Analysis of “The Ethics of Respect for nature”

In this paper, I will be conducting an analysis of the article â€Å"The Ethics of Respect for nature† written by Paul W. Taylor. In this paper Taylor presented the foundational structure for a life-centered theory of environmental ethics. The structures according to Taylor are based on three categories which are related. The first part of the structure is called respect for nature. What this section of the article basically talked about was how human being only respects living things. And it also mentioned how if we as human beings were to adapt to the life-centered system of environmental ethics, the way in which we view the world right now will have to have to change we would be caring for nature more than we are now. Taylor argued that, it is the good (well-being, welfare) of individual organisms, considered as entities having inherent worth that determines our moral relations with the Earth’s wild communities of life. In order to prove his argument he was able to relate the argument with the anthropocentric views. In the anthropocentric view, human actions affecting the natural environment and its nonhuman inhabitants are right (or wrong) by either of two criteria: they have consequences which are favorable (or unfavorable) to human well-being, or they are consistent (or inconsistent) with the system of norms that protect and implement human rights. From this human-centered standpoint it is to humans and only to humans that all duties are ultimately owed (James). We as human have no obligation to promote or protect the good of nonhuman living things. The difference between the life-centered system of environmental ethic and the human-centered system of environmental ethic is in life centered system (as noted earlier) we as human will have more duty to the nature. Our duties to respect the integrity of natural ecosystems, to preserve endangered species, and to avoid environmental pollution stem from the fact that these are ways in which we can help make it possible for wild species populations to achieve and maintain a healthy existence in a natural state (Taylor). Our duties with respect to the â€Å"world† of nature would be seen as making prima facie claims upon us to be balanced against our duties with respect to the â€Å"world† of human civilization. We could no longer simply take the human point of view and consider the effects of our actions exclusively from the perspective of our own good. The evidence that the author used to justify the respect of nature is by making clear the fundamental moral attitude that underlies and makes intelligible the commitment to live by such a system. The second part of the structure is a belief system that constitutes a way of conceiving of the natural world and of our place in it. This belief system underlies and supports the attitude in a way that makes it an appropriate attitude to take toward the Earth’s natural ecosystems and their life communities. This section focuses more on the perception of biocentric outlook on nature. Taylor believed that the biocentric outlook on nature has four components; the first is human are thought of as member of the earth’s community of life, second the earth’s natural ecosystems as a totality are seen as a complex web of interconnected elements, with the sound biological functioning of each being dependent on the sound biological functioning of the others. Third, each individual organism is conceived of as a teleological center of life, pursuing its own good in its own way. And the last component, whether we are concerned with standards of merit or with the concept of inherent worth, the claim that humans by their very nature are superior to other species is a groundless claim and, in the light of elements (1), (2), and (3) above, must be rejected as nothing more than an irrational bias in our own favor (Taylor). To further understand his argument he was able to relate human with other species in a biological aspect. The laws of genetics, of natural selection, and of adaptation apply equally to all of us as biological creatures. In this light we consider ourselves as one with them, not set apart from them. We, as well as they, must face certain basic conditions of existence that impose requirements on us for our survival and well-being. Each animal and plant is like us in having a good of its own. This argument is considered a strong one because it logically self-explanatory and there are many scientific evidence to support this argument (Darwin’s theory of evolution). What differentiate us humans from any other species according to Taylor is our good. This argument is reasonable because, although our human good (what is of true value in human life, including the exercise of individual autonomy in choosing our own particular value systems) is not like the good of a nonhuman animal or plant, it can no more be realized than their good can without the biological necessities for survival and physical health (Taylor). Taylor also argued about the possibility of extinction. The possibility of the extinction of the human species, a possibility which starkly confronts us in the contemporary world, makes us aware of another respect in which we should not consider ourselves privileged beings in relation to other species. This argument has some strength to it because according to biology, the well-being of humans is dependent upon the ecological soundness and health of many plant and animal communities, while their soundness and health does not in the least depend upon human well-being. Thinking about it, one can argue that the existence of the human race is not necessary. Every last man, woman, and child could disappear from the face of the Earth without any significant detrimental consequence for the good of wild animals and plants. On the contrary, many of them would be greatly benefited. The destruction of their habitats by human â€Å"developments† would cease. The poisoning and polluting of their environment would come to an end. The Earth’s land, air, and water would no longer be subject to the degradation they are now undergoing as the result of large-scale technology and uncontrolled population growth. Life communities in natural ecosystems would gradually return to their former healthy state. Tropical forests, for example, would again be able to make their full contribution to a life-sustaining atmosphere for the whole planet. The rivers, lakes, and oceans of the world would eventually become clean again. Spilled oil, plastic trash, and even radioactive waste might finally, after many centuries, cease doing their terrible work. Ecosystems would return to their proper balance, suffering only the disruptions of natural events such as volcanic eruptions and glaciation. The third component is a system of moral rules and standards for guiding our treatment of those ecosystems and life communities, a set of normative principles which give concrete embodiment or expression to the attitude of respect for nature. Taylor was able to support his argument by relating the idea of human superiority to the system of moral rules. The relations that the author made in this case certainly helped his argument because, knowing that we as human are superior to other animals, we tend to overlook the morals in which we are supposed to look at which result in humans not respecting other species (James). The author also argued that various nonhuman species have capacities that humans lack. There is the speed of a cheetah, the vision of an eagle, the agility of a monkey. Why should not these be taken as signs of their superiority over humans in the way we as human treat other species? This evidence is reliable because according to research a cheetah is faster than an average human being, an eagle has a much better vision than an average human and a monkey is much more agile than an average human being (Taylor). In the aspect of moral rights and the matter of competing claims, Taylor argued that animals and plants should not be included in the class that have moral rights. He argued that there is no reason, why plants and animals, including whole species populations and life communities, cannot be accorded legal rights under my theory. This is a strong argument because to grant them legal protection could be interpreted as giving them legal entitlement to be protected, and this, in fact, would be a means by which a society that subscribed to the ethics of respect for nature could give public recognition to their inherent worth (James). The strength of this article is that it can be related to many aspect of the human race today in consideration to the definition of right and human rights today. Most of the term that was used in the article was well defined for example the definition of both life and human centered environmental ethics. There was also enough adequate support of his argument, for example in the way Taylor used the anthropocentric view to support his argument of life-centered environmental ethics. One weakness that I found in this article is the way the author went about relating his topic in order to make his argument more sufficient. The author should have stated in introduction that he will be using â€Å"the attitude of respect of nature†, â€Å"the good of being and the concept of worth† etc. to support his argument instead of jumping into the discussion. In conclusion, Taylor presented the foundational structures for a life-centered theory of environmental ethics. The structures according to Taylor are based on three categories which are related. The first part of the structure is called respect for nature, the second part of the structure is a belief system that constitutes a way of conceiving of the natural world and of our place in it and the third component is a system of moral rules and standards for guiding our treatment of those ecosystems and life communities, a set of normative principles which give concrete embodiment or expression to the attitude of re pect for nature . The author’s main purpose in this paper has been to try to establish a base point from which we can start working toward a solution to the problem. Most of the arguments that Taylor constructed in this paper are really convincing and was supported by evidence both scientific and philosophical evidence.

