Ban on smoking in public places

Since the beginning of civilization, man has always persuaded his interests for recreation by using tobacco as a frontline substance for his leisure. As time passed by, more production of tobacco started till it reached a stage where today there are numerous cigarette companies selling their cancer sticks at the most reasonable rates. The desire to light a cigarette has always been one of the top most priorities of people who indulge in smoking and in their pretext of soothing their desire for a smoke; they more often than not forget the amount of hazard and trouble caused by the smoke emitting from their cigarettes.Cigarette smoking is one of the worst ways of self destruction and even after knowing its negative impact on the body, a smoker always tends to overlook the danger associated with it and continues to smoke irrespective of the location in which he is standing. The issue of raising a ban on smoking in public has always been a controversial one and has always been taking the side of a non-smoker than people who are indulgent in public smoking. Non- smokers always tend to move away from a location where a smoker is footing and always have a feeling of their sentiments being abused or overlooked by a person who is smoking near them.The history of the smoking ban can be dated to the sixteenth century when the Pope Urban VII made it mandatory law of smokers not being welcomed near the premises of the church and also issues a penalty for people who violated this law. This law however did not catch as much attention as the issue is catching on the twenty-first century. Today because of the advancements of medical science and research on the adverse effects of smoking, we have been able to pin point the negative impacts of smoking on a smoker and the passive smoker near by to him.The following will shed some light on the physical negative impacts of smoking on a smoker: ‘Smoking causes lung cancer, heart disease, emphysema, complicated pregnancy. Smokin g by pregnant women result in fetal injury, premature birth, and low birth weight. Smoking is associated with a reduced bone mass and an increased risk of osteoporosis’ (Courtesy: Cheap Cigarettes, â€Å"Effects of Cigarette Smoking†. Retrieved on December 2, 2008 from http://www. cheap-cigarettes. com/Effects_of_Cigarette_Smoking. asp)There are evidences too on the fact of smoking affecting post operational procedures, especially related with ones in which transfusion of blood is on a higher side because of the attempt to join bones or tissues which due to accidents and other trauma are disarrayed from each other. Apart from knowing these entire statistics a persistent smoker would continue to smoke and silently destroy his body, but for that soothing experience the smoker might make some innocent bystander a partner of his misery, by making him a passive smoker.The second hand smoke inhaled by a passive smoker is considered to very dangerous and it causes a lot more harm and eventuality than what it looks at the moment. The worst effect however of passive smoking is on children, and the following evidence will vindicate the point of having smoking bans in public places due to its adverse effects on children: ‘Exposure to tobacco smoke doubles the chances of your child for illnesses like bronchitis, bronchiolitis, and pneumonia. They are also more likely to suffer from ear infections (glue ear), tonsillitis, and asthma. It may damage a child's olfactory function’ (Courtesy: â€Å"Passive smoking†.Retrieved on December 2, 2008 from http://www. stopsmokingtoday. com/dync/13/Passive_Smoking. html) Legislators and law makers understood the total provocation being inhaled by passive smoking and brought the necessary amendments to the laws of the state by banning smoking in public places. The need for the law to amend was felt by lot of people who were unnecessarily being forced to hazardous health conditions for no fault of their own. Smoking which were rampant in leisure places like pubs and restaurants were the most harmful, as a majority of people have a habit of smoking along with taking intakes of alcohol.This nature of these smokers brought the non smoking populace visiting such leisure outlets in very uncomfortable positions and in one way brought an infringement of the constitution to these victims of passive smoking. There was a nationwide applause for the banning of smoking in public places and a majority of the nation was giving it thumbs up and also considered it an important decision which was taken to curb smokers from spreading any amount chances of passive smoking to non smokers. The following evidence will shed light on the nation’s opinion of having a smoking ban in public places:‘Gallup’s 2004 consumption habits survey reveals that the American public is fairly accepting of such ban. A majority of 58%Americans currently say they favor a ban in their state that would mak e it illegal to smoke in workplaces, restaurants and bars’. (Courtesy: Alec M. Gallup, Frank Newport , â€Å"The Gallup Poll: Public Opinion 2004† .Page 306. Retrieved on December 2, 2008. Gallup Organization. Published by Rowman & Littlefield, 2006) There are a lot of advantages that can be grouped with the banning of smoking in public places.Firstly a commuter or a non smoker can have fresh whiffs of air without the mixture of tobacco endorsed smoke hovering around. Secondly the ban itself makes the smoker smoke less which in turn is helping him from reducing the health hazards which he would eventually inflict on himself over the period of time. The ban on smoking in one way slows down the process of self damage that smokers tend to endure with their constant puffing. It has estimated that around thousands of Americans die every year due to active and passive smoking, and the ban would definitely help the figure of passive smoking by a great extent.The ban comes wit h a whooping of $50 for the first violation and $75 for repetitive violations. This becomes more deterrent for an active smoker and eventually brings him on the brink of leaving the habit or the least bringing down his no. of cigarettes by a good amount. Another big advantage related with the ban, is that the risk of fire catching up in factories or other places to due to a burning cigarette is greatly reduced and it brings the work place into a much safer and a cleaner zone. Also it helps saves the energy consumed by ventilators that are required to recycle the air in such places.However there are certain sets of disadvantages of such a ban too and the most primary one is they way smokers get into more hazardous situations in smoking zones. Here due to a large amount of smoke gathering the ventilation is slower which results in itchiness of the eyes and other lung problems because of the amount of passive smoking inhaled by active smokers. This somehow gives smokers a second class treatment as it becomes acceptable for the government for non smokers not to undergo minimal passive smoking but to allow massive passive smoking for active smokers in such zones.A lot of restaurants and bars feel the crunch as their smoking customers refrain from coming to them and thus it bring a drop to their turnovers. In today’s high stress working atmospheres, employees are feeling more frustrated as somehow the tension which they could feel being released by their smoking has been feverously curbed. Smoking ban is one of the most righteous decisions of the government helping non smokers from the unwanted dangers of nicotine filled smokes.However when the law was being implemented not much attention has been given to smokers rights and at times it is becoming a little hypocritical situation. Nevertheless the main objective of such a ban bring back a life to their citizens which could be void of at least one addiction and would be more fruitful to them in terms of having a hale and hearty standard of living. Reference: 1) Cheap Cigarettes, â€Å"Effects of Cigarette Smoking†. http://www. cheap-cigarettes. com/Effects_of_Cigarette_Smoking. asp 2) Passive smoking†. http://www. stopsmokingtoday. com/dync/13/Passive_Smoking.html 3) Alec M. Gallup, Frank Newport , â€Å"The Gallup Poll: Public Opinion 2004†. Gallup Organization. Published by Rowman & Littlefield, 2006 4) http://www. notosmoke. com/herbal-smoking-articles/pros-and%20cons-of-smoking-ban. htm 5) BRADLEY S. KLAPPER, â€Å"WHO Urges Smoking Ban in Public Places†. May 29, 2007. http://rds. yahoo. com/_ylt=A0geu.. NnTVJvk8BvQdXNyoA;_ylu=X3oDMTEyamNvY2Y3BHNlYwNzcgRwb3MDNQRjb2xvA2FjMgR2dGlkA0Y4NjJfOTM-/SIG=13u9q6ff9/EXP=1228336909/**http%3a//www. sfgate. com/cgi-bin/article. cgi%3ff=/n/a/2007/05/29/international/i122741D62. DTL%26type=politics

