest in the world, especially in the North and South America. Isolationism caused the United States to avoid being involved in other countries politics and for the U.S. to remain neutral in foreign policy Americans in the 19th century were more interested in domestic events than the affairs of foreign countries. Economic growth andRead MoreThe United States And Foreign Policy Essay4400 Words   |  18 PagesIn contemporary, international society the United States is at the forefront of global affairs. Moreover, scholars have argued that after the First World War, American hegemony led a path for a liberalized world, where cooperation and harmonious institutions unit the world. However, the United States historically has never been this type of hegemonic leader. Rather from their conception as a nation they had a foreign policy which isolated them from foreign affairs of the world, from President WashingtonRead MoreThe United States And Foreign Policy881 Words   |  4 Pagesthe rest of the world, and its foreign policy reflected these ideas and beliefs. The United States was on its way to becoming a world power and advancing its own interest in the world, especially in the North an d South America. Isolationism caused the United States to avoid being involved in other countries politics and for the U.S. to remain neutral in foreign policy Americans in the 19th century were more interested in domestic events than the affairs of foreign countries. Economic growth andRead MoreThe United States And Foreign Policy1633 Words   |  7 PagesThe United States has always had an erratic view towards foreign policy. At its conception, it leaned isolationist for about a century leading up to the First World War before opening up to the global stage. In the interwar period, the United States retreated somewhat back into isolation but continued to support Europe and Latin America. After World War 2, America was left to assume the role as the global hegemonic power, both willingly and unwillingly. Unique circumstances such as the destructionRead MoreThe United States Foreign Policy975 Words   |  4 PagesThe United States Foreign policy in the Middle East Since the United States became the world’s sole superpower, the Middle East has been seen as the most troublesome region in the world by US politicians. This view emanates from all the conflicts going in the Middle East that have the potential to threaten numerous strategic interests for the united Stated such as oil, terrorist, and Israel. Yet Middle East has never seen as problematic as it is now due to the excessive flux of problems the MiddleRead MoreThe United States And Foreign Policy1786 Words   |  8 Pagesthe United States showed little interest in foreign affairs. The U.S. relied on previous foreign policies which resulted in inconsistent international trade in the years leading up to the twentieth century. However, following the rise of the industrial revolution in the United States American business began to recognize the vast potential of the international market place. The U.S. sought out to expand its territory globally to increase trade and protect its assets more effectively. The United States

Poverty The Gulf Coast - 810 Words

Poverty can change how people act and the way that they live in society. Poverty can also stand for the experience someone may lose by living the same way as everyone else around them. Poverty can mean different things such as lack money and experience, but all types of poverty can limit what a person can do such as in the short stories â€Å"The Gulf Coast,† â€Å"The Louisiana Live Oak Society,† and â€Å"The Man Who Was Almost a Man.† The short story â€Å"The Gulf Coast† shows poverty by the lack of experience learned while living in a city that is tucked in, as compared to the gulf coast cities. Elizabeth Spencer writes â€Å" French and Spanish were here from the first, but Poles and Yugoslavs and Czechs had come long ago to work in the fishing industries, while the French traded and the Spanish built ships† (7). Spencer writes this about the gulf coast showing that there is diversity in the cities around the gulf coast because of the different types of people that call the coast home. The diversity that is in the cities that surround the gulf coast causes for the people to face many different experiences, but without the diversity in the main cities people are not exposed to the same opportunities Poverty is also shown in the ways of how social classes act around other classes such as in the short story â€Å"The Louisiana Live Oak Society.† Gus and Robert are the two main characters in the short story â€Å"The Louisiana Live Oak Society,† and each character lives in a different social class. GusShow MoreRelatedHurricane Katrina And Its Impact On The United States1592 Words   |  7 PagesLouisiana and New Orleans which were largely covered by floods. The incident that occurred in the city left so many homes submerged, families crying for help from the rooftops of the submerged flats. 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The high central plateau between these two mountain ranges historically funneled most of the human population toward the center of this regionRead MoreHurricane Katrin Powerful Storm Turned Deadly Catastrophe1956 Words   |  8 Pagesfive deadliest hurricanes in the United States, Hurricane Katrina was certainly not an average storm. The hurricane itself did not appear to be extremely abnormal, as Atlantic hurricanes of similar or greater magnitudes have made landfall in the gulf coast over the last 50 years (Keller, 329). However, none of them caused nearly as much damage and death as Hurricane Katrina. With monetary damages of over $125 billion and 1,83 3 fatalities, it is clear that the extent of Hurricane Katrina’s destructionRead MoreWhat Is The Gulf Country Of The United Arab Emirates1369 Words   |  6 PagesThe interest of mine research topic is Gulf Country that is UAE (United Arab Emirates. In this essay I discussed about languages, religions, life style, economy and political factors as well which make my essay very useful and popular in term of my attempt. Its population is 9.27 million in 2016, with the GDP of 3.847 billion USD, these statistics shows this United Arab Emirates have an important country in middle east. The United Arab Emirates (UAE) is a country on the Arabian PeninsulaRead MoreOman And The Middle East Stratum1183 Words   |  5 PagesOver the past thousand years, Oman has occupied a key strategic space in the Middle East stratum. With its vast mountain ranges, desert terrain, and steep cliffs along the coast, Oman over the years has proven to be very difficult to invade. This has allowed Oman to repel the majority of attacks from foreign militaries and maintain their sovereignty. The Southern and Eastern coastline of the country represents the key that makes Oman so important to the strength of the Middle East. 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The text book says that a typical path for a winter storm would be â€Å"A persistent flow of wa rm moist air from the Gulf of Mexico rose up over a thin wedge cold air to the northRead MoreHistory And Geography Of Mexico851 Words   |  4 Pagesand believe the things we do, and because of this, it impacts the culture that is developed overtime. And when we look at Mexico and the culture it holds, we see this to be true. Mexico is located in North America bordering the Caribbean Sea and the Gulf of Mexico, between Belize and the United States, (â€Å"Mexico†). It also borders the North Pacific Ocean between Guatemala and the United States, as well, (â€Å"Mexico†). Which makes the national territory more 750,000 square miles, (â€Å"Culture of Mexico†).Read MoreClassical Principles or Argument Essay1169 Words   |  5 Pagespeople. â€Å"Much of New Orleans was emptied of its people, and broad areas of the Gulf Coast in Mississippi, Alabama, and Texas were devastated, More than 1 million Americans are now displaced across the country, and their fellow Americans around the nation are trying to take them in, perhaps for a long time.†Not only New Orleans got stuck in the cross fire but it also caused such devastation along the north central gulf coast. It not only executed and caused such affliction to homes and businesses, butRead MoreHonduras, The Land Of No Peace1081 Word s   |  5 PagesHonduras. Background Notes on Countries of the World 2003, stated that, â€Å"Columbus landed at mainland Honduras (Trujillo) in 1502. He named it Honduras (meaning depths) for the deep water off the coast. Spaniard Hernan Cortes arrived in 1524. The Spanish began founding settlements along the coast and Honduras came under the control of the Captaincy General of Guatemala.† Independence was given in the year of 1821when they separated from Spain. They soon joined the coalition of Central American