Non-traditional vs Traditional Architecture

Introduction to the History of Western Architecture August 26, 2013 Final Written Assignment Non-traditional (Billingsgate) And Traditional Architecture (Batcher Mansion) On our way home from dropping the kids off at the mid-point between Albany and Hilton Head Island my wife and I decided to deviate from driving through the 1-95 route we normally take. Making the better choice to travel through the beautiful countryside of Pennsylvania saved us countless hours of never ending traffic. As we rolled through the countryside of the historic state we had to make a couple of stops.At one of the stops we picked up a Pennsylvania vacation guide. Once home I took a few minutes to browse through the guide. To my delight I found two places I would like to visit the next time we drive through Pennsylvania. One is not what you think. The first place I put on our agenda the next time through the Keystone State is a model train barn with miles of track. As a beginning enthusiast of model railroadi ng I took interest in what the Coho Coho Barn has to offer. The next item on our agenda would have to be Billingsgate (Figure 1) in Mill Run, PA, roughly 60 miles southeast of Pittsburgh.Billingsgate is an architectural marvel designed by Frank Lloyd Wright, arguably America's most famous architect and as luck would have it is one of the architects mentioned in the module assignment. Wright designed the house for his clients, the Kaufmann family and was completed by 1939. Edgar Kaufmann was a businessman and philanthropist. The family owned Kaufmann Department Store in the sass's which now part of the Macy's chain. Mr.. Kaufmann and his wife, Lillian, had one son, Edgar Jar. The Kauffmann used Billingsgate as a mountain retreat like many other Pittsburghers.They could hike in the forest, swim and fish in the streams, go horseback riding, and do other outdoor activities. Following true to their philanthropy, the Kauffmann became acquainted with the Conservancy when they were involved with the early acquisition of Friendlier Peninsula, later to become the cornerstone of Peephole State Park. Their son, Edgar Kaufmann Jar. , commented on the importance of Billingsgate to Western Pennsylvania Conservancy Design & development when he said, Such a place cannot be possessed.It is a work of man for man; not by a man for a man. Over the years since it was built, Billingsgate has grown ever more famous and admired, a textbook example of modern architecture at its best. By its very intensity it s a public resource, not a private indulgence. Billingsgate came to the Conservancy with its buildings, collections and site intact. As stated by Loll in a travel log in 2005, Billingsgate is truly unique. The most notable feature was a series of cantilevered balconies protruding from every side and level of the house.In figure 2 large cantilever anchors are embedded in the rock. In breaking with traditional architecture Wright designed the house using the cantilevered system to su pport the structure. Since there was no visible support, they seemed to Just magically extend from the walls of the house. Frank Lloyd Wright believed in organic design, which meant that he wanted the structure to blend in and be a part of its surrounding environment. To accomplish this he used sandstone quarried right on the property so that it matched perfectly with the surrounding stone.The site Billingsgate pictures: photos of Kaufmann house above the waterfall, states beautifully the following with regards to figure 3: Notice that the warm glow from the interior lighting resonates with the autumn colors in this fall photo. Dramatic cantilevered terraces reflect the similar structure of he rock ledges below. Roomy terraces on either side of the living room on the main level, as well as the large terrace above it, create strong horizontal lines balanced by the almost unbroken vertical lines in the tower on the left (which in addition to stone columns over 10 meters tall, has 3 st ories of floor-to-ceiling windows).These and many other clear horizontal and vertical lines in the house may be compared with the formation of the rock, with the horizontal and vertical of ground and trees, and with the water moving horizontally in the stream (Bear run) and vertically as â€Å"falling eater† in the form of waterfalls (visible in the photo and downstream Just out of view in this photo). The falls visible in the photo break at an angle, creating an illusion of water flowing out from beneath the middle of the house.The sound of the flowing water fills the house continuously. The website Billingsgate pictures: also states the following about figure 4: There is no grand front entrance, if that meaner big double doors flanked by decorations and symbolizing the barrier between outside and inside. Rather, the continuity of inside and outside is emphasized, in keeping with the theme of a ruinous and natural relationship to the setting.Other examples of this, besides e verything mentioned above, include windows wrapping all the way around 3 sides of the huge living room, and at the corners where two window panes meet – here and at other places in the house such as the west tower (as well as in other Frank Lloyd Wright houses) – there are no bulky vertical support beams. The Kaufmann house affectionately known as Billingsgate is non-traditional architecture if the definition of traditional architecture is simply that which is having historical precedent and ornamental design.As I look at each photo of the structure I am immersed in the beauty of the simplistic lines and the sense of airiness and the manner in which it appears to float over the waterfall. Additionally, I feel a sense of calm and a desire to find more photos. This building has made its own historical precedent in the way it uses nature as its filler while using strong steel as the roots that allow the building to stand freely amongst the trees. When it comes to traditio nal architectural form, The Batcher Mansion Inn stands as one of the premier examples. The Batcher Mansion is a stately and renowned Saratoga Inn, with quite a history.This elaborate Victorian home turned inn sits in historic Saratoga Springs, NY. As it is put into words by the Innkeeper on the Inn's website: One of the outstanding landmarks of Saratoga Springs, it is an architectural pastiche of High Victorian Eclecticism combining French Renaissance Revival, Delineate and Egyptian influences. It is crowned by a mansard roof and its tower is topped by the evocation off minaret. Built in 1873 by George Sherman Batcher, it still sits majestically on the corner of Circular Street and Whitney Place with a commanding mintage of Congress Park, the heart of historic Saratoga Springs.Resplendent with beautiful gardens, architectural detail and magnificent views, this Saratoga Bed and Breakfast now hosts guests in the timeless tradition of grace and ease, reminiscent of another century. The history lesson continues: George Sherman Batcher began life on July 25, 1837 in the tiny village of Photoelectrical, in the township of Edinburgh, Saratoga County. He was related to Roger Sherman, a signer of the Declaration of Independence as well as to the great orator and statesman Daniel Webster. Batcher received his legal education at Harvard Law School where he received a AL.B in 1856, when at age 21 he was elected to the New York State Assembly he was at that time the youngest person yet elected. In 1861 he married Catherine Cook, daughter of the state's comptroller, and they had three children but only their daughter Kate, born May 19, 1870 survived infancy. It was in 1873 that Batcher commissioned the Albany, NY architectural firm of Nichols & Walcott to build the magnificent mansion at 20 Circular Street, which Batcher named Easer-el-Enough, Arabic for palace of pleasure. Built at a cost of $100,000. 0 its three floors contained, among other features, eleven bedrooms, fiv e bathrooms, two steam-vapor furnaces, a music room, a library, and was fully illuminated by gas light. Its large basement kitchen fed food to the butler's pantry off the formal dining room by dumbwaiters. The plans for the house were considered so unique and its modern features so effective that they were copyrighted. The intricate woodworking includes decorative molding and beautifully carved inlays, that when adding some gilded mirrors, furnishings of the period, Oriental USGS, and elegant chandeliers and the refurbishing is as close to the original as one can get.An excerpt from Saratoga Springs Crown Jewel Enlivens Upstate New York by Gail Rudder Kent on the Inn's website Handsome paneled wainscoting runs the length of the center hall, with a coffer ceiling; spectacular high-arched doorways that conceal imposing pocket doors lead from living room to library to dining room – framed and capped by intricate pediments with neoclassic details; tall recessed windows are Romane sque with ornamental cornices; and each capacious room is warmed by a fireplace of carved arable.The red-and-gray slate mansard roof in figure 10 is bifurcated by dormers, each accented by a huge clamshell arch; the ivory stucco facade is studded by a myriad of ornate bays and balustrade balconies, and, as if that weren't enough to impress, its conical tower resembling a minaret is right out of Arabian Nights. Our lives are vastly different today than 100 years ago when life was slower, less mobile and more lethargic. Our ancestors were not lazy nor were they boring. What happened is technology has advanced so much in the last 100 plus years that our ivies have gotten faster, increasingly mobile and definitely more dynamic.The advancement in technology has allowed us to make better and stronger materials for building. The innovation that comes with strength has allowed for the non-traditional architect and builder to plan and build more open floor plans with independent support for walls, flooring and roof tops. Strong traditional values continue to play a role in how an architect plans a design. Billingsgate will someday, if not already, become a traditional form with the straight lines and the use of nature as part of the structure.What Billingsgate lacks in satirical precedent is more than made up in the bold design and the manner of which Wright designed this classic non-traditional structure. When it comes to falling into the traditional form, the Victorian mansion designed by Nichols & Walcott for Batcher takes the cake. In this case tradition was dictated by society not so much as a â€Å"have to† but more as a â€Å"need to†. The grandiose nature of the structure was perfect amongst the wealthy and above nearly all people's financial meaner back in the late sass's. Though not as popular or noteworthy to the architectural world as Billingsgate, theBatcher Mansion is a notable location to stay for a weekend as a meaner to get away from the modern world and relish in a time long forgotten. An architect wants to make a name for them-self. The â€Å"need to† as dictated by society refers to the basics of form and technology of the era. What we find in the pyramids of Egypt, the Parthenon, Pantheon and others are worldwide awe inspiring works of art beyond their days in technology yet are the very reason why architects push the boundaries even with today's technological advancements. All buildings still need doors to enter into.