The Effects of Traveling Abroad

Cause and effect essay The Effects of Traveling Abroad Why do people take a journey for a short or long period of time? Even though journey takes a lot of money and time, most people want to take a journey to learn something from the journey when they can afford to. Journey is precious especially when people leave themselves from where they live. What kind of benefits do they have from the journey? By leaving where they live, people come to know themselves, their family and friends who are always with them. There are numerous old proverbs regarding the journey over the world.One thing those proverbs indicate is journey is a great experience in our life and helps the life improving. I am going to talk about the effects of journey by giving my own experience of traveling abroad with the proverbs. â€Å"To make your children live successful, send them on journey early on. † There is an old proverb with journey. This proverb comes up with my parents who sent me and my brother to E ngland when I was 13 years old. At that time, I was too young to know where I was going to and who am I. However, the staying in England, consequently, made me know myself a little bit and meet the totally new world.The experience in England contributes to my thinking and dream in a global way. Ultimately, my parents’ decision sending me and my brother on journey early on had great effects on our life. â€Å"To know and understand your friend, take a trip with her or him for four days. † I’ve heard many times from my friends about traveling abroad with friends. Most people who took a journey abroad with their friends had a fight during the journey. When couples go on a trip together, they always have a fight during the trip.I know two couples who broke up after traveling abroad. They realized that they don’t get along well from the journey. In my experience, I’ve been to Japan for five days with my best friend who I’ve known when I was middl e school student. Before beginning our journey, I was really worried about our friendship. That’s why I tried to being nice and understand her point of view in planning our journey. We had a disagreement when we were traveling in Japan but we got over soon because we know each other very well and we didn’t want to break our friendship.Through this journey with my closest friend, we have been getting closer and thinking each other more precious. â€Å"Journey makes people not only pure but also strong. † This proverb implies the importance of journey in our life especially regarding oneself. In 2009 before the Vancouver Olympic Games 2010, I went to Vancouver to do volunteering activities for 6 months at the Olympic venue. At that time, I lived in a foreign country for a long time, bought some foods, made my plates, and did laundry by myself for the first time.This life in Vancouver, as a result, changed the way of thinking and made me see the broad world. Someti mes I had trouble living other country and was in a slump doing my volunteering activities. This led me to look back on myself. By living other country alone, I had much time thinking about my life, dream and future in my country. After then, when I come across challenges, I can overcome even though how hard they are. It is an undeniable fact that people have learned a lesson from traveling abroad. We can experience new culture, food, people and atmosphere from the journey.During the period of time traveling abroad, we can have enough time to think about ourselves and change our point of view. Journey makes us grow up in a good way. That’s why people always want to leave somewhere nice to feel a new environment and make their life plentiful. Traveling abroad always accompany with troubles and problems. We can realize wisdom of life by experiencing lots of hard times during the traveling. Like the old proverbs, â€Å"Travel broadens the mind, and raises the spirits. †, traveling abroad teaches how to see and live our life.

Application of Leadership Skills

Application of Leadership Concepts When faced with challenge of conflicting timing, my team tried to use the negotiation process to negotiate with our client. We offered incentives like planning activities to entertainment them between their clients dismissal time and the time the youths could come and we focus on meeting their needs which was the lack of transport, by offering to finding alternative transport. My team and I displayed two out of five personalities in the big 5 model during our crisis.They were currency and openness to experience. After our client pulled out, we had high-energy level and determination in finding another organization to work with us. For example, we sourced and called many other organizations. In addition, we were also flexible and intelligent in tweaking our original project and coming up with alternative ideas to solve the problems we were facing. For example changing a day event to a night event because the youths were only able to execute the proje ct in the evening.When coming up with alternative solutions and back-up plans, my team adopted the assuage-receiving process in which we listened to everybody suggestions, analyses them critically and shared honest feedback on the feasibility of each other's ideas. This proved that the team did not group think. Throughout the process, we bared in mind the need to be open to feedbacks and criticisms, which allowed us to be more effective. Although there were functional conflicts during the process, the leader and the rest of the members would act as the mediator where collaboration instead of avoiding, competition and accommodating is encouraged.We are a self-managed team. This is evident when we share and rotate leadership responsibilities in the different areas. For example, some people was in charged of communications with external organization, while others where in charged of administrative matter. My team was generally effective as a group in solving the problem that we faced. There was no social loafing as everyone stepped up and undertook responsibilities when needed to.Members took the initiative to take lead in different areas, which meant that there has to be strong team cohesion and high task interdependence, because each member was responsible of each area they handled and has to be relied upon by other members for overall input. The team also displayed positive interpersonal relationship through support, collaboration, trust, open and honest communication between team members during critics, feedbacks and difficult times. There was an overall Job satisfaction and members enjoyed being on the team. This is shown by the enthusiasm of team members when coming up with solutions when

Guarding Efficiency of Emergency Informational Systems to Protect Essay

Guarding Efficiency of Emergency Informational Systems to Protect Citizens - Essay Example With the ever-changing advancements in technology, however, many of its operations, including its 911 operations system, require improvements for efficient communication to adequately accommodate the needs and provide sufficient safety for all citizens. According to former fire Lieutenant Michael Pena, information sharing is an essential component of any rescue operation. Without proper information sharing, a rescue operation could be frustrating (Golden, 2006). Thus, a centralized source of information offers efficient communication, which is critical for the operations of many organizations (ISACA). A centralized source is even more effective when it has the capabilities to quickly relay information to other sources. Of FLPD's three major bureaus, the Support Services Bureau contains The Information Services Division, which handles all communication functions (SafirRosetti, 2006).Within the Information Services Division is the Information Systems Unit (ISU). The ISU is connected to many important systems to support and manage numerous critical functions. For example, the ISU's informational contribution to Florida Crime Information Center Systems adds pertinent information to The National Crime Information Center Systems. The Information Services Division also includes the Public Safety Communications Center, which is responsible for processing incoming calls, dispatching, and teletype (SafirRosetti, 2006). Since 1925, FLPD's communication system has upgraded from one telephone to a center that provides 911 computer and radio communications for approximately 700 police and 300 fire employees (flpd.org). Each year the center handles approximately 500,000 phone calls, which at times require that the dispatcher rely upon information from other informational sources. In response, a dispatcher must evaluate a call before dispatching the appropriate unit. A phone call requiring a police response is entered into the Computer Aided Dispatch System (CAD) before forwarded to the dispatch section. Managed and supported by the ISU, the CAD matches and relays pertinent information. Thus, a dispatcher could consult the ISU via the CAD and warn a responding officer of much need information prior to his or her arrival on a crime scene. Without knowing the priors of a violent criminal from another state, an officer responding to a 911 call would be ill prepared and vulnerable. On the other hand, an aware officer could better assess the criminal and situation and handle them accordingly. Thus, the interconnectivity of systems provides invaluable information and should be preserved and protected. Adequacy in Systems Protection Preservation and protection for vital information is essential. Further, reliability of the information retrieved from the system assures deciding officers and equips them with confidence when making decisions. Faulty information from the system could result in an officer making a grave mistake. In addition, faulty information results in time lost when a department tries to recover from

Target Markets Essay Example | Topics and Well Written Essays - 1000 words

Target Markets - Essay Example Therefore, even though it is impossible for sellers to have a perfect knowledge of a buyers decision process, at least because it is never completely rational (Drucker et al., 2001, pp.143-160), the more they approach this ultimate goal, the better prepared they become to offer exactly the type of a product or service that people demand. To see how buyers decision processes operate in real life, we may investigate two cases of purchases of the same product, a feature-rich Samsung mobile phone, by two different people, 27-year-old Greg and 22-year-old Kelly. To clarify the roots of their decisions, a series of interview questions were created which helped analyze the buying behavior of each person. Let us see what those questions were and which answers were given to them by Greg and Kelly. The interview questions were grouped according to the logic of the AIUAPR model of buyer decision making (Mercer, 1996, pp.51-55) that emphasizes the succession of mental states of a buyer through which he or she must progress to make single or repeated decisions to buy something. In this connection, as the first such state is awareness that a certain product or service exists, the first question to Greg and Kelly was how did they learn about that particular model of the phone. Greg answered that he learned about it from the commercial by Verizon mobile service provider who promoted this model along with value-added content services, while Kelly actually saw this phone already owned by her friend. Thus, Greg can be said to have been correctly targeted by the advertising campaign, and Kelly represents an instance when an experience of others instigates us to repeat it. After awareness, the next crucial step in buyers decision process is the emergence of the interest in a product or service. Surely, if this step does not occur, then buyers awareness would be useless for sellers. And of course, the real interest can emerge not just after the brief attention to catchy ads, but if the message persuades people that a product or service suits their needs. In our case, the attempt was made to reflect this stage of the decision-making process by the question about why did Greg and Kelly assume that the phone would satisfy their needs. In this respect, Greg informed that he was interested in the prospect of having a single device that would combine in it not only the functions of a phone, but music-playing capabilities as well, thus sparing him from the need to have separate units that would be inconvenient to carry along. For Kelly as the main eye-catcher served the fashionable look of the phone, and the possibility to have it in bright red color, the one she has an affection to. From this aspect of the decision-making process we can see that these were actually two different qualities of the product that interested Greg and Kelly in the first place. The third step in the account of decision-making processes within the AIUAPR model is the understanding as the level of appreciation of the degree to which the qualities of the actual product can bolster the interest that has previously emerged. To uncover how our interviewees passed this stage they were asked how, and if at all, they collected additional information needed for the complete understanding that the decision to purchase this phone would be justified.