Is the U.S. Constitution Still Relevant free essay sample

The American lifestyle has changed dramatically over the last few centuries. There were many great American figures and inventions that helped shape these changes. But the most relevant part of history to the United States is the Constitution. Back in 1788, when the Constitution was created, Americans didnt worry about womens rights, minors possessing illegal drugs, or gay marriage because these issues werent a concern at the time. The delegates understood that the United States was a young and growing nation and that new problems would arise as the nation developed. The delegates also understood that the current issue of taxes would not remain a problem forever. James Madison said â€Å"In framing a system which we wish to last for ages, we should not lose sight of the changes which ages will produce.† So as to create a system that we could expand to accommodate a growing future, the framers gave the people the right to adjust the rules as the nation changed. We will write a custom essay sample on Is the U.S. Constitution Still Relevant? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If the Constitution was made only concerning the present issues then there would have to be a Constitutional Convention every few decades and the constitution would have to be rewritten and revised each time. All that would be unnecessary if the first time it was written to solidify any future problems. The constitution is mainly divided into two parts; the Bill of Rights (also known as the amendments) and the governmental structure. The amendments are statements that define the protection and freedoms a citizen has from the government. Because the original ten amendments were fairly basic and inclusive, only 27 amendments have been added to the Constitution out of the thousands that were proposed, thus, invoking the freedom to adjust it. Our founding fathers wanted America to be a place of freedom, and the framers to that to heart when writing the Bill of Rights. Over the centuries, the Bill of Rights has kept American citizens liberated and it still does now. The governmental structure explains how the government is split into three branches; the legislative branch, the executive branch, and the judicial branch. Each branch has a certain amount of power over the other so that no one branch can become too powerful. This plan was created by James Madison and it display his wisdom in how it is the same procedure our government follows today. The Constitution is the guidelines that the moral of our country was founded upon. It sets the boundaries for what the government can and cant control, and it sets the standards of freedom for the citizens. The Constitution is currently the highest law in the country being that it prevents the government from becoming too powerful, thus, securing the people a voice. So, in the question â€Å"Is the U.S. Constitution still relevant?†, considering all that it has changed for the better, it may be one of the most relevant pieces of American history today.