Current Events and U.S. Diplomacy Assignment Example | Topics and Well Written Essays - 1000 words

Current Events and U.S. Diplomacy - Assignment Example Though most of these relationships are positive and peaceful ones, there are some relations that are not so good. This is especially apparent with US relations with many Arab countries in the Middle East. This relationship culminated with the twin tower attacks on 9th September 2011 by Arabic terrorists, and the US response to the attacks by invading Afghanistan, and later on Iraq, in order to quash any terrorist groups intent on attacking the USA. One country whose diplomatic ties have seen developments since the cold war ended with the fall of the Berlin wall in 1989 is Germany. During the cold war, the Berlin Wall separated east and West Germany, and by extension separating Eastern and Western Europe. Therefore, Germany was in the midst of all the chaos that marked the cold war decades. The two separate parties had completely different ideologies, and this difference split Europe between those two camps, hence a physical separation in form of a wall was built to separate them. Aft er the fall of the Berlin war, most countries changed their political ideologies to those of Western Europe. Germany, which had been split into two, had difficulties settling into being one large country with Western Europe ideologies, especially concerning democratic rule. The reason for this was due to the fact that the elements that advocated for socialist and communist rule were still resisting the inevitable change that was prevailing in the country. However, in the end, the western ideologies and democracy prevailed (Stiftung, 2003). Germany’s cold relations date back to the Second World War when the two countries were indifferent camps. USA allied with Britain and other countries to end the Nazi rule in Germany and brought the Second World War to an end. After the fall of the Berlin wall, the USA was a very significant force in ensuring that peace was brokered between the two former camps of eastern and western Germany. Furthermore, the US retained a large number of it s military personnel in Germany after the end of the cold war to protect its trade, educational and other institutional interests in the country. This was, however, a friendly agreement between the two countries. When the USA invaded Afghanistan after the September 2001 attacks, Germany sent troops to back up the NATO forces in bringing down the middle eastern country, which was seen as protecting the terrorist attacks mastermind Osama bin Laden and other terrorists operating under the A Qaeda emblem. However, the relations between USA and Germany turned sour when the then German chancellor Gerhard Schroeder refused to back the USA in invading Iraq, opting for more diplomatic and peaceful solutions to the problem. This problem was neutralized when the US-backed Angela Merkel became chancellor. Recently, the relations between the USA and Germany have had tensions again after a series of secret documents from the US embassy in Germany were leaked to the public by Wiki leaks. In these documents, information passed between the US embassy in Berlin and the USA painted a bad picture of the leadership in Germany, especially of the current chancellor, labelling her names. Furthermore, the leaked information criticized nearly the whole German cabinet and leadership, with very few pro-American members left untainted (Norton, et al., 2011).

Child Abuse Essay Example | Topics and Well Written Essays - 1250 words

Child Abuse - Essay Example ‘Child neglect’ or ‘child abuse’ is an ambiguous and all-encompassing term used to describe actions perpetrated by parents on children which are universally deemed harmful by society and as defined by law. Many degrees of child neglect exist within two main categories, emotional/psychological and physical. Historically speaking, child neglect is a relatively new concept and its meaning is in a constant state of evolution. Until the early nineteenth century, child neglect was more or less a way of life, especially for poor children. The terminology may be a new concept but the practice is long-lived. Throughout the history of mankind, children have been abandoned, killed, mutilated, kidnapped, raped, jailed and otherwise exploited in various ways. For example, children during colonial times in America were regularly beaten with whips because this practice was thought an important aspect of instilling discipline. Until the early nineteenth century, very young children regularly were forced to work more than 12 hours a day, six or seven days per week in mills, factories and mines (Daro, 1988). At the time, neither whipping nor forced labor was considered child abuse or neglect and children had no recourse but to endure what today would be considered horrific living conditions. Largely because of the labor movement in the mid-1900s, many states enacted laws that defined child neglect, required health car e workers to report suspected neglect cases and outline punishment for offenders (McCurdy & Daro, 1994). Congress gave a formal definition to neglect and stipulated actions states must take so that children would be protected from abuses when it ratified the Child Abuse Prevention and Treatment Act in 1974. Many influences determine whether a child may be considered ‘at risk’ for neglect. The personality and past experiences of the parent, the family’s economic