Property law Essay Example | Topics and Well Written Essays - 3500 words

Property law - Essay Example Furthermore, it is Debra who has been making payments on the mortgage for five years and she was also the guarantor for Fred in the initial few years. As a result, she is the one who has a considerable financial investment in the house. The basic principle that applies in the case of voluntary dealings is the presumption that a person making a transfer intends that the transferee remains a nominee only, while the person making the transfer is to retain a beneficial interest in the property2. This applies in the case of Fred, who originally had the title to the property, but later transferred it to Debra. It may be possible to apply proprietary estoppel on the basis of representation3, i.e, despite Debra owning title to the property, Fred is to have rights in respect of the property. As a result of such rights which Fred may have in the property because he has been living in the council house and the property was also in his name initially, his interests in the property may pass on a beneficial interest to Stan.4 But in this instance, it must be noted that Fred has not left a will, therefore the question of beneficial interest in the property passing through the will5 does not apply. In arriving at a determination of whether or not equity will apply, Lord Scarman has stated that the conduct and relationship of the parties must answer three questions: â€Å"First, is there an equity established? Secondly, what is the extent of the equity, if one is established? And, thirdly, what is the relief appropriate to satisfy the equity?"6 Firstly, in establishing whether Fred was the substantial owner in equity, the question that arises is whether Debra allowed or encouraged Fred to assume that he had rights in the property, rather than a mere hope for such rights, which is not sufficient7. In this case, it was Fred who was the continuous resident of the council house and Debra was the one who moved back in with him. Furthermore,

PERSONALITY TRAIT THAT BEST FITS MY LIFE Term Paper - 1

PERSONALITY TRAIT THAT BEST FITS MY LIFE - Term Paper Example This branch of psychology is termed the most ambitious since personalities are all unique. Although unique, there are patterns that have been unlocked by some of the world’s best psychologists. There are even a lot of personality tests that have been invented to promote personality determination. One of the most famous ways of determining personalities is by determining one’s personality traits. Traits, according to this theory, are continuous dimensions of a person, unlike typologies, which are static. Apart from that, the trait theories of personality assume that people have traits that can vary through time, and they are also dependent on a number of personality scales. And unlike other approaches like the humanistic and psychoanalytic ones, trait approach uses differences in personality as basis in determining the specific typologies of a person. The Five-Factor Model theory is one of the most popular forms of determining personality using the personality traits. This theory is based on Eysenck’s Three Dimensions on Personality and Catell’s Sixteen Personality Factor Questionnaire. The former was dismissed as being too short, with only three factors of personality listed in the personality scale. The latter was dismissed because it was too detailed, starting with over 4000 personality traits. It was narrowed down to 16 traits after factorial analysis of the traits as this proved to be the most common and defining traits of an individual. Since the two personality tests either too few or too descriptive, the Five-Factor Model was made. A combination of both Eysenck’s and Cattell’s questionnaires, the Five-Factor Model is considered to be one of the most reliable tests in defining personality. It represents the five core traits that form one’s individuality. The five core traits are: Extraversion, agreeableness, conscientiousness, neuroticism and openness.

Film Journal about the movie called Memento Review

Film Journal about the called Memento - Movie Review Example He is narrating the scene rather than talking from himself. To his right is a pull out lamp that is attached to the wall and it has a soft, somewhat fuzzy light. The wall behind him has an unframed "something" that may be a diploma but it is not necessary to know what it is because the main character is what is important in the scene. When the woman talks the camera reframes to her and the background is blurred so that the audience only looks at the woman. She is speaking in the film but in a voice that is almost a whisper. The room in the scene is spars to keep the audience focused on the main character. For the remainder of the scene the audience must concentrate on the face of Sammys wife until the camera switches back to the main character. The film uses a nonlinear narrative and this scene is one of the many black and white scenes that are telling the story and it is one of the scenes that are told in chronological order. There is no sound in this scene beyond the talking but the use of light is important. In this seen the light gives sharp contrasts with shadows and they amplify the main characters loneliness and his mood while he is talking to Sammys wife. The movie shows black and white scenes in chronological order and scenes in color in reverse chronological order. The importance of this scene is that it is one of the "investigative" moments that the main character is using to attempt to bring his memory back. It is less complicated than other black and white scenes and it is shorter. The scene is a small snippet or segment that is important to moving the plot because the audience needs to see all the characters to determine who may be the killer. This scene is about halfway through the movie and it is important to show all of the "characters" that were a part of the build up to the main characters revelation about himself. This scene also shows that the main character is doing a thorough job of interviewing each

An Organizational Ethical Dilemma Coursework Example | Topics and Well Written Essays - 750 words

An Organizational Ethical Dilemma - Coursework Example A class action lawsuit was brought against Rite Aid by its employees because of the incurred losses in shareholdings and income due to the bookkeeping and accounting fraud ("Rite aid faces," 2003) The company’s reputation was severely hurt by this scandal and lost nearly a billion dollars in legal fees and in the shareholding settlement reached for the class action lawsuit. The company lost its good reputation and fell behind similar stores such as CVS and Walgreens ("Rite aid faces," 2003) The Ethical Issues There are several ethical issues that are illustrated in this particular incidence. The biggest issue is the breach of fairness. According to the book entitled â€Å"Managing Business Ethics,† a major aspect of ethics for most employees in an organization is the â€Å"climate of fairness† (Trevino, & Nelson, 2010). A climate of fairness involves all aspects of employee treatment such as â€Å"outcomes, processes, and interactions (Trevino, & Nelson, 2010). In order to be considered ethical, this climate of fairness cannot be breached. In this case, Rite Aid did not provide a fair work environment as employees were harmed in the all three of these key areas because of the fraudulent actions of several men. Instead, the company promoted a self-interest climate which is where â€Å"people protect their own interests above all and everyone is essentially out for themselves† (Trevino, & Nelson, 2010). Martin Grass and his accomplices placed their own greed above the good of the other employees and shareholders and ended up defrauding many of these people out of the money that they were entitled to ("Rite aid faces," 2003) Who is affected by the dilemma? The employees and shareholders were the individuals that were initially impacted by this ethical scandal due to the fact that they were the ones who lost out on the money they were owed. In order to rectify this situation, a class action lawsuit was filed and eventually the company h ad to pay out. The company was also affected by this dilemma as their reputation was ruined and they lost a lot of money because of the legal fees and profit loss. Finally, the customers are also affected because such a breach of ethics is going to change the perception of the organization. Customers likely felt that this was not a company they should trust. The fact that profit was impacted suggests that customers did not want to be associated with the store and its negative reputation. What are the possible consequences of specific and alternative actions (responses)? The company really did not have any other choice when it came to how they responded to this ethical dilemma. In order to save face in the long-term, they had to pay back the money to shareholders and employees. The only way to ensure that they were not ruined was to accept the short term consequences and respond appropriately. Had the company not responded appropriately, they might have been forced to go out of busin ess. Even with an appropriate reaction, Rite Aid lost billions and their stock plummeted to just a few dollars per stock in 2003("Company news; rite," 2003) What are the relevant obligations from your analysis of the dilemma? According to â€Å"Managing Business Ethics,† the obligations for a company â€Å"vary depending on the people involved and the roles they play (Trevino, & Nelson, 2010). For Rite Aid, the main obligation that they had was

How social network has bad effect on people Essay

How social network has bad effect on people - Essay Example positive advantages, social media does have a number of drawbacks on individuals and society alike and it is important for these drawbacks to be analyzed so as to better understand how these negative drawbacks can be avoided. Although the use of social media has been noted to have a positive effect on our social lives as it enables us to easily keep in-touch with each other, of note however is that a number of negative effects are associated with it; social media is thought to cause it to be difficult for individuals to distinguish the positive and meaningful relationships that they are able to foster in the real world, and the myriad of causal relationships that they form through social media. We now tend to focus more n the less meaningful social media connections at the expense of the meaningful real life connections that we have made. Although social media has positively impacted our social lives as it has served to provide increased intimacy between friends, this attribute is also being widely used by predators that practice cyber bullying. The devastation that is wrought by online attacks can have the effect of leaving victims with deep emotional scars and as illustrated by a number of well-publici zed cases, cyber-bullying has at times resulted in victims being driven to committing suicide (Ryan and Cooper, 115). Social media has also been noted to have an impact in our social lives as constantly knowing where one’s friends are going, what they are doing or seeing can be deemed as being voyeuristic. If not careful, users can end up comparing themselves to their friends and in the process generating feelings of inadequacy. If they are not engaged in a process whereby they are doing something as exiting or great, they might start feeling worthless as their self esteem gradually becomes dented (Szalay et al. 285). If not careful, users can attempt to try and counteract this by making up stories and in the process find themselves trapped in an ever expanding