Watsons Theory of Human Caring Paper Essay Essay Example

Watsons Theory of Human Caring Paper Essay Essay The lovingness minute is a critical determination in another individual life. every bit good as your life. It is an act of humanity. In kernel. there is more to giving physical intervention ; your presence and support shows the connectivity with another individual at every given minute. It is a shared journey in this life. we should ever take attention of our neighbours. and possibly this can be the chief docket why we live. Medical forces today try their best. in deepnesss of their day’s activity linking with their patients even if it’s for a short minute ( Dossey A ; Keegan 2013 ) . This touches more in the head. bosom and psyche. The paper provides a treatment of caring minutes and each facet of caring touches patients in their integrity. There is the facet of healing ; in a state of affairs of exposure there is person to prolong them. The baronial medical pattern becomes more of unfastened love and caregiving to those in demand. We will write a custom essay sample on Watsons Theory of Human Caring Paper Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Watsons Theory of Human Caring Paper Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Watsons Theory of Human Caring Paper Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Background and Major Concepts Watson’s theory of human caring focal points on the interconnectedness between the nurse and his/her patients. Nurses play a critical function in the healing procedure of the patients as they show support and lovingness towards them. The theory besides outlines critical and powerful curative connexions. Watson believed lovingness was the most of import facet of the patient-nurse relationship ( Jesse A ; Alligood 2013 ) . Nurses undergo preparation of constructs of love. religion. trust and apprehension that aid in developing caring relationships and spread outing on high-quality health care. The theory was developed in 1975 when Jean Watson was learning the University of Colorado. It developed from his positions of nursing and more in conveying attending to the wellness profession of the lovingness values and patterns to the society at big. She focused more on interior healing of the patients and how the nurses can carry through this healing by turn outing alone attention ( J esse A ; Alligood 2013 ) . Watson’s theory of human caring contains four major constructs. These are a clinical Caritas procedure that shows love and outlines the inspiring love all persons portion with one another. Caritas is the manner human being connect support and attention in their integrity. This entails their organic structure head and the psyche. Watson’s used 10 Caritas constructs to demo the caregiving pronunciamento in the day-to-day maps of the nurses ( Jesse A ; Alligood 2013 ) . This would finally advance trust. hope. and understanding in the work environment. The Caritas procedures should give waies to pattern the theory. They include demoing love and kindness. religion and hope. taking attention of each individual religious beliefs values and patterns. keeping healthy and trustful relationships and accepting positive and negative feelings portrayed by each party. Others are encompassing the scientific method of decision-making and work outing the jobs. all instruction and acquis ition should turn to each person’s needs. The physical environment should be fit for human self-respect. The organic structure. head. and souls demands should be addressed and eventually let an chance for miracles to be performed ( Nelson A ; Watson 2013 ) . These above 10 procedures references caregiving consequences in both the patient-nurse relationship and interactions. In add-on. the caring environment should be to assist better. stabilise. and enhance healing. The 2nd major conceptual elements of Watson theory is a transpersonal lovingness relationship. A batch of emphasizes is laid on the humanist construct of nursing aligned with scientific promotions ( Vandenhouten. Kubsch. Murdock A ; Lehrer 2012 ) . Nursing is taken as an act of professionalism. scientific human attention minutess. Caring emphasizes more holistically with an thought that integrity is more than combined amount of parts ( MSherry A ; Watson 2012 ) . Everyone is extremely valued. and a batch of attention should be given to him/her. A sense of integrity is more emphatic when it comes to wellness. and an enabling environment should be created. The critical function of the nurse is to show an confidant and trusty relationship with the patient and be able to unders tand the agonies of the client. The lovingness state of affairss harmonizing to Watson occur when patient and nurses join custodies and interact to convey a transformational alteration. The nurse has a authorization to protect the clients and neer handle them as objects but with a positive respect ( McSherry A ; Watson 2012 ) . The 3rd one is caring moment/caring occasions genuinely shows the minute the nurses experience state of affairss greater than they are sing. They explore and avail themselves to give optimum attention. and guarantee the demands of the patients are met. The nurses become connected and interact freely with the patients ; their presence in the patients becomes their duty. The relation may besides travel deeper and do nurses make connexions to the whole society at big to widen on the assisting manus ( Jesse A ; Alligood 2013 ) . The 4th is the map of lovingness and mending consciousness. In this instance. the nurse must adhere to the alterations in human life and phenomena. Watson demonstrates that human existences react the terminal consequences achieved finally. It takes the attention and focal point of the nurse to accomplish desired and successful healing. The motive and energy the nurse utilizations determines how a patient heals. Caring –healing and loving consciousness occurs when clip. infinite. and energy are administered optimally ( Dossey. A ; Keegan 2013 ) . Patient-Nurse Interaction Patient-nurse relationship is a caring minute ; the nurse connects with the patient and develops an in-depth apprehension of the patient’s jobs. It involves hesitating and be to the full present to demo compassion beyond what has been practiced in the yesteryear. The nurse experiences the patient’s jobs as their and attempts in all agencies possible to work out the jobs. In a lovingness minute. the nurse can prosecute in duologue with the patients. connect with them and pull out information beyond the outer visual aspect of the patient. A batch is learnt of the behaviour of the patients and in the terminal the nurse learns how to co-relate with the patient ( Dossey A ; Keegan 2013 ) . The human-to-human unfastened relationship expands out caring and supports alive our humanity. These deepen and prolong the relationship and extinguish the impression of cut downing the patients to the position of the object ( Smith. Turkel A ; Wolf 2012 ) . Nurses create a comfy and ena bling environment and Patients feel at easiness. and more loved in the society and this increases their healing processes. As a nurse. I feel obliged to work for the society and unconditioned love for my patients. This is merely by prosecuting in a healthy nurse-patient relationship where both patient and the nurse benefits. Concept of Caring The construct of lovingness