How official sponsors have been affected by the activities of ambush Essay

How official sponsors have been affected by the activities of ambush - Essay Example This research will begin with the definition of ambush marketing. Crimmins and Horn define ambush marketing as the act in which a corporation takes advantage of a well known event like FIVA tournaments in football to popularize itself without an official permit from the concerned party. It is considered to be a form of marketing strategy in which one of the many competing companies associates itself with a particular sporting event, without paying the required fee. The company associates itself directly with the event and it’s participants without an official permit, creating an unfair competition with the official sponsors. The aim of the ambush marketing is to popularize their company by influencing fans to buy their products. They only associate themselves to the event but do not use trademarks of the third party while only suggesting a close connection to the event by creatively alluding themselves to that event. Generally, ambush marketing can be demonstrated in one of th e following ways such as through sponsorship of the event’s broadcasting. Lyberger and McCarthy concurs that this will work to their advantage since it will popularize itself among the fans through the televisions covering the event. Secondly, the ambush marketer might also sponsor the event’s subcategories and hence boosting their association through a cost-effective method. Another strategy ambush marketers employ is to buy time to advertise themselves during their competitors’ event. Furthermore they can as well organize for similar but non-sponsored events to run co-currently with the event. Finally, the ambush marketers can opt to buy licenses allowing them to sell their products during the event or offer unsanctioned tickets and hospitality packages to fans of the event. This paper discusses a case study of ambush marketing in India. Case Study Vikrant (2003, p.34) examines India as one of the many countries which have been affected by the activities of th e ambush marketers during the 2003 Cricket World cup. One of the cases was triggered by a promotion dubbed Phillips, which was offering Cricket World Cup tickets as prizes. The slogans that were used during the promotion indicated the name â€Å"Philips† and they urged interested candidates to buy an audio system from Philips and get one cricket world cup ticket (O’Sullivan and Murphy, 2000, p.366). In addition, the tickets indicated a seating place for someone and the entry number at the gate. This incidence caused a lot of suspicion since the Philips Sponsor had no official recognition among the sponsors of the event. Lyberger and McCarthy (2001, p. 134) explains that during that year the International Cricket Council (ICC) had signed official agreements with nine sponsors who were officially recognized. It came to the attention of the council that the sponsor calling itself Philips was not among the nine sponsors. Consequently, the council presented claims that the Philips Sponsor was trespassing and offering unfair competition to the recognized official sponsors. The sponsors of Phillips were an ambushing marketer and the council filed a suit restraining the sponsor from associating its advertisements to the world tournament (Vikrant, 2003, p. 38). However, this was a belated afterthought as the ambush had already caused a lot of damage to the official sponsors and stopping the adverts could not reverse its gains to Phillips. Matters were further complicated by the fact that a case presented to an Indian court by the council was dismissed on grounds that the information contained in the Philips Slogan was just a form of advertisement (Natal, p. 2003). According to the court, Philips was just looking for a way to attract many people to buy their products, which doesn’t amount to an infringement. It interpreted the information in the slogan as any person purchasing goods form Philips would be awarded a prize, only that the prize was the

Abuse of Drugs Prescription in a Primary Care and Its Prevention Research Paper

Abuse of Drugs Prescription in a Primary Care and Its Prevention - Research Paper Example As a result, medical practitioners and their respective patients have been in a constant limbo as to the trend that may bridge their status quo to future developments. This then has often resulted in the usage of narcotics primarily intended for malignant pain to chronic pain associated to either non-malignant cancer or even to some extent, primary care (Schneider, 1998).   Ã‚   According to the Substance Abuse and Mental Health Services Administration (SAMHSA), the improper prescription and usage of drugs has remarkably increased from 2008 to 2009 (Cullen et al., 2009). From an over-all rate of 8.0% in 2008 for individuals aged 12 and above, the National Survey on Drug Use and Health (NSDUH) noted a 0.7% increase in 2009. The Survey maintained that the significant increase is attributable to the prevalent usage of marijuana in teens and partly to the loose prescription of these narcotics of health practitioners to their patients.    Abuse of Prescription of Narcotics in Primary Care    Serious Threat of Opioid Abuse In the medical field, pain has been categorized in two. That is, the pain associated with malignant cancer on the one hand, and the pain allied with non-malignant cancer and other chronic pain. ... Following the medical prescription of opioid analgesics, misuse and abuse of the said narcotic have been the concomitant consequences. That is, according to the National Survey on Drug Use and Health (2009 Report) and the Drug Abuse Warning Network (2010), the United States is now faced with an alarming threat of opioid abuse. Chronic Non-Cancer Pain in Primary Care and Use of Opioids It is estimated that about 50 million Americans experience non-cancer chronic pain and a significant 41% of that population or approximately 20 million patients state that their prescriptions do little to alleviate the pain (Becker et al. 2011). Chronic pain associated with conditions other than cancer is usually treated in primary care clinics (Cullen et al., 2009). Extent of Opioid Misuse in Primary Care and Causes    Von Korff, Kolodny, Deyo and Chou (2011) stated that empirical evidence that would ascertain the degree of drug abuse and misuse among primary care patients are not available, but the surveys conducted to that effect have significantly shown the frequency of prescription ranges from a low of 4% to a notable 26%. However, this increase in opioid misuse and abuse is not singularly attributed to its widespread recognition (Wilsey et al., 2009). Primary Care Givers’ Need for Adequate Knowledge on Preventing Opioid Misuse The widespread abuse of opioid pain suppressants is not to be singularly attributed to the medical acceptance given to the said drug. Salloum (2010) stresses the importance of the said drug and maintains that the public should not let certain consequences of its prescription to obscure its advantages. However, certain parameters must be enacted so as to delimit and control its use and somehow combat the abuse and misuse