How do organizations communicate their core values (i.e., what they Assignment

How do organizations communicate their core values (i.e., what they stand for) to potential applicants - Qualitative data analysis - Assignment Example Numerous organizations decide to make their center qualities straightforward on the grounds that they perceive the imperativeness of core values (Whiteley and Whiteley, 2007). Core values are different for each organization, however, the purpose of core values are same regardless of the company and organization. Similarly the way through which a company or organization communicates their core values with their potential applicants is different from each other. The purpose of this study is to explore what are the different techniques through which different organizations are communicating their core values with potential applicants. Because these are the people who are building a complete infrastructure of an organization and it is important for them to have an understanding to the core values of that organization. The methodology that is used in this research paper is the secondary data collection that is derived from the brochures of different companies. Some brochures were acquired directly from the representatives of the company while others were accessed via Internet. For the interpretation of the data, we used data coding methodology. This is an approach in which researchers are assigning meaningful codes to different type of data to make it readable. A code in qualitative analysis is frequently a statement or short expression that typically allocates a summative, striking, readable, and/or reminiscent quality for data. For appropriate coding, proper assistance has been taken from books and journals. If an organization says that they are like career catalysts this means that they are offering certain values to their potential applicants to help them in building their career. For example, Accenture, a leading consulting, technology and outsourcing firm is communicating its core values to potential applicants by offering them a number of career developing elements such as collaboration and

Various styles of poetry writing Essay Example for Free

Various styles of poetry writing Essay Throughout the decades that have past, we as literary pupils have come to embrace the fact that there are indeed numerous styles, tones, and methods of which one could go about writing. Familiarizing ones self with such methods is crucial before beginning to attempt to truly understand and appreciate the written word. This chillingly profound and exquisite piece of literature expressed by Thomas Hardy titled â€Å"The Convergence Of The Twain† demonstrates various, distinctive examples of the different methods and styles of poetry writing. For each word there is a meaning in poetry, and behind every meaning there has been a thought to derive that meaning. Among the most common and vital methods of writing associated with poetry that is used in this poem is known as diction. Diction is originally referring to the writers style of expression, meaning the way he expresses himself throughout the poem as well as his distinctive choices. Diction also refers to sense concerns and style, rather than word choice and style. Diction is used sparingly throughout this poem. Ever so often, it is believed that poetry should be heard clearly and precisely to its fullest extremity. Diction is a sensible way of allowing ones self to do so in literature. Another type of writing that is essential to the world of poetry is known as image or imagery, which is clear sharp language that will describe what is happening so the reader can get somewhat of a visualization of what is going on in the poem. â€Å" Jewels in joy designed To ravish the sensuous mind, Lie lightless, all their sparkles bleared and black and blind. Over the mirrors meant, To glass the opulent. † In this excerpt from the poem speaking of the devastating tragedy of the Titanic, Thomas Hardy uses words such as ravish and sensuous to depict a dramatic scene as the light that once sparkled over the vast and deep ocean has now faded into darkness. This visualization so carefully and beautifully described here is a perfect example for imagery, which is used vicariously throughout this piece. The dramatic veil that the writer drapes over this poem expels pure sorrow. This is yet another example of a common technique used in writing known as tone. The tone of a poem is the writers desired mood or setting for the piece. The ambiance must be just right for the reader to fully understand the message that is trying to be expressed. The tone of a poem also displays and encompasses the writers attitude toward the piece as well as the audience or readers. Without tone, or any of these styles of writing, the poem would, in fact, not be complete. There are many attitudes of which the tone of a poem can comply to. Informal, formal, serious, playful, somber, solemn, ironic, condescending, and many more. The tone or attitude for this poem is a combination of sorrowful and devastating. Without these different types of attitudes meant to spill off of the pages of any piece of literature, this poem would have no soul or emotion. And, as a lot of people should already be aware of, without such emotion or soul, a poem can prove to be extremely boring. Fortunately, adding tone to your piece can turn the entire thing around. Yet another vitally used form of writing that is often used and frequently used in â€Å"The Convergence Of The Twain† is known as connotation. Connotation refers to emotional expressions that are additionally added to any specific phrase or word in the piece. Connotation is also commonly known as emotional association with a specific word. All of these methods of writing are essential in poetically expressing ones self because they allow the displaying of ones true emotions and feelings behind the written word rather than just barren and empty words. Connotation is used a lot in poetry for this very reason. Another common method of writing that is used quite frequently is what is known as Irony. It is possible for irony to arise when there is a discordance of between ones actions and the results of these actions, most importantly if the result of this act is shocking or somewhat striking. Another way for it to seem to be ironic is if it is seen by an outside audience. For example, if a person is waiting for a taxi cab for fifteen minutes and finally decide to leave, then the person who was waiting behind them gets into a taxi that comes a second after the first person leaves, that is thought to be considered ironic. There is, in fact, irony in â€Å"The Convergence Of The Twain. † The irony here would be the fact that such a profound, strong and beautifully built ship that was thought to be so powerful and even unsinkable, does in fact, sink. There are different senses of irony, all of which revolve around the simple yet often disregarded fact that there is a perceived notion of a gap between an understanding of reality, or ones expectation of reality, and that of what actually happens. The different forms of irony include, Tragic, Socratic, and Cosmic irony. Tragic irony can occur in many shapes in forms. It can specifically occur when a character in the story is ignorant as the reader or audience has already began to foresee what is going to happen. This poem showed no true signs of tragic irony, although the story was, in fact, tragic, it does not imply with this method. Socratic irony often takes place when someone of high prestige pretends to be ignorant or foolish, to expose the foolishness of another person. Finally, Cosmic irony is when a higher being interferes or interacts with a characters life and creates ironic settings. This poem most certainly shows cosmic irony for the unsinkable ship to actually sink. In conclusion, there are many different styles and techniques for writing, all of which assist in detailing ones literature so it can be understood. Furthermore, these styles also help to engulf the literature with emotion and substance so that it pours from the pages, rather than just spills, making a mess. It is important to understand these different styles in order to truly appreciate the powerful and wondrous written word.