is greatly emphasized by Watson theory. As a nurse. I can understand more about human lovingness. During this interaction. I am more informed about the manner to manage my patients. and how to prosecute them in duologues. I can besides portion important information about their wellness at easiness and make an enabling environment for a speedy healing procedure. I learn human lovingness is an germinating work in advancement. it transcends and adapt to our celerity and the energy we exude to the patients. The nurse pattern should alter in line with the alterations in the society. Patients respond good when all their physical emotional and religious demands are addressed ( Dossey A ; Keegan 2013 ) . Thomas augustus watsons appreciates the demands for the nurse to understand that they must happen their inner and self-help to widen self-importance self as a manner of gap and pouring their Black Marias to others with love. sensitiveness. apprehension. and compassion. The patients perceived my caring minute as another dimension of nurse pattern that is hidden and neer explored. They believe more in me and have assurance when puting out their jobs to me. They believe they are in for a assisting manus and that all their agonies will come to an terminal. and their jobs solved. They seek comfort in nurses. and their emotions are stable. And this leads to a profound mending procedure. Patients perceive the nurses as warriors to alleviate the anxiousness and fright. to place these symptoms and assist them decide them. The patients believed the nurses are more likely to place and pull off their demands. Watson portrays an intensely deep connexion developed by the nurse to his/her patients ( Smith. Turkel A ; Wolf 2012 ) . Caring Moment. Interaction. or Relationship What is required to heighten a lovingness minute interaction is to pattern self-care on the side of the nurses. Self-care brings closer nurses liquors. consciousness and allows them to experience connected with the milieus and have a feeling of the cosmic love ( Sitzman. A ; Watson 2013 ) . Nurses are supposed to take attention of themselves so as to be able to take attention of the patients. They should guarantee strong love exist amongst themselves so spread it to the patients. Nurses should be more disciplined and hardworking. More research should besides be done to heighten the usage of scientific cognition in handling the patients. This would guarantee patients have complete trust in the nurses. Metaparadigm Metaparadigm in Watson’s theory is a individual. wellness. nursing and the environment ( Sitzman. A ; Watson 2013 ) . They are of import in human lovingness. To efficaciously handle a patient it is a must a nurse return at tention of these four factors. For case. the individual is most of import. without the human being the nurse has no intent. therefore a individual is the 1 to be treated. nurtured and cared for hence the facet of human lovingness. The attitude of the nurse can impact the recovery of the patients. Nurses should ever portray positive attitude toward the patients. The wellness of the patients should be an duty to be carried out by the nurses. Different patients have different wellness conditions. which should be addressed otherwise. To keep good interaction nurses need to run each individual based on their wellness issues ( Sitzman and Watson. 2013 ) . A healthy environment should be created for all patients ; they should be less depressed by their unwellness for a rapid recovery. Nurses should be present at all times to soothe and nurse the patients. In nursing. portion of meta-paradigm shows compassion and the duty of fostering attention to the patients. There is the kernel of compassionate and lovingness ( Vandenhouten. Rubsch. Murdock and Lehrer 2012 ) . Carative Factors Watson theory of human lovingness was utilized in the lovingness minute. first by the pattern of love. and kindness to self and others. He emphasized the demand to be unfastened with others. attention for one’s ego and others. formalizing the singularity of others and appreciating them. A strong relationship is built on accepting one another. honouring single gifts and handling each other with loving kindness. In add-on. demonstrate regard and acknowledge strengths and failings in ego and other ( Sitzman A ; Watson 2013 ) . The 2nd carative factor is the inculcation of religion and hope. One is needed to be genuinely present and prolonging the system of one being nurtured and cared for. By listening I was able to honour the patient’s beliefs and enable them to experience a sense of hope and religion. Human caring demands connexion. interaction and promoting others in the ability to travel on with life. every bit good as sing individual as a human being and non an object. It makes it easier for ego and others to believe in themselves and make an chance for silence and contemplation ( Smith. Turkel A ; Wolf 2012 ) . The 3rd one is the cultivation of sensitiveness. It involves being sensitive to self and others by fostering single beliefs and spiritual patterns. This ensures patient’s demands and feelings are adhered to. and a more trusting. lovingness and helpful relationship is created. Healthy interactions are maintained by the ability to forgive ego and others and more echt involvement in others ( Sitzman. A ; Watson 2013 ) . Perform duties of giving attention taking to mending procedures and mending interactions. The 4th factor is publicity and credence of the look of positive and negative feelings. This factor was extremely emphasized in human lovingness. Being present and supportive of positive and negative feelings is a connexion of inner ego and the patients ( Dossey. A ; Keegan 2013 ) . I co-create a lovingness relationship with the support of caring environments to advance religious. emotional and physical growing. I was able to assist others see good facets of their state of affairs by accepting and assisting them cover with their negative feelings. Decision Watson’s theory of human caring gives nurses a platform to execute and show lovingness behaviours. The theory lays out an unfastened act of lovingness. which is of major importance in the healing procedure. Human caring facets have the ability to overpass the kineticss of human happenings. The patient-nurse relationship holds the key to recovery. Watson in his school of idea said one has to take attention of himself in order to take attention of others and supply attention and huge love. Mentions Dossey. B. M. A ; Keegan. L. ( 2013 ) . Holistic nursing: A enchiridion for pattern. Burlington. MA: Jones A ; Bartlett Learning ) Jesse. D. E. . A ; Alligood. M. R. ( 2013 ) . Watson’s doctrine and theory of transpersonal lovingness. Nursing theoreticians and their work. 79. McSherry. W. MSherry. R. A ; Watson. R. ( Eds. ) . ( 2012 ) . Care in Nursing: Principles. Valuess. and Skills. Oxford University Press. Sitzman. K. . A ; Watson J. ( 2013 ) . Caring Science. Mindful Practice: Implementing Watson’s Human Caring Theory. Springer Printing Company. Smith. M. C. . Turkel. M. C. A ; Wolf. Z. R. ( Eds. ) . ( 2012 ) . Caring in nursing classics: An indispensable resource. Springer Printing Company. Vandenhouten. C. . Kubsch. S. Peterson. M. Murdock. J. A ; Lehrer. L ( 2012 ) . Watson’s Theory of Transpersonal Caring: Factors Impacting Nurses Professional Caring. Holistic nursing pattern. 26 ( 6 ) . 326-334.