Probable strategies or measures to be implemented by the authorities Essay

Probable strategies or measures to be implemented by the authorities for Counterterrorism acts - Essay Example It is so much obvious that the organizational head-quarters are of these terrorist organizations are situated in Pakistan and the terrorists use a favorable gateway into India through Bangladesh but international fraternity hardly ever grant a cross border action plan to counter cross border terrorism. On the western part of the globe in the United States and in the United Kingdoms the story of Islamic terrorism is no different. Over here, it is not a problem of cross border terrorism because in these cases of the two countries, sadly enough, the Islamic terrorists are part of their own demography and most of the acts of cross border terrorisms are committed via information channeling. Thus it is more important for countries like United States and United Kingdoms to formulate a substantial strategy to counter terrorism in the most effective manner possible. It should be remembered that the disaster of 9/11 took place when the terrorists took advantage of the American social way of life where the number of domestic frequent fliers are high enough to suffer a low security system. The same is true about London underground rail blast. In both the cases the terrorists took advantage of the counties' way of social life and it would be impossible to alter this way of life putting security as an alibi where the menace is basically organized by a fundamentalist motive. No country should rupture ever under such motives. Prelude to the probable action plans In view of the documents found in the apartment of a suspected Al Qaeda member Anas al-Liby, in Manchester, England, May 2000 it could be stated that the systematic formulation of the general action plans of terrorist activities mentioned in the document indicates a well organized sect being involved in this procedure of destructions. It should be noted that few chapters like the Eighteenth Lesson: Prisons and Detention Centers are truly gruesome and people who are able to execute or simply thing of such proceedings should be stopped at all cost. As it is obvious that the training manual not only indicates activities centering US and UK only but also is applicable to other countries as well, like India, who oppose Islamic fundamentalist's concept of Islamic rule around the world. Therefore it is extremely essential to bifurcate the strategy into two sections viz. Domestic strategies and international strategies. Domestic Strategies: In accordance to the training manual the Military Organization dictates a number of requirements to assist it in confrontation and endurance. These are: 1. Forged documents and counterfeit currency 2. Apartments and hiding places 3. Communication means 4. Transportation means 5. Information 6. Arms and ammunition 7. Transport Under the perception of these operations it would possible to underline strategies based on each of the mentioned point. Forged documents and counterfeit currency: First of all, there is the problem of forged documents and counterfeit currency. To negotiate these and to control probable and further infiltrations the authorities must make it

Rationalism empiricism Assignment Example | Topics and Well Written Essays - 500 words

Rationalism empiricism - Assignment Example The thesis differs with the different variables for, S. The difference between innate knowledge and intuition and deduction thesis comes in on how this knowledge prior to experience is under acquisition. The innate knowledge theory offers that the knowledge is due to rational nature while the intuition and deduction theory argues on basis of subsequent deductive reasoning. This thesis states that some concepts are not from experience. It argues that although an experience may trigger a process by which an action is brought to consciousness, the experience will not determine the information within them. Descartes argues that in order for true knowledge one has to have certainty, and certainty of the external world is not what one can prove through empirical methods, while Leibniz argues that the knowledge of some particular world truths appeals to what we know rather than the nature of knowledge therefore this knowledge is from intuition and deduction. In relations of ideas, Hume argues that this is the confirmation which is either demonstratively or intuitively certain and this is where geometry, algebra and arithmetic lie, while in ‘matters of fact’, their certainty is not true through evidence and a contrary would exist but it would never contradict the matter of fact. The mathematical knowledge seems to be about something bigger than the knowledge in people, the knowledge of moral judgment determines how we ought to behave and the verification principle fails because it has a cognitive meeting. 3) The argument Markie describes as ‘the kind of reasoning that has caused many philosophers to adopt some form of Innate Knowledge Thesis.† (pg. 18). This is the one where plato argues that the knowledge is part of

Ethical Dilemma In Marketing Assignment Example | Topics and Well Written Essays - 250 words

Ethical Dilemma In Marketing - Assignment Example This is a case of flaws in parts of its cars as it appears in After Ratings Drop, Ford Reworks Touch Screens Published: March 5, 2012 (http://www.nytimes.com/2012/03/06/business/after-ratings-drop-ford-reworks-touch-screens.html?_r=0) in The New York Times.This is an issue of ethical dilemma in marketing. Ford Motor Company has been a global firm that manufactures cars and has equally faced significant challenges including stiff competition. The most critical aspect of the problem it experiences involved realized flaws in some parts of its models. The company added touch-screen control systems to some of its most popular models as a way of meeting the demand of the customers. They also did this to gain the competitive advantage over other firms. However, with time, the customers noted significant inefficiencies with the system which was bound to affect the image of the company. Considering a number of resources Ford had invested in marketing and the intensity of surety and guarantee they gave clients. This put them in a dilemma to recall the cars or leave the customers to survive and make changes in the yet to be released ones. The customers felt disappointed and inconvenienced by the response of the system. This forced Ford motor company to decide between the two difficult alternative decisions. If they are to recall, they will incur huge losses and lose the confidence of the consumers. By leaving the customers in the dark will equally make it fairly difficult to boost the image of the firm.

Engaging parents and fathers in their children's early learning Essay

Engaging parents and fathers in their children's early learning - Essay Example For instance, the ministries and departments of education and child welfare have been in the forefront of funding projects that gather, assess, and analyze existing knowledge and best practices that would encourage other educational and learning stakeholders to work with and involve parents in young children’s learning (Desforges, 2003). This paper explores the subject of involving parents, more so fathers in children’s early learning. Many educationists concur that the importance of parental involvement in children’s early learning cannot be overemphasized. The first reason for this assertion is that parents are children’s first and most enduring educators. Thus, by working together with other child welfare and development practitioners, parents play a rather critical role in and have a positive impact on their children’s early learning and development. This positive impact of parental involvement stems from the fact that the time and activities shared among parents and children not only affect the children’s social and intellectual development but also their emotional development (Desforges, 2003). It is therefore imperative that parents understand that children’s early learning requires more than just being parents but requires them to take an active role in the children’s early learning. There are several parental factors infringing on or affecting a children’s early learning. These factors include parents’ socioeconomic status, education level and living conditions, which have direct bearing on a child’s early learning activities and outcomes. Nonetheless, more important than the above factors is the quality of a child’s home learning environment. Although parents may not have achieved a lot educationally and might be living in disadvantaged environment and circumstance, their regular engagement in their children’s early learning activities has