Reducing Greenhouse Gas Emission In Bangladesh Economics Essay

Reducing Greenhouse Gas Emission In Bangladesh Economics Essay Atmosphere is a global public good and all nations around the globe dump pollution in the atmosphere at zero cost. As a result the concentrations of Greenhouse Gas (GHG) have been increasing in the atmosphere leading to its market failure. The four major components of GHG are carbon dioxide, methane, nitrous oxide and F-gases. In targeting GHG emission, main focus is given to CO2 since it constitutes a large share of the GHG . The rising concentrations of GHG in the atmosphere are bringing considerable changes to climate for example rise in global mean temperature by 0.4-0.8Â °C and average annual rate in sea level by 1-2 mm in the last century . Reducing GHG emissions in Bangladesh Bangladesh is one of the most vulnerable countries of the threat to climate change. IPCC report suggests, a one-metre rise in sea levels would flood 29846 sq km (total area of Bangladesh is 147570 sq km) of Bangladesh and create 14.8 million people landless . Most of the land of Bangladesh is less than 20 feet high from the sea level. Bangladeshs population is 150.5 million in 2011 and per capita greenhouse emission is 0.3 in 2008 . Bangladesh is currently contributing to global carbon emissions by an amount slightly less than its share in world GDP . CO2 emissions per capita (Tonnes) Year Figure 1: GHGs emission by Bangladesh, India, China and Pakistan Source: Although Bangladesh has low GHG emission, its paying higher prices for the consequences of climate change associated with higher GHG concentration in the atmosphere. The frequency of natural disasters has rapidly increased. Bangladesh has been always arguing in favour of reduced global GHG emission in climate negotiations. Bangladeshs own GHG emission is also showing an increasing trend. There is a projection of Bangladeshs greenhouse gas emission under different growth scenarios up to 2050: Source: Figure 2 The vulnerability of Bangladesh for climate change demands interventions to reduce GHG emission from her own end. There may be different policy intervention instruments for reducing greenhouse gas emission like creation of property rights, market based incentives (a tax, emission trading scheme), different forms of regulation, subsidies etc. When taking any policy, it is important to evaluate the policy under certain standards like environmental effectiveness, cost effectiveness, distributional impacts and institutional feasibilities. Two proposed policy interventions to reduce GHG emissions in Bangladesh are: Regulation (setting renewable energy target to reduce carbon emission) Regulations are most common form of interventions to reduce GHG emission like renewable energy target, light bulbs, specifying production technology or input to use or not to use etc. Market based incentives to reduce pollution (tax on carbon emission) Market based interventions create a price incentive to internalise the cost of externality and correct the market failure. Regulation : Renewable energy target A tax on carbon emission Regulations can be imposed by considering the particular circumstances of a firm or industry. For example, it is possible to set a renewable energy target for a firm consuming more energy after a limit. A tax on carbon emission is uniform in nature. For example, two companies electricity generating and transport, have to pay same amount of tax on each tonne of GHG emission. The connection between regulations and GHG emission outcome is more direct. So the outcome of regulation on GHG emission can be predicted with some degree of certainty. Tax gives assurance about the marginal cost of reducing pollution but the amount of pollution reduction is uncertain under taxation. Regulation requires reliable and accurate information because abatement cost will possibly rise when the regulators do not have accurate information. Sometimes tax is more complex compared to regulations. In setting the tax rate, knowledge of all functions, MPC, MEC and MPB, or MB and MC is required. Regulations require changes over time as MC function changes with changes in production technology, input costs, and product demand. MC curve shifts over time with changes in production technology, input costs, and product demand requiring changes in tax. Regulations are unlikely to be lowest cost. Tax allows the producers to find least cost or cost effective way of reducing pollution. Regulation does not generate government revenue but creates transaction cost for monitoring and implementing those. Tax generates government revenue. Regulations are appropriate for developing countries as they build initial capacity by bringing new technology e.g. solar energy, wind power etc. Tax interventions are appropriate for developed countries as they require more institutional feasibility and sensitive monitoring system Regulation adds implicit extra production cost. Tax adds explicit extra production cost and often politically unpopular and may assist rent seeking by lobby groups. Regulations are imposed by targeting goods and services which emit more carbon. Tax on carbon gives signal to producers and consumers about which goods and services produce more carbon and which produce less or none. Therefore, consumers and producers can plan to shift from high-carbon products and technologies to low-carbon products and technologies. Under regulation, firms do not have incentives to reduce pollution after meeting the regulation target. Under tax, firm have incentives. Renewable energy target The current potential demand of energy in Bangladesh is 5569 MW where supply is less than 4000 MW . The economy of Bangladesh has been growing at a rate of 6-7 percent from last few years . These are causing rise in energy demand which in turn increases GHG emission. Bangladeshs GHG emission from energy sector is relatively low as most of the power is generated from natural gas which causes low carbon emission. The current contribution of renewable energy is 0.5 percent. The government is planning to increase the share of renewable sources in total power generation by 5% in 2015 and 10% in 2020 . Source: Figure 3: Power Generation Fuel Mix of Bangladesh in 2009 But as the reserve of natural gas has been depleting very quickly and the demand of energy is increasing, dependency on fossil fuel and coal based energy is increasing. As a result it is expected that the GHG emission will rise. Natural gas contributed 64 percent of CO2 emission and petroleum products contributed 36 percent emission of Bangladesh during 2008-2009 . Efficiency of regulation There will be an efficiency gain for regulation if the regulation is implemented in cost effective way. Price ($) KW electricity S= S + Regulatory Cost S= MPC Regulatory Cost MC MB Welfare Gain 0 = em Reduction of pollution Figure 4: Market effects of regulation Quantity of coal and fuel produced electricity P P Q e* Q D=MPB=MSB Price and cost per unit pollution As the government is trying to increase the share of renewable energy in total energy, its imposing some regulatory costs on coal and fuel produced electricity. In figure 4, MPC=S curve shifts to S due to the regulatory cost. The amount of electricity produced by coal and fuel has decreased from Q to Q while price has increased from P to P. In the second part, initially at the market solution, reduction of pollution is 0. Due to the regulation, the amount of pollution reduction increases from 0 to e*. Optimal level of pollution reduction will be at the intersection of MB and MC curve. From 0 to e* level of pollution reduction MB > MC and the amount of welfare gain is the blue triangle. The correlation between production of coal and fuel based electricity and GHG emission is very high. So the regulations imposed on those will directly influence the amount of GHG emission. Regulations are unlikely to be lowest cost. For example, the cost of producing electricity by solar panel is higher compared to the cost of producing electricity by coal. Table 1 Source: But the price of coal and gas is also increasing which is lowering the gap of the costs. A renewable energy plant like solar panel can reliably serve for decades without emitting GHG at lowest maintenance cost. Under regulation, once firms meet the regulation target Q*, no incentive for further reduction. Reduction of pollution Cost per unit Q* Figure 5: Regulation and pollution reduction $ If regulations are not met Distributional