Dhurakijpundit University Scholarship Essay

Dhurakijpundit University Scholarship Essay Free Online Research Papers Dhurakijpundit University Scholarship Essay Prompt: Once you have successfully completed your study program under the Dhurakijpundit University Scholarship, besides teaching at Dhurakijpundit University, what do you plan to contribute to the growth and development of the university?â€Å"DPUs educational philosophy can be characterized by the adages: Business professionals help build the nation. and Work purifies the soul Our mission then, is to develop graduates who are competent in the many and varied skills required in business and administration and who possesses high moral values.† [Dhurakijpundit University’s Mission Statement, 2002] To help the university to fulfil its mission and pave its way to grow internationally, I intend to bring my insight and workable practices concerning the research training and educational programme development from one of the top 3 UK business schools to Dhurakijpundit University (DPU) in addition to my teaching works. A brief detail about these two aspects can be illustrated in the following paragraphs. As every university is aware, ‘research and development’ are the crux of success factors of any institutions providing higher education. They are the foundation on which the studying programmes, whether undergraduate or postgraduate, will effectively be built They also provide the knowledge competence which can be employed to compete with other global players in the higher-education market. Clearly, a university that wish to stand on the front line cannot afford to ignore them. As a doctoral student of the Warwick Business School (WBS), I can realise the importance of these mentioned determinants very well. In this environment, I have gotten a good opportunity to be trained by experienced professors in the world-class research tradition and style which render WBS the top research rating (5*) in the UK. Besides, I have also been involved with teaching activities in the business school whose teaching quality was also rated ‘excellent’ by the UK Government. These are unimitable know-hows and experiences which I will contribute to DPU to help it to attain a sustainable growth in a similar fashion as WBS has done. In summary, the insights about research activities as well as studying programme management, which I have continuously gained from these top masters, will definitely be valuable when they are to be applied to DPU. Also, I am confident that I can integrate these know-hows with DPU’s existing core competencies in an efficient and consistent manner to guarantee a successful implementation in the future. Research Papers on Dhurakijpundit University Scholarship EssayStandardized TestingInfluences of Socio-Economic Status of Married MalesAnalysis of Ebay Expanding into AsiaResearch Process Part OneOpen Architechture a white paperBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaDefinition of Export QuotasGenetic EngineeringAnalysis Of A Cosmetics Advertisement

Business Strategy of Associated British Foods Assignment

Business Strategy of Associated British Foods - Assignment Example In relation to the study the company which has been selected is Associated British Foods, an international public limited company that has its headquarters in London. The company was established in 1935 and is the leading British supermarket chain as far as production of sugar and baker’s yeast is concerned. The company has five strategic business units: Sugar, Agriculture, Retail, Grocery and Ingredients. The grocery division stocks both branded and own label products. Brands that fall under its grocery division include Mazola, Ovaltine, Ryvita, Jordans and Twinings, Silver Spoon, Tip Top and Kingsmill. The company’s retail division (called Primark in UK and Penneys in Ireland) has a global presence with over 215 stores covering a total area of 6.9 million square feet. The retail division’s outlets are located in Belgium, Germany, Ireland, the Netherlands, Portugal, Spain and the UK. In 1963, the company acquired the British supermarket giant, Fine Fare which it sold later in 1986 in order to acquire British sugar. As of 2009, British Sugar fulfills the sugar requirements of more than half of UK. Finally, in 2007 ABF acquired an Indian food business. The company provides employment to more than 97,000 people and operates in more than 44 countries. UK contributes to around half of the company’s sales and profits. ABF has been rigorously diversifying into other markets than Sugar since early 2000s which is a crucial aspect of its strategy. ABF acquired ‘Twinings’ in 1964 to broaden the range of national and international marketing resources available. (Whittington, R. and Mayer, M., 2002). To date Twinings has been an asset in the company’s portfolio as it enjoys strong brand loyalty and has had a pull effect which has increased sales of other brands within ABF’s portfolio (Whittington, R. and Mayer, M., 2002).ABF further diversified into the food business with the intention of providing one-stop convenience shopping to customers; the company had realized that customer buying habits and trends were changing (Whittington, R. and Mayer, M., 2002). One of the most important reasons however was the instability of earnings from sugar sector due to its seasonal nature, coupled with the anticipated EU reform (Bertin, O., 2002). Another crucial aspect of ABF’s strategy has been its diversification and growth strategy. The company has, over the years, expanded to sectors beyond sugar which is a conscious and well-thought out strategy based on strong reasoning. Firstly, the highly debated EU sugar reform intended to cut surplus in sugar beet production by slashing prices by an exorbitant 43% which would adversely affect the company’s earnings (Bertin, O., 2002). Secondly, sales from the sugar business were subject to seasonal fluctuations which had to be recovered from non-seasonal businesses so the diversification to other lines such as retail, ingredient and grocery was well just ified for ABF. (Bertin, O., 2002).Thirdly, world markets had become very unstable especially in the years following 2000 because of which its sugar line was capable of being harshly affected (Cherney and Elena, 2001). Furthermore, its sugar industry was highly dependent on the local UK economy for raw materials and output which made it undesirable for the company due to the country’s history of slow recovery from economic recessions so its diversification was justified. (Cherney and Elena, 2001). Therefore, it is evident from the reasons mentioned above that the company was formally employed in the sugar industry; however, it spread its operations to other unrelated sectors such as grocery, retail and ingredients (Austen and Ian, 2007). A key aspect of ABF’s diversification strategy has been its geographic diversification. In 2006, it got hold of Illovo; a South Africa based company which it has used as a means of penetrating deeper into the South African sugar market and could