Reality of Teaching and Learning Pronunciation Essay Example for Free

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

Worldview Assignment Essay Example for Free

Worldview Assignment Essay Every day is a gift and one we should never take for granted. The way we perceive the world around us takes critical thinking and a strong and faithful framework to help guide us through life. The world we live in gets harder and harder and moral responsibility is constantly being challenged. Having a worldview based on structure and faith is crucial to one’s everyday life. In their book, Consider, Dr. Lew Weider and Dr. Ben Gutierrez explain that a worldview is a person’s philosophy of life, a framework a person brings to decision-making, and a filter or lens which a person uses to interpret life and the world around them. Every one person has a worldview. This can be molded by people who surround us from the time we are born to adults. There are multiple groups of people from different cultural and religious backgrounds craving your attention in hopes to share their worldview with you and persuade you. You have to fully desire to understand the teachings of the Bible and be able to spread the gospel starting from the beginning to end. Everything has an origin from which it is created. Having a Christian Worldview I know there is only creator and that is God. I can remember my worldview being shaped as early as three years old. I remember the days of my youth going to church with my family like it was yesterday. From a biblical worldview you can find truth and meaning in the scriptures Genesis 1:1 and Psalm 139:13-26. We know God created the world because our faith and trust start within him. In the Bible, Psalm 8:5 and Genesis 2:15 give identity to mankind. We are strong-willed and viewed as caregivers. We are to nurture all other creatures and the earth around us. In John 17:3 and John 17:20-23 our purpose is the interconnection we have with God. He is the reason we have aligned our life with a Christian framework and one day will be with him in Heaven. In their book, Consider, Dr. Lew Weider and Dr. Ben Gutierrez reveal that Theists answer the questions of morality and ethics primarily through Special Revelation. We have read through scriptures that God loves us all and knows that not one human being is perfect. God knows that only he is righteous and we are given the path to become one with him. Such examples of human nature are found in Psalm 51:5 and Ephesians 2:8-10. The path one human chooses will determine their destiny. In Revelation 21:1-7 and 20:11-15 you will find there is only two ending places in which you will spend eternity. With our faith and our love and commitment we possess as Christians we know our eternity rest within the Heavens above. It is an obligation we have to God to follow his guidance and have comfort in knowing that he knows us better than anyone and one day we will join him. I try hard every day to view the world with an open heart and clean slate. It’s hard not to dwell on events that have happened that was tough, but you have to forgive and forget. I know that I am very blessed. God has given this life and we should open ourselves to love and faith. I see hundreds of people throughout my week and I try to greet them with a smile and a â€Å"Hello†. We need to see the good in people and think of how God would want us to treat each other. If you were having a rough day maybe that one positive experience will uplift you and put you in a better place. Some people live a hard life, some by choice and some by unfortunate circumstances. I’ve always wanted to help heal the people that are sick and need medical attention. It’s been my calling since I was a little girl. I just wanted to help people and I know that God led me down the right path. Currently, I work as a Respiratory Therapist and I come into contact with a lot of ill people. I try my hardest to serve them in a way that I can change their outcome and improve their health. I feel positive and rewarded with the career path I have chosen and I know I am here for a reason. We should take each day as a blessing and strive to be the best person we know how to be. I know these things because my Christian Worldview has put everything into perspective for me. I know what I need to do. I want to help and I want to make a difference in the world. It all starts with believing and God will lead you the rest of the way.