effects Firms producing energy by using coal and fuel will lose their share in the market as their quantity decreases which will also reduce the amount of GHGs emission. The price of coal and fuel produced electricity will rise. The prices of products which use electricity a lot will also increase and influence the buyers of those goods. To increase the supply of renewable energy, more renewable energy plants will be built. It will increase the demand for renewable energy accessories like solar panel, wind turbine etc. So the suppliers of those inputs will gain. Initially at the market solution, amount of pollution reduction is zero. When the regulations are imposed the amount of pollution reduction increases to e*. The people who are polluted initially are gaining as the amount of pollution is decreasing. A tax on carbon emission A tax on the emitter of GHG can also be proposed to reduce GHG emission in Bangladesh. The tax will place an explicit additional cost on per unit emission. Before the tax, polluters emit GHG at zero marginal costs. The result is excess supply of GHG gas in the atmosphere leading towards its market failure. In presence of the tax, polluters emit GHG at a cost equal to tax rather than zero. This tax sets a price of GHG emission in the market where the market chooses the quantity of emission. Efficiency of carbon tax Price ($) KW electricity Quantity of electricity MSC= MPC + MEC S= MPC Regulatory Cost MC MB Welfare Gain 0 = em Reduction of Pollution MEC Govt. Revenue Figure 6: Market effects of tax e* Pt P Qt Qm MPB Pm Price and cost per unit pollution In figure 6, the production of electricity generates GHG emission by product and MEC curve shows this negative externality. Market equilibrium is at the intersection of MPC and MPB curve and the market price is Pm and quantity is Qm. But the social optimum is at the intersection of MSC and MPB curve. To attain the efficient level of Q, if a tax is imposed on Q by the amount of MEC then the level of output and price will be Qt and Pt respectively. The amount of electricity has decreased from Qm to Qt while price has increased from Pm to Pt. In the second part, initially at the market solution, reduction of pollution is 0. Due to the tax, the amount of pollution reduction increases from 0 to e* and the amount of welfare gain is the blue triangle. In the above figure, tax sets price, market chooses quantity. The efficiency of the programme depends on the ability of setting tax at a point that induces behavioural change. Distributional effects Firms producing output that by product emit GHG will lose their share in the market as their quantity decreases which will also reduce the amount of GHG emission. The price of electricity will rise which will also increase the prices of products which use electricity a lot in production. The consumers of those products will be worse off by paying higher prices. Moreover, more than 75 percent of Bangladeshs export revenue comes from Ready Made Garments (RMG) sector which consumes high electricity in the production process. A rise in electricity price led by the carbon tax will increase their production cost and reduce their competitiveness in the international market. There is a gain in government revenue by the yellow rectangle. A portion of the generated revenue may be used to compensate RMG producers by providing financial incentives. Most taxes create distortions but carbon tax corrects distortion. Carbon tax may yield double dividend one by reducing emission and another by financing the reductions of incentives. Carbon tax increases the amount of pollution reduction from 0 to e*. The people who were polluted initially are gaining as the amount of pollution is decreasing. Tax allows the producers to find least cost or cost effective way of reducing pollution. In figure 8, from 0 to e* level of pollution, tax is higher than MC of pollution reduction. Firms will find it profitable to reduce pollution by inventing new technology, investing in research and development rather than paying the tax. After e* level of pollution reduction, MC of pollution reduction is higher than the tax. So it will be cost effective for the firm to pay the tax. Price and cost per unit pollution Reduction of pollution T MC of reduction of pollution e* Figure 7: Pollution reduction efficiency 0 = em Tax In Bangladesh, relative elasticities of the products should be considered in setting the carbon tax because tax imposed on carbon passes to buyers and the share that will pass on depends on relative elasticities. In figure 8, the full burden of taxes passes on to consumers when elasticity is perfect. Price ($) KW electricity Quantity of electricity MSC= MPC + MEC S= MPC Regulatory Cost MSC=MPC+MEC MB Qt Quantity of electricity MEC Figure 8: Effects of tax on price depending on elasticities Qm Pt P Qt Qm MPC Pm Pt Pm Price ($) KW electricity A carbon tax will increase the cost of production for not only the products directly involve pollution e.g. electricity and transport but also for other products using electricity and petroleum inputs in production. As their production cost rise, their price will also rise. 31.5% population of Bangladesh live below the poverty line in 2010 . The carbon tax will increase the burden of poor people through increased price. To ameliorate the burden, financial assistance can be provided to the low-income households by using the tax revenue . In figure 9, we can see that as tax is imposed on electricity, the price of electricity increases so the budget line of the consumers will rotate inward and the consumer will move to a lower indifference curve ICt. The consumer can be compensated by an income subsidy which attains the same level of utility as before tax. Quantity of electricity IC ICt Quantity of X Figure 9: Income substitution to the consumers In 2009, 5 percent of total labour force of Bangladesh was unemployed . A carbon tax may deteriorate the scenario by occurring creative destruction associated with the jobs of carbon intensive products and production processes. But it will also create jobs for carbon extensive products and production processes. The net aggregative employment effect is close to zero. Recommendation Energy is the lifeblood of growing industry sector of Bangladesh. The intensity of current potential energy deficit can be substantially met by fuelling the growth of renewable energy. Different financial incentives can be offered for that purpose. For example, Bangladesh imports renewable accessories from abroad like solar panels from Germany. If import duties are removed from the accessories of solar panel, the cost of producing solar energy will decrease. Moreover, the poor people living in the rural areas having no electricity access also lack the capability to install renewable energy at household level. Government can provide them financial assistance in launching solar panel. Private investment should also be encouraged by creating proper financial incentives. For large scale investment Public Private Partnership (PPP) can be formed. RD for inventing renewable accessories at domestic level can reduce the production cost substantially. It may be difficult to enforce a carbon tax with underdeveloped institutions occurring higher administrative costs. In Bangladesh, the current tax structure lacks the capability and institutional feasibility to implement carbon tax. Before introducing carbon tax, the tax mechanism is needed to be restructured by developed institutional capability. In setting the tax main focus should be given to on electricity, gas, coal, some petroleum, fugitive emissions and some manufacturing while exclude agriculture, petroleum used by small vehicles and primary production and small business. Conclusion Although Bangladesh is attaining persistent economic growth, per capita energy consumption is still very low. So in future there will be increase in total energy production and consumption which in turn will increase the amount of carbon emission . A key way to transform into low carbon economy is imposing regulations on renewable energy target which can create two-fold benefits for Bangladesh- environmental and energy sufficiency. The reduction in GHG emission in the atmosphere will bring environmental improvements. Moreover, it will reduce the potential demand and supply gap of power and help to attain energy sufficiency. A carbon tax can also be charged by restructuring tax mechanism with substantial infrastructural improvements.