Be Fit or Be Out of Favor at CFI Westgate Coursework

Be Fit or Be Out of Favor at CFI Westgate - Coursework Example ive power, he made his policies legal and further made clear that the organization had the power to fire employees who would not comply with the new policy. In fact, his tactic is not consistent and cannot meet role expectations as it does not influence followers’ attitude. 2. Siegel’s idea of weight loss contest seems to have better effects when compared with his no-smoking policy results. The main reason is that he himself lost more than 20 pounds in a few years and thereby aroused inspiration among others in this respect. However, Siegel’s coercive style and thoughtless comments have far reaching adverse effects on employees’ morale. Although his objective is genuine and it can bring forth tremendous positive changes throughout the organization, the way he approaches the matter flaws in several respects. Since obesity is often a medical condition that involves genetic factors other than life style problems, one cannot lose weight overnight complying with a new policy. Siegel should find out better options that can trigger enthusiasm among employees. He can be successful in achieving this goal only if his persuasion becomes rational enough with factual evidence and logical arguments. In other words, his idea regarding weight loss should have inspirational

A Taste of Honey Shelagh Delaney Essay Example for Free

A Taste of Honey Shelagh Delaney Essay In A Taste of Honey Shelagh Delaney presents Jo as a young woman looking for security and love. Compare the relationships she has with Helen, her boyfriend and Geoff. To what extent does she find security and love with each? Shelagh Delaney the writer of the play A Taste of Honey was born on November 25th 1939 in Salford, England. It was in school when she saw her first play, an amateur performance of Shakespeares Othello. She was only twelve at the time, and the play made a great impression on her. When she was seventeen, she began writing A Taste of Honey as a novel but later realised that it would be better as a play so it was first performed in 1958, accepted by Joan Littlewood, a famous director of the Political Theatre who strongly believed that plays should be about ordinary people. A Taste of Honey is mainly about a young working class girl who refuses to conform to her dreary surroundings and way of life. When the play was introduced, it was rare to find any of the situations portrayed in any other plays as the circumstances of each of the characters in the play were polemic and unaccepted by a neglectful society. Keeping up the appearances was an important factor in life, and at the time public disgrace was a horrendous situation to be involved in., so it almost became a day to day struggle to keep others satisfied with a suitable personal image that no one had the right to question. People were often very prejudiced about things like origin and race, sexual inclination, promiscuity and sex before marriage. To be involved in any of those things was a serious act for concern from the family and members of the community. At the time people were very religious and strict with regards to homosexuality, promiscuity and sex before marriage, in households from the 20th century, there was rarely a laid back mentality when these situations happened in the conventional life of an ordinary person. It was very common for a youngster to be involved in any of the above, as the senior members relied on their traditional customs and philosophies and took a lot of care in their every move. Ironically this play doesnt seem very concerned with all the issues that emerge from that society, and makes it a much more rebellious and interesting play to watch. However interesting it was, not everyone agreed with the content of the play, as some reviewers confessed that this was the first play they had seen with a coloured person and a homosexual man. Jo is a 15-year old girl who seems to have been unfortunate in life due to the circumstances that we see her in at the start of the play. By the way of life she leads, we learn that she is not happy or satisfied with herself or with her only relative, her mother. She displays inappropriate behaviour for a teenager of her time, I dont owe you a thing. By saying this we learn that she has little respect for Helen and is very distant from her, she also sounds angry and frustrated because she knows she deserves much more and also because Helen has not been a proper mother to her in any way. Something else, which we are able to see from Jos lifestyle, is that she is frequently exposed by her mother, to different men coming in and out of Helens life. The best example is Peter, a close friend of Helens. This is evidently an unsuitable environment for a teenage girl, and clearly shows that Helen is not very concerned about the image she is creating in Jos mind. We can conclude that Helen is not only being a terrible example for daughter Jo, but also is offering no security in the sense of stable relationships that can benefit Jo in a good way. Helen doesnt stand firm in front of Jo and by inviting men into her house, she is loosing all sense of respect for herself and most importantly, for her daughter. Its almost like Helen and Jo are friends who take boyfriends in for intimate relationships. At the start of the play we learn that Helen has a strong drinking problem, drink, drink, drink, thats all youre fit for. You make me sick. Jo is directly affected by it, as she has to co-exist with this habit in Helens life. We know that she clearly dislikes it and mentions how her mother isnt good for anything else apart from drinking. This can represent the way Jo feels, since the time she started to realise her mothers neglectful treat you make me sick, Jos frustration has become so great that she has started to hate her mother for being such a bad parent. By mentioning thats all youre fit for Jo tells us that Helen has been a total failure in every aspect of motherhood and wasnt able to demonstrate even the smallest sign of care and affection for daughter Jo. Perhaps Helen thought that alcohol could help ease the pain of not being able to be a good parent and offer love and security to Jo. But once again we see that Helen makes the wrong choice and maybe unconsciously might not realise how much this is also affecting Jo. This drinking problem is once again an appalling example that Helen is transmitting to Jo, as she might think its acceptable to drink in order to ease the pain and attempt to sort out problems under a more relaxed but less rational approach. Some readers may think that at the point of Helens response to Jos comments about drinking, she is completely under the dominion of alcohol, and responds in a cynical way, Dont just stand there shivering; have some of this if youre so cold. My reaction to this answer was of utter amazement as I am unable to believe the extent of Helens brutality and stupidity. She has just been told by Jo how much she dislikes the habit and still persists on acting irresponsibly and offering an intoxicating drink to her underage daughter. She should have been a little more considerate and thought of a more reasonable solution to Jos request. This once again leads us to believe that Helen is offering Jo no security, or protection in any way. Unexpectedly Jo enquires about her father just as her mother is getting ready to marry peter. As she is not pleased with what her mother responds, she declares her as a liar You liar look at me. This response was obviously generated from the way Helen answered Jos question, which evidently wasnt tactful or sensitive. Until this point we learn that Jo is unaware of who her father is, and this sort of conversation appears to be a serious issue between mother and daughter. Jo seems to feel resentment towards her mother, by the way she says you liar. By hiding this important piece of information to Jo, I believe that Helen has disrespected her daughter in various aspects. Jo as being the product of an intimate relationship between Helen and the man in question is in her full right to demand respect and to know who her progenitor was. This reveals quite a lot about Helens personality, as she demonstrates cowardice at the single thought of facing her daughter and telling her the truth about her origin. When Jo says look at me, it becomes clear to us, that she has to prove or disprove her mothers honesty with a single glance at her eyes. Jo is not entirely sure of this answer and proves to us that she does not trust her mother in her honesty and actions. Helen and Jo keep an uncharacteristic relationship; because its not one of mother and daughter love neither a friendly one. They just dont seem to be able to understand each other as such and therefore have lost all mutual respect and affection, simply because Helen is far too selfish to give up her way of life to ultimately benefit her daughter and herself. Its like theyve swapped roles, Helen being the daughter and Jo being the mother, one more responsible and conscious than the other. Jo acts like an adult in many ways, as she shows a clear disapproval upon her surroundings and her mothers drinking habits, she certainly feels uncomfortable at the men coming in and out of Helens life. Youve emptied more bottles down your throat in the last few weeks than I would have thought possible. If you dont watch it, youll end up an old down-out boozer knocking back the meths Jo is warning Helen that if she isnt careful with her habits, she will be alcoholic and drinking illicit beverages meths. Jo sounds like shes disturbed by her mothers future and has a precautious tone in her voice that makes her sound like a worried mother or wife. At the start of the play, when we meet Helen and Jo, their relationship seems very weak, and doesnt seem to get any better as the play proceeds; because of this I can predict