Study On Prince2 Project Management Method Information Technology Essay

Study On Prince2 Project Management Method Information Technology Essay PRINCE2- Project IN Controlled Environments which is basically describes how the project management method covering the organization, management and controls of the projects. It was first developed by central computer and telecommunications agency (CCTA) in the year 1989 and used as United Kingdom government standard for IT project management. This has emerged both private and public sectors to use widely in there project management. Apart from that it is showed that how prince2 project management have developed the needs of IT projects and as well as how it helped for the development of non- IT projects. Basically whenever we think of developing any project there will be some of the basic questions such as what are we trying to do?, when will we start? , what do we need? , Can we do it alone? Or do we need help? How long will it take? How much will it cost? These are the basic questions discussed before starting any project based on that structured project management is described wh ich means how to manage the project in a logical and organised way. PRINCE2 is a method which describes the various stages used for controlling and monitoring the regular progress of the project. Thus prince2 project is motivated by business case which describes the organizations justification, commitment and fundamental reasons for the projects outcomes. To meet the changes which occur during the life of the project the business case is regularly reviewed in conjunction with the project progress to reach business objectives. Here there are different group of people involved in projects such as customer, suppliers and user, such that prince2 is developed to provide a common language for the development of the project management. Here it is discussed what is the use of using project management methodologies. There are lots of reason behind these, project failures are common they do have lots of reasons such as lack of co-ordination, lack of communications, inadequate planning and poo r estimation etc. to overcome all this aspects we do use project management methodologies such that it will helpful in providing a clear idea about project roles such as responsibility, authority and accountability, without a good project management method projects are rarely completed on time and budget. Thus prince uses the principles of good project management methods for achieving successful project. Prince provides benefits to the managers and directors of a project at the same time for the development of the organisation. The basic role of prince2 says that project should have organise and plan things properly before starting and then the role is making sure that the project continues to be organised and controlled and at the end once we have finished the project try to tidy up the loose end of the projects. Prince2 has a series of processes which includes activities needed on a project from starting up to closing down. Here it describes how prince2 plays an important role in organising and controlling a project in which there are various roles such as project manager, customer, user and supplier, project board, project assurance and project support. Apart from describing the different roles involved in prince2 project the others most important method is how to manage risk, how to manage quality, and how to control change on the project. Thus risk and quality management are the two most important issues which effect the development of the project. This will leads to the changes during the project to overcome these aspects prince2 has technique of controlling things which affect the project developing. Prince2 is a method for managing projects; it helps to support for the development of the project apart from that prince2 doesnt give guarantee for the project successful, for good project to be success on-time and budget it depends on the quality of people involved from project board to individual team members.(JISC InfoNet). Here it is mainly discussed about the relationship between the project management body of knowledge (PMBOK) and the prince2 project management methodologies. PMBOK is a part of project management which helps for the development of the project management.it is clearly stated that PMBOK is knowledge-based approach whereas PRINCE2 is a process-based approach to project management. The main difference between PMBOK and PRINCE2 is that PMBOK offers information and proven practises in the required fields and invites project manager to apply whereas PRINCE2 offers set of steps which are helpful for project manager and team members to follow, thus they do have some basic similarities such as knowledge areas of the PMBOK and the processes and components of PRINCE2 covers many common topics between them. But both terminology represents best practice in the implementation of project management methodology. The main advantage of using prince2 approach is that it provides standardisation in an or ganisation, apart from that it has disadvantages too that is potentially restrict creativity in applying new varieties of methods to develop a project in different way it has to follow same step by step process for all projects. Due to which several organisations have recognised that there are benefits in following both PMBOK and PRINCE2 for the development of the project management. It has shown various ways of approach how PMBOK and PRINCE2 have steps to follow for the development of the project.(PMBOK and prince2 PPM ). In this author wants to describe how project management tools, techniques and methodologies are used in Mauritius based on the survey. Here based on the several reports it has showed that how developing countries faces problems even thou they are developed in various fields. There are mainly two questionnaires analysed one of them is gathering required information for software development for companies/staff another aim is to target users of computer software. Based on the various surveys it has been observed that how western-oriented techniques of project management are how easy to learn and implement at the same time how cross-cultural problems approaches in non-western countries. The basic purpose of this survey is to analyse the situation of software project management in developing countries especially in Mauritius, where report showed that he information gathered from the entire source after analysis revealed that project manager is not comfortable with the methodologies used f or the success of the project. For which various research methods adopted. Actually two methods were designed for the data collection activity for a particular period one of which is focused on software development companies/staff for gathering information about respondents awareness regarding commonly used project management methodologies in information technology, also they surveyed on tools and techniques used for the level of success of project within the organisation. Based on that most the response received is by Mauritius in particular compare to other countries. But many top project managers were contacted through phones to fill in the questionnaires but they were unwilling provided substantial information. Another questionnaire was to investigate user satisfaction with respect to software developed and supplied by the software companies in Mauritius, for which they did various surveyed form which they got positive response. At the same time they want to confirm whether soft ware companies are making efforts to ensure the satisfaction of the users. Based on that they have analysed survey results of software developers and companies for which they have given rating to understand how they are helpful for development of project management. here the chart shows the various majority of methodologies have scored less than 50% regarding their awareness among software developers, they are Prince2, Euro method, BS6079, ISO12207 and PMBOK. Among which Prince2 has indicated that the most popular methodology used in Mauritius compare to all other methodologies. Apart from that they have discussed about the task addressed by methodology in use in the organisation such as planning, cost management, quality management, human resource management, communication management, risk management and procurement management each and every task is an important for the development of the organisation in which quality management have 100% role to play compare to other factors. At t he same time it has discussed how software development approach, quality management standards, project affected by deadline, budget and failure to meet user satisfaction, In case of client survey results such as quality of software, cause of project failure to meet expected objectives all these factors where considered while dealing with the development of the project management.(Sukhoo A). In this section author wants to discuss about the central core of understanding what manager has to address in order to manage project successfully. Where strategic, technical and commercial matters where need to analysed for managing project successfully. Here action work is the main task which includes body of knowledge need to be recognized and implement for the development of the effective management of projects, getting this action work accepted by manager in project- based industries is one of the major tasks of management professionals.it is stated over here that the existence of project management association since from 1960s and the developments taken place in this professional field showed that the overall impact was limited to project based sectors. There were various discipline actually refers the development of the projects. To understand properly what management as a professional discipline here it is examined four relative sectors they are IT, construction, Defence-aer ospace and pharmaceutical drug development projects. The analysis suggests that The discipline needs to be seen as a comprehensive management body of knowledge and skills. Covers program and project definition as well as execution the management of projects Greater effort needs to be made to promote this discipline within the major project-based industries in particular. Here author wants to discuss about what is project management? For which the membership of the project management institute (PMI) defined as guide to the project management body of knowledge even though accepted by many practitioners they do have serious drawbacks such as not having detailed on project strategy, nothing on project definition etc. for which to overcome all these aspects they use project management essentially as an execution discipline which will helpful for development of the project on time, in budget and to scope. There are many people says that this type of method would help them in the development of the project as separating project execution from project definition and development at the same time for others it is not they includes all the areas for the development of the project such as defining scope, budget, schedule, performance management, project management and strategy for which they have more benefits in developing project when compare to the previous m ethods. Here it showed that the main difference between projects and non-projects how they are developed using with the help of generic project development cycle which includes concept of the project, definition, development, execution and delivery. Thus, all projects have to go through same sequence whether project is easy or complex. But non-projects do not follow any development cycles sequence they have steady state operations. There were many project management practices available by the early 60s but they were limited to certain situation but the changes in the present socio-economic have changed the environment of the project management to a real challenge. To reflect this change a broader framework had developed which manages the factors that affect the development of project success they are association for project management, covering program management, strategy, technical and commercial matters and traditional PMBOK areas of control and organization. For which it has sho wed various steps how application project management (APM) works. By applying APM project management body of knowledge it has showed that how the construction industry, information technology projects, defence-aerospace and drug development projects were developed by using the APM project management body of knowledge were step by step process is conducted for the success of the project. At last project management is mainly considered as execution and implementation discipline only but there is a need of also covering project definition and program management.