Demand for communication in english in vietnam

Demand for communication in english in vietnam Introduction 1. Reasons for the research The demand for communication in English has become very urgent in Vietnam since the governments open door policy in late 1980. More and more people, especially working people and students have to learn English to use it at work, in their studies or future jobs. In fact, many adult learners of English who start learning English even from grade one speak English like â€Å"bulls in a China shop†. Therefore, the Communicative Approach, using group work activities, has been predominant and widely applied to improve Vietnamese learners communicative skills of English in Vietnam. Using this learning-centered approach in pedagogy is actually a concern for many English teachers in Vietnam in general and especially for the English teachers at the English Department of my university. Group work has brought innovation in speaking more in terms of theory than in terms of Vietnamese teachers real classroom practices. I am twenty two years old and have been teaching English at my university for two years. I am teaching one section of speaking skill per week in a very diverse class of students with different levels of speaking proficiency. Many of my students are sometimes eager to talk in their groups while others just look bored and keep quiet in these groups. Moreover, my students sometimes use Vietnamese a lot in their speaking English class and one member of the group dominates others. According to Harmer (2007), uncooperative and unmotivated students present a serious problem and can easily disrupt the instructional process while productive activities involving speaking in groups are more demanding and time consuming. Although cooperative learning was originally developed for general education, several researchers have documented its application to second language learning (High, 1993; Holt, 1993; Kessler, 1992; McCafferty, Jacobs DasilvaIddings, 2006). In terms of speaking English, I wante d to investigate the implementation of group activities to understand their effects on the English oral fluency of my first year English major students at a Vietnamese University. I would like to explore how my students speak English with their partners and think of activities. I would like to find whether or not interpreting group work activities in different ways of group work develops the first year English major students oral fluency in my English speaking class. Hopefully, the research findings will be helpful for me to give great perceptions and understandings about implementing group work activities to develop English oral fluency with first year English major students at my university. Therefore, the result will be reflected on my decisions about the organization of effective group work activities in my English speaking classes to develop the quality of teaching. 2. Research questions: How can group work activities be used with first year English major students at a Vietnamese University to develop their English oral fluency? Why do modifying group work activities impact on the English oral fluency of first year English major students at a Vietnamse University? Organization of the research The research is divided into seven main parts under these headings: Introduction, literature review, context, methods and methodology, analysis and findings, reflections, and conclusion. Part one, Introduction includes rationale, the research questions and the overview of the research. Part two, Literature review gives and discusses related theoretical background to the research. Part three, Context describes the context in which the research has taken place. Part four, Methods and methodology includes reasons for the methods chosen, the ethical procedure of my research and the difficulties I faced. Part five, Analysis and findings, tells my story of the research. Part six, Reflections, includes strong and weak points of my research and my experience about doing research. Part seven, Conclusion, finally reviews the outcomes and summarizes the whole research project and provides implication for further research. Literature review 1. Definition of group work Johnson, Johnson and Smith (1991, p 15) defines that: Group work, in language class, is a co-operative activity, during which students share aims and responsibilities to complete a task assigned by the teacher in groups or in pairs. It can be said that in group work, all the members have chances for greater independence in making their own learning decisions without the teacher controlling any more. They learn to negotiate more equally with their friends and in most cases they feel free to express themselves and use the language. In group work, the focus is not on accuracy but on fluency. In speaking class, group work is often conducted in small groups and lasts for about ten minutes to a class period depending on specific tasks. The following part discusses the pros and cons of using group work activities in language classes. 2. Benefits and difficulties of using group work activities in language class Many different kinds of speaking activities such as dialogue, discussion, interview, etc can be performed in groups. In certain types of those activities, group work no doubt offers many advantages. There have been a number of studies reporting the potential benefits of pair and group work activities in language teaching and learning. According to experts in second language acquisition, negotiation of meaning facilitates both learning and acquisition and is defined as: The modification and restructuring of interaction that occurs when learners and their interlocutors anticipate, perceive, or experience difficulties in massage comprehensibility. (Pica, 1994, p. 494) Following is the summary of the most common benefits of using group work in language class. Group work promotes learners responsibility and autonomy. Group work increases students participation, talking time and oral fluency. According to Harmer (1997), group work provides more opportunities for students initiation, practice in negotiation of meaning, extended conversational exchanges, face-to-face give and take and adoption of roles. Vygotsky (1978) also believes that learning is not directed one way between teacher and students but in different ways between students and students and between teacher and students. Ur (1996, p232) also shares the same idea: In group work, learners perform a learning task through small group interaction. It is a form of learner activation that is of particular value in the practice of oral fluency; learners in a class that is divided into five groups get 5 times as many opportunities to talk as in full class organization. Working in groups enables students to produce better decisions to solve a specific task. Group work promotes individuals motivation. Group work enables students to use the language and also motivates them to be more involved and concentrate on the tasks assigned. Richards and Lockhart (1994) believes that through working in groups, students feel relaxed and comfortable to share ideas and play active roles in the learning process without the correcting feedback of teachers. Therefore, they have the benefit of sharing ideas with other group members, learning from other friends mistakes or success and helping others to learn. Because the comprehension of the subject under discussion is often increased in group work, students certainly became more motivated. According to Doff (1988), working in pairs or in groups encourages students to be more involved and to concentrate on the tasks. In the non-threatening performance environment of the collaborative classroom, motivation is often improved as students feel less inhibited and more able to explore possibilities for self expression. The next part will discuss several difficulties which are often believed to affect the successful implementation of the group work activities in language class. Organizational difficulties According to Sheils (1993), in some teaching contexts, the use of group work activities is inappropriate due to the unsuitable physical setting. For instance, my classroom is too big with unmovable desks or there are a large number of students in a class. This also leads to another difficulty relating to the class management. I am afraid of organizing group work because of noise and indiscipline which affect other classes. It is hard for me to provide proper management. If I go and pay attention to one group, the rest of class may forget the task and play about. Students will convert into the mother tongue when they are required to work in groups or they will use class time to chat with each other or become lazier. As such, their speaking skill cannot be improved and their time is wasted. Learner-related difficulties The lack of linguistic knowledge to contribute to group work is the typical difficulty faced by many students. Speaking is one of the most complex linguistic skills because it involves thinking of what is to be said and responding spontaneously to what has been thought. In order to be able to do this, patterns, structures, and words must be chosen to fit the right situation or situation or attitude intended. Byrne (1986) has pointed out that thoughts are controlled to a great extent by vocabulary. We can not talk about something if we have no words for it. The inability to verbalize thought or feeling may distort ones perceptions of objective reality, increase tendency to overact and hinder the likelihood of easy collaboration. Once students do not know enough of the language to express themselves with ease, they often become reluctant to participate in group work. There are also other situations in which the students personality (e.g., shy, passive, reserved, etc) or personality conflict(e.g., incompatible personalities) influence students participation in group work activities. Vygotsky (1986) supposed that relationship of peers has also an influence on interaction in groups. Peers can be proficient learners, learners who are different from teachers (Swain Lapskin, 1998), more or less proficient learners (Ohta, 1995), more or less informed junior students (McDonald, Kidman, Clarke, 1991), and peers as native and non-native speakers in the classroom (Barnard, 2002). Sheils (1993) said that though many students are happy to speak in chorus or under the teachers guidance when doing some kinds of drill, they are inhibited when being asked to express themselves freely in the presence of the whole class. Furthermore, the fear of being corrected in front of the other students may also cause the uneasy collaboration and lead to unproductive groups. In those cases, students may never have been encouraged sufficiently to â€Å"have a go† without worrying about mistakes or they may be accustomed to the traditional teacher- centered class. Learning style preference certainly affects the students performance in group work. In her study, Nguyen (2004) illustrates the influences of students learning style preference on the students performance in group work activities. She mentions that the learning style preference in Eastern countries like China or Vietnam is greatly influenced by the Confucian culture. The students were often familiar with being transmitted knowledge from the teachers rather than from their peers. Therefore, it might be difficult for the teachers to implement group work activities in language classes due to the students negative responses to communicative language teaching and learning. Beside the factors discussed above, there are other situations in which some students, though they do not have problems with the lack of appropriate linguistic competence or personality, have no ideas to contribute or to react to the topic given by the teachers. This may happen when the topic needs too much specialized knowledge to discuss or even when there is nothing interesting to say about it or even when the tasks do not need multiple contributions from all students but can be completed by only one or two individuals. However, there have been a number of researchers who have reported positive effects of group work activities on the development of speaking ability in the language classroom. They are, therefore, worth considering putting into the classroom more regularly. Also, more investigations should be conducted to find out the most appropriate techniques or procedures to implement successful group work activities in speaking class, both teachers and students need to play effective roles. The following part discusses the roles the teachers and the students need to perform in order to implement group work successfully. Concerning the allocation of members into groups, Hurd (2000) says there is no â€Å"one right way† to allocate students into groups. Rather, there are members of practices teachers can use. He also states that most selection methods fall into four categories. These are random appointment, self-selection, selective appointment, task appointment. 3. Group work and speaking fluency Brown (2003) raises a question â€Å"Can we really develop our students fluency?† According to him, in teaching fluency, teachers must be willing to let go of some control in our classroom, let my students have some of the control and let them to do some of the work and set up situations in which fluency can develop, and encourage my students to actually communicate. In fact, I do not need to teach fluency all of the time, but some of the time students need a little guided communication time during which their knowledge of many aspects of the language can develop into fluency. Brown (2003, p.15) also states Teachers set up activities and then get out of the way that many students can be talking at the same time [†¦] However, setting up such activities is exactly what the students need to develop. There is many other research by Ur (1996) and Maurice (1983) noting that the use of group work activities can create many opportunities for students to practice speaking fluency. Context Twenty four of my first year English major students in my class who took part in my study were from eighteen to twenty- two with four males and twenty females. I have taught them spoken English for one term with Communicative Method which does not pay much attention to a fixed curriculum but focus instead on authentic materials. My students had one speaking lesson every week and each lesson lasts for 90 minutes. Therefore, I had time to understand about their English competence very well along with their characteristics, and backgrounds. Before entering the University, one third of them finished 7 years of English at high school. The rest studied English for 3 years only. When entering the University, they already have some basic knowledge of English grammar, but most of them are still weak at speaking, reading, listening, especially, those who come from rural or remote areas where the conditions of learning English are very poor. About 30 % of the students who lived in areas with go od conditions of learning English in secondary schools and high schools are at better level. Nevertheless, in high school, most of them could not use English communicatively, because they had been taught with the Grammar- Translation method with much focus on grammar rules, memorization of vocabulary, translation of texts and doing exercises to enter a university. Another reason was that they had few opportunities to communicate with foreigners or native speakers. I wrote inform consent letters (see appendix 1) and delivered them to all the students of the class to ask them for their permission to participate in my research. I did the