that as they dont dedicate sufficient time and effort to form stronger bonds they will not be able to progress and comprehend their individual needs and circumstances. Anyway, its your life, ruin it your own way Helen makes this very strong remark that suggests a very careless thought with regards to Jos future. She uses a common tactic that allows her to show a dignified attitude, by offering Jo sufficient freedom to ruin her future and hold her responsible for her actions, consequently saving herself from her daughters blame and pain of failing. This shows how careless she is at offering support in Jos plans ambitions and dreams. In a way this is a very sad thing to do, because not only does Jo lack financial stability, but also love and emotional security. On the other hand Jo is conscious of her mothers intentions with regards to a good life for her. Ruining my life. After all, youve had plenty of practice this blame on Helens performance as mother is quite serious and is good at describing their relationship in general. This allegation is also good to prove the fact that Helen has offered no security or love to Jo. However making matters worse Helen accepts this accusation and unconsciously hurts Jo to a deeper extent saying yes, give praise where praise is due, I always say pessimistically she responds with no hint of shame at what she has created in Jo, because of her neglectful behaviour. I dont think that during the play their relationship gets to evolve in a positive or a negative way; however Helen may start to look at Jo as a woman rather than a girl due to the consequence of her relationship with boy and her pregnancy. In act 1 scene 2 Helen leaves her daughter Jo to go and get married to Peter, which in some way helps Jos emotional state, as it is supposedly the end of a most hated cohabitation, and the start of a new independent life. I believe that this action taken by Helen was by far the best thing she has done to benefit Jo, perhaps unconsciously but for the benefit of both sides. Helen has been a bad mother because she has never been able to offer Jo pure and unconditional love, instead she has made Jos existence imperfect and complicated without a reasonable purpose. I am not trying to justify un-motherly conduct, but she probably was never prepared to facet he responsibilities of a parent. It was completely inappropriate form Helen to allow men and alcohol form a barrier between herself and daughter Jo. Nearer to the conclusion of the play Helen returns to Jo, not to rectify her mistakes but only to make matters worse for poor Jo and her baby, I feel that she came back in a mood of pity and not love for a future single mother. However she may see herself reflected on Jo, and may feel is her duty to come to aid her. I feel great sympathy for Jo at the end of the play, because it seems to me that her life is a cycle that repeats itself over and over again. She is lonely even though she is due to have a baby and has her mother with her. Sadly Helen is still an alcoholic, and is penniless just as Jo is, which will unmistakeably make the baby suffer because of the circumstances. I also feel that since Jo and Helen have avoided resolving their differences and issues, their relationship will carry on deteriorating to a greater extent, until they will not be able to interact any longer as a team or family. Boy holds a fairly important role in the play, as Shelagh Delaney may have used him in order to represent a race and a whole group of people at the time. He is a twenty year old sailor that manages to infiltrate Jos heart and lighten up her life to a certain extent, for a short period of time. The reason why Shelagh Delaney doe not provide boy with a name, is because he ends up leaving her and breaking all his made promises, of returning and marrying her. His role in the play is of a young adult who meets Jo and eventually becomes her boyfriend. He also becomes the father of her baby, even though he is not aware of this. The relationship boy has with Jo is completely different to the ones she experiences with all the other characters, this one is of love and mutual understanding. I love youbecause you are daft. I believe that the most important factor with regards to Jos feelings and other characters is that perhaps it is the first time she falls in love with someone, and is answered back in the same way. Even though buy offers love to Jo, he certainly doesnt offer much security. This is because he enjoys having fun wherever he goes and is not able to make a promise and keep it. youre the first girl who Ive met who really doesnt care this quote shows that he is someone whos had many relationships in the past, analyses different behaviours, and therefore has gained experience in the subject. I reckon that Shelagh Delaney wants to make the audience judgemental towards boy because of the way his relationship ends with Jo, and leaving to never come back. In my opinion boy only used Jo to sleep with and never really felt anything special for her, this truly shows the type f person he is. The audience may find that he is genuine and honest about his feelings but then turns out to be insincere and false, however what really damages his image to a higher extent is how he took advantage of Jos naivety and innocence. Geoff is another important character in the play, as Shelagh Delaney may have chosen him to represent the fears, hopes and dreams of a secluded group of people, who were judged by their sexual inclination. He is false a person who provides Jo with a strong friendship and some security that perhaps she took for granted. Geoff is someone who lacks self-confidence and is in desperate search for acceptance security and companionship, he wants Jo to look at him as a man with defects and expects from her as much as she receives from him. They have a peculiar relationship as Jo refers to him as a big sister or a womanly figure in the house, you are just like an old woman really. You just unfold your bed, kiss me goodnight and sing me to sleep. This kind of remark may have resulted embarrassing for him as he is a male and much older than Jo. Shelagh Delaney is very effective at revealing Geoff qualities, by telling us the large amounts of efforts he puts into Jos house and the way that he takes care of her, someones got to look after you. You cant look after yourself. You would not expect this type of behaviour from a stranger and man in a male dominating society. Another good way the reader can see the qualities in Geoff is by comparing him to Helen, who is the total opposite of her and has taken better care of Jo in a short period of time than she has. From analysing Jos and Geoff relationship we can learn that during the time they spend living together they have both been happy and able to co-exist with each other, which is something Helen and Jo were never able to achieve. However there was always this barrier between Jo and Geoff, generated by their different attitudes towards life and other issues that revolved around their respective characters. While Geoff was optimistic, Jo was fairly negative and resembled Helens personality to some extent. This factor never really allowed them to enjoy their relationship and their time together to the maximum. I think it would be best if you left this place Geoff I dont think its doing you any good being here with me all the time this tells us that Jo is being honest with him and knows about his need to experience a womans desire to prove whether his inclination towards a men is real. To some degree Jo is a little bit arrogant as she declares that she can be self-sufficient and doesnt need from Geoff to carry on living a normal life. Nobody asked you to stay here. You moved in on me, remember? If you dont like it you can get out, cant get Geoff is a maternal figure to Jo as he is making a great effort to help her out with the preparation for the coming of the baby; something Helen would be more appropriate at doing. I thought you changed. Motherhood is supposed to come natural to women he explain this which such patience and care that almost sounds like he has passed through motherhood himself. This maternal figure is very rare and distinctive in the play as he is the only in the play who offers this sort of care and guidance, despite him being a man. Geoff is nothing like Helen simply because they do not share any qualities or even defects. The only way in which he may resemble Helens behaviour is at the end of his role, when he decides to leave Jo and not rebel against Helens prejudices and power to throw him out of Jos and the babys life. just as Helen did, he ends up deserting Jo, and not thinking of the possible emotional crisis she may start to go through. At the end of the play Jo is left standing by herself lonely without anyones help and support to hep undergo the conceiving of her baby, and the rest of her life she may still have to live. The mood is quite bleak, grim and dull at this point most of the relationships between the characters have broken up. Helen has been thrown out of Peters house and longer is she able to enjoy financial stability or Peters company as a husband. I believe none of the relationships in the play were really meant to work just as much as Geoff and Jo would have never been able to coexist considering their different circumstances. Shelagh Delaney may have chosen the title A Taste of Honey because in a way all of the characters in the play find a hint of happiness for a short while, and then just as it came it quickly diminishes and becomes difficult once again. I believe that Shelagh Delaney was correct in choosing this title for the play because it is indeed a sequence of events that resemble the ups and downs in life and the way one can taste something good but then its taken away. Its never really a constant patch of happiness throughout, but a constant struggle to keep going as much as possible.