(Morris). THE IMPACT OF PROJECT MANAGER ON PROJECT MANAGEMENT PLANNING Here the author basically describes about how project is to completely successfully, what are the steps need to take for implementing project successfully. There are basically two methods included for implementing project successfully they are planning and execution without these measurement we cant develop a successful project. Once the planning is not done properly it will not allow proper execution and to achieve project targets. The main objective of this report is that how project manager shows the impact on the quality of project planning process and they are effective. This process is basically done with the help of project management body of knowledge (PMBOK guide) with the help of PMBOK guide a project manager is mainly concerned with nine different knowledge areas which are further are divided into 39 different processes for properly managing, which are mainly grouped in four life cycles phases they are Initiation Planning Execution Closure Out of which 21 process are identified by PMBOK which are mainly related for planning. Once project is properly planned then these 21 process need to be properly executed. The main nine knowledge areas described by the author are integration, scope, time, cost, quality, human resources, communication, risk and procurement these are the areas which help for the development of proper planning and execution. A field study was conducted to evaluate the involvement of project manager in planning process and in their quality. The main problem in this study was which planning processes were to use and what quality level. For this reason they did an assumption were participants in the study were project managers and other participants came from different project management were different rating was defined from 0 to 5 which defines the quality of major planning process with different PMBOK knowledge areas. At last it is stated that a good project manager has responsibilities to handle both p ositive and negative impact of project were they need to develop better tools and techniques for the development of the project. (Zwikael, 2002). THE CASE STUDY Here the case study mainly conducted on the NATIONAL HEALTH INSURANCE OF SOUTH WEST YORKSHIRE MENTAL HEALTH TRUST here it has showed that how PRINCE2 covers different types of NHS organisation on a variety of NHS projects which includes service development, organisational change and clinical governance at the same time application of PRINCE2 are not specific to NHS they are utilised beyond the value of NHS. The case study mainly includes series of interviews with NHS staff and different types of NHS organisations which covers PRINCE2 implementations issues and the benefits gained by using this application. To understand this case study they took one task that is Karen Holland- Head of QED was QED stands for Quality, Evaluation and Development at south west Yorkshire mental trust. The work of this department was project based and at 1995 QED department heard about the PRINCE2 until then they wont know about PRINCE2 they think as it was floating around and sounded ok. But when time cha nges they had come to know the importance of PRINCE2 and they started using it. When it came to implementation of PRINCE2 which included a two-day training course as more people were trained in PRINCE2 they got common understanding how we can run projects here which helps managing project easier. Such that by using this method they came to known the project board responsibilities and the identified the different roles which are development and how to fill those roles. After which all new people to organisation has introduced to PRINCE2 and they handled an individual live project were they need to get one to one support from QED and have report back to their mangers on the outcomes of the projects . This helped for the development of local framework standards were QED helps project manager before starting any project the required project initiation document (PID) and how to make suitable for project in hand. When introducing new one to prince2 Karens approach them to think of this as pects they are Expressing their objectives. To think in terms of deliverables. Think of benefits to patient. Making shore creativity and structures are not divided. Ensuring basics things such as objectives, deliverables, plan, risk management and funding of projects. PRINCE2 scalability. It has showed most of the projects undertaken by QED are small and dont have fill time project manager such as Trust Staff Opinion Survey Patient Surveys Clinical Audits relating to family health issues Evaluation of Elderly Services By this case study it is cleared that how PRINCE2 helps for the development of the project management in various ways. (PRINCE2 Case Study, 2003). ADVANTAGES AND DISADVANTAGES OF PRINCE2 PRINCE2 PROCESSESS The PRINCE2 processes are mainly helpful for the development of project management approach. PRINCE2 process models mainly define the objectives of each role processes model which will helpful to manage all types of projects. There are basically eight processes available in PRINCE2 process model, which are linked with each other they do have their part of representation in the development of PRINCE2 project management. They are Directing a Project (DP) Directing a project which runs from stating up to the end of closure of the project, which takes overall authority of the project as a decision maker they do have key processes for the project board they are Authorise initiation(starting project on right foot) Authorise Projects(checking for resources) Giving Ad-hoc directions(monitoring, advice, guidance and handling exception situations) Confirm project closure(checking project outcome) Starting up a Project (SU) This is the first process of PRINCE2 which is mainly targeted on the pre-projects process, is the project taken is worthwhile? What to do? Which method to approach? All these questions are handled by the SU before starting of the project. The key processes of SU are Required information for project team is to made available Appointing a project management team Plan Initiation stage Initiating a Project(IP) The main objective of initiating a project is check acceptance of the project, which includes checkings of Agreement what you doing, build a Contract between project board and the project manager, plan quality and project, checks risks and setup project controls and project files which are required for initiating a project. All this processes checked before initiating a project (IP). MANAGING STAGE BOUNDARIES(MSB) This process describes the key feature of project board whether to continue with the project or not. It provides the project board with information needed for the start of next stage process, maintains record of information which can help in the further stages of projects. Also maintains next stage plan, risk information, business case and lessons learnt from this report. Controlling a Stage(CS) This s the process which handles day-to-day management of the project such as monitoring the projects, dealing with problems and keeping informed about all this tasks to senior management. Apart from that they also includes Authorising work to done Looking for any changes Reporting and reviewing the situation Taking corrective action Managing Product Delivery(MP) This process is mainly designed for team managers which mainly deal to ensure that planned products are created and delivered in the given time. MP also deals about how to Accept, Execute and Deliver a work package. Apart from that it checks quality log updates, checkpoint reports and ensuring that completed work meets quality criteria. Closing a Project(CP) The purpose of this process is to execute a controlled close to the project it means it checks whether it got input from the project broad to obtains confirmation base on that the project is close. It should have a clear and unambiguous end to a project. The objectives of CS are Checks the objectives are set to project initiation document (PID) have met or not. Follow- on action Customer acceptance End project report Recommendations Planning(PL) Planning is a repeatable process also used for several other processes. Effective project management relies upon effective planning so planning is backbone of any project. The main objective of planning is Designing a planning Planning a project Developing a complete plan Analysing risk (www.prince2.com) PRINCE2 COMPONENTS PRINCE2 project management consists of eight components which are basically used for supporting PRINCE2 processes were it work as a shield for development of the PRINCE2 project management. They basically consist of eight components which describes different roles. They are Business Case The business case is the one which forwards the projects. It is the one which covers the entire scope the project and checks continually to ensure the project is worthwhile. The business case always focuses on the benefits of the project outcomes and always takes measurable things to develop them. Actually business case contains all the information such as what? Why? , Options, Benefits, Risks, Cost and Timescale which are effectively useful throughout the project. Organisation The success of project managed with PRINCE2 method is mainly depends upon the organisational structure. To have a good organisation structure they need to define the three roles which will have clear roles and responsibilities in organisation they are Business, User and Suppliers (BUS). Based on the size and complexity of a project they use of these roles depends such as combining or sharing. Apart from that they have 4 layers which support PRINCE2 organisation structure they are -Programme Management -Project Board -Project Manager -Team manager From all this roles project manager has central role to play in day to day management of the project and reports to the project board. Plans A plan in PRINCE2 describes various different levels and their usage they are in terms of to see project in term of deliverables and timescale and also to control resources during a project. The information regarding activities and resources requirements must be supported in terms of documentation. The levels of plans included in PRINCE2 are Project Plan, Stage Plan, Team Plan and Exception Plan which are linked with Programme plan and also reflect different needs at different levels of project management. Control Here Control is all about making decision making it plays an important role in good project management. It includes ensuring that products are up to the acceptance criteria and carried out on schedule and within resource and cost plans. It got a control loop structure which has PLAN, MONITOR and CONTROL which forms loop formations for the development of the project management at different levels. Management of Risk Risk is one of the important component of PRINCE2 it do have uncertain outcomes for that sake to analysed and identified this types of risks in the projects to overcome this a risk log is created which will observe risks continually throughout the project. Quality in a Project Environment Quality in a project environment states that quality is identified as project products which makes them fit for satisfying the project needs. For that reason various checks are carried out to ensure products are delivered as per customer requirements. All this methods were tested in a quality review technique. Configuration Management Here in configuration management all the project products need to have track of information like unique identifier which includes name of project, Status, latest version number and owner of the project. All this information will helpful throughout the project where project manager can able to keep the track of products use through configuration management. Change Control Change control is one of the important task in project management where we do have many changes concerning about project scope, resources and quality for this sake PRINCE2 has to flexible to allow changes at the same time this changes must be along with configuration managements. The various changes occur in project outcomes are Costs, Benefits, Risks, Time, Resources and Priority. At the same time project board must re-approve to check any changes to a product where necessary steps taken to deal with such cases. (1012) PRINCE2 TECHNIQUES PRINCE2 works with most of the techniques which help for the implementation of project management in a success full way. There are basically three types of techniques which are used for the development of the project management. Product- based planning This is the one of the key feature of PRINCE2 it mainly focuses on the product to be delivered and upon their quality. It forms an involvement with other process such as planning and leads for developing of other techniques such as network planning and Gantt charts. It basically includes three steps to product-based planning technique they are Product breakdown structure Product description Product flow diagram This all together helps for the development of product-based planning. Change Control Change control is another essential part of project management. Which helps to fit with other PRINCE2 controls such as configuration management and exception report? It also changes types of project issues such as project deliverable, improves project product and record a failure to meet a requirement. Quality Review This technique is basically useful for reviewing document-based products and also used for other quality and testing techniques. It is use to check whether it is fit for purpose or not to requirements. A detailed review is conducted through quality manager. In case of large documents had split into a numbers of sections and them review methods are conducted on them.(Managing successful project with PRINCE2, 2002). CONCLUSION