Contemporary Rural America Captured in Rip Van Winkle and The Legend of

Contemporary Rural America Captured in Rip Van Winkle and The Legend of Sleepy Hollow Most Americans probably believe our times are different from Washington Irving’s era. After all, almost 200 years have passed, and the differences in technology and civil liberties alone are huge. However, these dissimilarities seem merely surface ones. When reading â€Å"Rip Van Winkle† and â€Å"The Legend of Sleepy Hollow,† I find that the world Irving creates in each story is very familiar to the one in which I grew up. The players may have changed, and institutions have mostly replaced roles traditionally taken on by people, but the overall pieces still fit the rural lifestyle of contemporary America. Perhaps the biggest variation from life in these stories and life today in the small town concerns the role of the Van Tassels. As the prominent family in Sleepy Hollow, they serve as the social center. Baltus Van Tassel has more the air of an English country squire during harvest time than he does an American farmer. He is hearty, down to earth, and full of largesse (â€Å"Sleepy Hollow† 549, 556-557). The â€Å"’quilting frolic’† (553) is really a potluck dance. This type of community gathering continued throughout American history in rural areas. We have barn-raisings, fall festivals, holiday celebrations. However, the nature of the gatherings has changed in that the role of the prominent family now goes to the city or civic groups (such as a church). Rural America still has wealthy families and farmers, but rarely do they open their homes to the community for dancing and potlucks. The closest we still see of this is the ranch barbeque , but the outside nature makes it far less intimate. In my experience, these events are... ...ture of King George in â€Å"Rip Van Winkle.† Rip returns to his village twenty years after he left and realizes that someone has transformed the King into George Washington (541). Irving, realizing that much of life is merely a refashioning of the same ideas and structures into something that looks new, has taken an old German folk tale and turned it into a story of American life. We may live in a time with vastly different resources, technologies, and opportunities, but the urges that drive us are still the same. Works Cited Irving, Washington. â€Å"The Legend of Sleepy Hollow.† The American Tradition in Literature. Vol 1. Eds. George Perkins, et al. 7th ed. New York: McGraw-Hill, 1990: 544-563. 2 vols. ---. â€Å"Rip Van Winkle.† The American Tradition in Literature. Vol 1. Eds. George Perkins, et al. 7th ed. New York: McGraw-Hill, 1990: 533-544. 2 vols.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of Project Work in Foreign Language Classrooms Bulent Alan and Fredricka L. Stoller The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects.In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English.Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages. In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call â€Å"project work† into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects.What often occurs in such settings is that students, when given the chance, join groups wi th their friends. They complete their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the language and information-gathering demands of the task (if there are any demands). In some settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely concerned with the visual attractiveness of their projects, paying little attention to content and language learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects according to their visual appeal, ignoring students’ gains in language and content learning. In other settings, students are constrained in their ability to grow from their projects, either because of excessive teacher control or because of the absence of teacher feedback and guidance during the process.In setti ngs characterized by too much teacher control, we find instructors who dictate each step of the process without giving students any voice in defining the project. Generally, such excessive control inhibits students from taking responsibility for their own learning and developing a sense of ownership toward the project. In these settings, students are rarely asked to provide feedback on the project experience; thus, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement.Another problem occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. Project work can be more effective when teachers relax their control, when students regard the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved each year. A total relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers have ignored both the process-based nature of project work and students’ need for support at different stages in the project. Finding the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge. Generally, such projects are multidimensional.A review of numerous case-study reports (Allen 2004; Gardner 1995; Gu 2004; Ho 2003; Lee 2002; Levine 2004; Papandreou 1994; Tomei, Glick, and Holst 1999) reveals that successful project-based learning: †¢ focuses on real-world subject matter that can sustain the interest of students †¢ requires student collaboration and, at the same time, some degree of student autonomy and independence †¢ can accommodate a purposeful and explicit focus on form and other aspects of language †¢ is process and product oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way to maximize the potential benefits of project work is to follow the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. Step 1: Students and instructor agree on a theme for the project The students and instructor come to an agreement on a project theme.Because projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should identify ways (large or small) in which students can develop some sense of ownership toward the project. Step 2: Students and instructor determinethe final outcome of the project With the nature and objectives of the project in mind, the students and instructor determine the final outcome of the project (e. g. , bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate audience for their projects (e. g. , classmates, other students, parents, program director, city mayor, a local business). Step3: Students and instructor structure the project After the theme and final outcome of the project are determined, the stude nts and instructor work out project details that guide students from the opening activity to the completion of the project. In this step, students consider their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling information, and then presenting their final project. Step 4: Instructor prepares students for the demands of information gathering At this stage, the instructor prepares students for the language, skill, and strategy demands associated with information gathering. With student ability levels in mind, the instructor prepares instructional activities for each of the information-gathering tasks.For instance, if students will be conducting interviews to gather information, the instructor may plan activities in which students have to form questions, ask follow-up questions, request clarification, and take notes. If students are expected to write letters, the instructor might review the format and language of formal letters. If they intend to conduct an Internet search, the instructor may review search procedures and introduce useful note-taking strategies. Step 5: Students gather informationAfter practicing the skills, strategies, and language needed for gathering information, students are ready to collect information using methods such as interviewing, letter writing, and library searches. Whenever possible, the instructor brings in relevant content resources to get students started on their information quests. Step 6: Instructor prepares students to compile and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and synthesize the information that they have collected from different sources.The instructor prepares students to do much of this on their own through tasks that involve, for example, categorizing, making comparisons, and using graphic organizers s uch as charts and time lines. Numerous training sessions might need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , taped interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7: Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ready to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then discuss the value of the data that they have collected, keeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8: Instructor prepares students for the language demands of the final activity As in Steps 4 and 6, the instructor designs language-improvement activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9: Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10: Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at higher education levels, students of agriculture can engage in project work about soil erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a third bridge over the Bosphorus in Istanbul; they might even send their reports to interested officials. Students enrolled in a vocational school on the southern coast of Turkey might design a website that introduces their town, with an eye toward attracting and building tourism in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their first year of university studies can explore a self-selected topic related o their majors (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited numbers of Turkish athletes in recent Olympic games. EFL students in the east ern part of Turkey might conduct a survey aimed at determining the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students studying EFL in other countries are known to focus their projects on issues specific to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in various vocational areas, resulting in brochures for tourists, travel itineraries submitted to travel agencies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional marriage practices as part of their project work, culminating in video presentations of their findings.EFL students in Japan are surveying visitors at major tourist destinations—with note pad, tape recorder, and camera in hand—about topics of contempora ry interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could conduct projects with an environmental slant that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. (See Lee 2002, for a description of a project involving the creation of a booklet that describes an environmentally sound home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, represent just a sampling of possible projects and outcomes that can be integrated into EFL classrooms. Project work: A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the School of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and organized by both the teacher and students, students evaluate the effectiveness of the local t ramcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They also write formal letters to the city to request information and conduct library and Web research. At the conclusion of the project, students present results to students in the School of Foreign Languages as well as to guests from the university and city government by means of a public forum, reinforced by a bulletin board display with findings and recommendations. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following: †¢ Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and Web research †¢ Engage in critical thinking activities, partially through synthesis activities †¢ See improvement in their language ski lls †¢ Use English with more self-confidence The project, structured following Stoller’s (1997) ten steps, is described below. Step 1: Students and instructor agree on a project The instructor conducts a lesson designed to raise students’ awareness of a local tramcar issue.This opening lesson, meant to encourage students to participate in shaping public opinion, elicits students’ attitudes toward public transportation, specifically tramcars, and provides them with the vocabulary and language needed to participate in the project. The instructor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists different forms of transportation, including tramcars. The instructor fills in the grid with students’ initials or tally marks to indicate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to discuss the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (see  Figure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most important finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (see  Figure 2). Then students are asked to brainstorm the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes , routes, and tramcar stations (see  Figure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to implement the solutions that they have put forward. Next, the instructor tells students about a project that will help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that they develop a sense of ownership.Step 2: Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation: (1) in a letter to the local government, (2) at an open public forum with invited guests, and (3) on a bulletin board in Anadolu University’s School of Foreign Languages. Stude nts are encouraged to include the following in their bulletin board display: a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, community members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, besides the Foreign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3: Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as: 1. What information is needed to conduct an examination of the local tramcar system? 2. Where and how might pertin ent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their primary roles and responsibilities. For instance, students determine who will conduct interviews; take photos; do library and Web searches; draw graphs, pictures, and charts; finalize the bulletin board display; and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students’ majors are taken into account so they can be assigned roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, jo urnalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can pair up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4: Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. These lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard parts of an interview: polite opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality an d content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write several drafts of their letters, followed by editing and revision activities that examine levels of formality, formatting, and linguistic accuracy. Guided peer-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5: Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of inquiry draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout. Step 6: Instructor prepares students for compiling and analyzing da ta After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and interpretation techniques. This is a good time to introduce students to conversational gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as â€Å"I see your point, but†¦Ã¢â‚¬  and â€Å"Don’t you think that†¦? † Step 7: Students compile and analyze information After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8: Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually involved in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (that focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9: Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the proj ect. ) Step 10: Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to: (1) reflect on the language, skills, and strategies that they have mastered to conduct the project; (2) consider the content that they have learned to complete the project; (3) contemplate the impact of the project; and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. †¢ Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project. †¢ Strive to engage students in all stages of the project.Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. †¢ Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for m eaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. Integrate tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. †¢ Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. †¢ Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.