research with two female informants. Firstly I chose A because she has studied English for 7 years in the city high school with high level of communicative skills. Secondly I chose B because she has studied English for 3 years in a local school with low level of communicative English skills but she is good at writing and reading English. I saw many times A and B went and chatted with each other inside and outside the class and heard other students say that A and B were close friends. Methods and methodology At the beginning of my project, I explained my intentions to the students and asked them for their permission to conduct the research. I told two informants that I would record their spoken language as part of my research on how to develop their English oral fluency. Luckily, they agreed because A and B had good attitudes to me, to University, especially to learning English to find good jobs. I also gave each student a consent form letter which might be useful in setting out clearly for learners what their participation would involve and how the results of the process would be used. The head of my department was aware of how and why I was conducting my research. Learners interviewed their friends and wrote up friends characteristics, attitudes towards group work and useful strategies of speaking English. The results might help them develop motivation in speaking English. After collecting data I gave back my final draft of report to my students to check whether or not my interpretation of what they said corresponded with their own understanding. I formally thanked everyone who had helped me and sent copies of my findings to anyone who has been of substantial help to me. I combined observational and field note techniques to organize data about behaviors, contexts, group organization and records of interactions between informants. Therefore, using notes to collect research data became more effective than other data collection techniques took over. Besides, I used a small hand-held recorder as a time saving option during group work activities and students interviews. This allowed me to note important data while they were still fresh in my mind. I could also talk into the recorder, listen to the recordings again and start thinking. I organized A to interview B in Vietnamese on their feelings and opinions about group work and learning experience during their break time of 20 minutes. I provided a set of preplanned questions (see appendix 7) in no fixed order and asked the group to audio-record their responses. I did this to in order to increase my own and my learners understanding of students feelings about group work. I used semi structured interviews between learner and learner because they ensured greater consistency, reliability and balance in the research relationship. Two students engaged in their free flowing conversational process in a friendly way to share with each other about their learning experience in speaking English and their perception of group work. I chose this approach to understand deeply about the factors affecting group work to develop English oral fluency. I felt a lack of experience in writing up the final research findings. It worried me whether I was adopting the right approach, and that my data collecting methods became a bit slapdash and less thorough than they should have been. I felt pressured for time during the process and in writing the report because I also taught and did the research at the same time. Chapter five: Analysis and Findings I conducted the research with my students when they had started studying in the second term for two weeks. The first time, I observed speaking in the English class at the first period in the morning. The class had not had any examination of speaking in the second term of the first year. In the first term, A got mark 8 and B got 5 for speaking examination. We had two speaking periods in the same day per week. The second time, I observed the speaking fluency of A and B after one week of the first observation, at the first period in the morning. A sat next to B in the same front table of the classroom. Before conducting the research for a week, I informed them that I would do the research in the class. And I delivered twenty four consent letters to all my students, asked them to tick the box if they agreed to participate, collected all letters after 5 minutes and read at home. During observing, I used highlighter, sticky notes and collected data on set target in the observation sheet. I used themes and codes (see appendix 2) to organize and collect data in field notes when I was observing. I put the recorders in each group of the class. Because desks and chairs were fixed and unmovable I asked my students to work in groups of three with their neighbors at the same desk and imagine a story about the picture (see appendix 3) on the blackboard. A and B were in the same group with C who could speak English very well. At first, they were eager to talk in the group because they thought they had many things to speak about and the picture was very interesting. I just sat at my desk with books, looked and made notes in the observation sheets. When I observed I realized that A and Bs oral English fluency was not interfered by with the noise of other groups. I just required my students to create their own stories about the picture in their groups in 15 minutes and present their stories in front of the class. I saw almost all students looked very excited and smiled when I showed the picture and said: â€Å"The most interesting story would get good marks†. I fixed the picture on the blackboard and explained about characters in the picture. A and B kept quiet for a while in their group and later A asked: â€Å"B, what is your story? And why will we have to do this task?† B was too shy and said nothing while A started speaking English. She had a huge amount of ideas about the picture to share with other members while B just listened to A and nodded her head. Often, B said â€Å"right†, â€Å"ok† and looked at me. After speaking English for 3 minutes, A asked B to take note what she had said. Sometimes, A stopped speaking and asked others to express their ideas. B also spoke some short utterances to support the st ory. A commented on B and Cs opinions. B almost always agreed with A and she just kept silent and looked very nervous to speak English. A and C dominated B while B had no more chance to practice. For example, B almost always asked questions and read sentences which were written and said very short utterances like: â€Å"you should change this word into that word†. Sometimes B suggested new ideas for the story but she was too shy to persuade others to agree therefore B looked unhappy in her group. After they finished the story, A began to chat in Vietnamese with another girl friend at the table behind about a film on TV that night while B turned around and exchanged her stories with other groups in Vietnamese. B wanted to talk but she had no chances in her group so she found another whom she could speak with. When the time was up, I asked each group to tell their story. When other groups were presenting, A did not pay much attention to that. A asked B to present the story in f ront of the class when I called them. B was too shy to speak and did not speak fluently and always looked at her note taking paper. C and A said â€Å"no† and they stood up and continued to present their own ideas. B sat down and felt more comfortable when she did not have to speak. The task was finished on time and almost all A and Bs utterances were in English. After the first class of observation, I asked students to be free for 20 minutes in the next period to interview in pairs. I paired A and B and recorded their conversation to understand about their feelings, difficulties and struggles of working in groups. I concluded that B felt intimidated when working with someone of much better ability although the more fluent students sometimes tried to help their partners. Moreover, B could not talk because she made a lot of mistakes and did not know how to say things in English. Although B wanted to talk she thought her friends would laugh at her when she spoke. My lesson was not interesting enough to encourage all students to engage in speaking although the picture was very good. Because I did not give enough requirements and explanation of the task A and B did not understand what they should do in group work. I did not pay much attention to the group organization, task requirement and students understanding. A and B got good marks but they did not like my lesson. A and B did not feel satisfied with the lesson. A said that the lesson was not interesting enough and should be made clear for all students. Nevertheless, B liked to be in groups with A, and other more fluent students because she had chances to learn from them to broaden her knowledge and vocabulary. After the first observation, I changed my mind about my teaching. I though about reasons why my students did not engage in their groups and decided that I should require them to produce a story with five or six simple tense and future tense sentences. And I should deliver this picture for all groups as a handout while the blackboard was used to present students results. I should go around and listen to my students and encourage them to speak English. In the next period, I rearranged the desks of the class in a U shaped arrangement of groups to allow an easy transition to plenary mode. Students grouped by themselves with friends who had the same interesting topics after they were provided some background knowledge of each topic. After collecting information of observing, I compared the results of two sessions to find out differences between A and B in oral English fluency in their groups. I would not give each group the same mark because this was unfair and created competitive groups rather than co-operative groups and totally defeats the purpose of grouping at the first time. I wrote the topic â€Å"favorite places† and asked my students for related vocabulary. I made students involved in the task. A and B said aloud their vocabulary about this topic. Lan also mentioned some of her favorite places in Vietnam while Hoa asked me and her friends a lot of clarifying questions like â€Å"how do we say this word mean in English ?† or â€Å"Can you explain again?† After that I let my student read one short passage about a famous place in Vietnam (see appendix 4) without name and asked my students to guess. A and B were very eager to talk because they had been this place. Later, I asked them to choose one picture of famous places (see appendix 5) to create a conversation to introduce this place in groups and used as many comparative adjectives as possible. I delivered chosen pictures for each group and said: â€Å"It is no problem if you make errors because you can learn something through getting it wrong.† I asked all students to stand up and find other two partners to talk with. A and C decided to choose the same picture to discuss and called another Cs friend. B joined in a group of two other friends who also lived in the rural area and had the same level of speaking English as her. Then they discussed to choosing a favorite place to talk about for 15 minutes. A had a lot of ideas to s hare with her partners. A talked loudly and continuously then C and his friend took a turn. A and B felt comfortable to talk with peers whom they wanted to talk with. B felt more confident to share ideas with others who had the same ability level. When other friends commented on B opinions she also looked happy and tried her best to negotiate. She listened to others and took notes on their ideas. When B met with difficulties she asked me for help. And I explained and encouraged her work like: â€Å"that is good†, â€Å"say it again†, â€Å"thank you†, â€Å"well done†, etc. She encouraged others to talk and commented on their ideas. She said: â€Å"good†, â€Å"not suitable†, â€Å"you just think more about this†. She helped others to have chances to talk. When they had time left As group continued to think more about how they might make their stories more interesting. When other groups were presenting, A and B listened carefully to t hem. A and B were almost eager to present their groups conversation. Based on all the data, I found that students changed their feeling and behavior when they worked with different partners. It meant that group organization played an important role in developing students English oral fluency. A and B spoke more fluently when they were in groups of the same ability level. In the second lesson, a safe environment had been achieved where everybody liked to work with each other. In the mixed group, A almost did nothing while B was reluctant to speak English. In the second session, when they were in groups with the partners on the same level they felt more relaxed to talk. I found that B spoke three times more English when working with students of the same ability than when she had more fluent partners. I concluded that the students were motivated to speak English but perhaps felts intimidated when working with someone of much better ability. While listening to the taped conversation of the second observation I observed that members of Bs group generally took turns to speak, that no individual was dominant, and that they helped each other with vocabulary. The conversations were quite fluent and accurate. B leaned on the table to speak with other partners. It was unavoidable for my students to use Vietnamese but it was not much. However, the taped conversation of the first time indicated that, although A was very cooperative and tried to help her partner, she tended to dominate the conversation and overcorrect her partner without giving B much chance to talk. From interviews, I found that my less able students liked to use English with more fluent partners when they had to be self-reliant, when I was not present, when they were not corrected all the time, and when they were not being tested or monitored. Besides, based on the observation and interviews, it could be concluded that the students English oral fluency was also be influenced by the teachers preparation. In the first lesson, I did not provide enough explanations, knowledge and encouragement to help them understand and engage in speaking English. In the second lesson, my students felt very excited in speaking English when they had enough vocabulary and interest in the task. Reflections During this investigation, I learned a lot about my students attitudes towards and abilities in using English. Gathering information from the students about how they use English was important to me. I discovered a way to deal with a class of mixed abilities and found a way to motivate my less able students. This project confirms my beliefs about the value of using group work and has reduced my anxiety about grouping less able students together. I can create different groups for different activities. Depending on the task, I will want to have students of different skill levels working together or students with the same level working together. For example, a harder task might lead me to mix skill levels, however a task where outcome is not an important goal, the instructions are not difficult, and the process easy to follow, could lead to homogeneous grouping. During doing this research, I ha

Death in The Dream of the Rood Essay -- Old English Literature Christ

Death in The Dream of the Rood The crucifixion of Christ is treated differently within the bodies of Old English and Middle English literature. The values of each era's society are superimposed on the descriptions of the sacrifice of Christ on the cross. Christ is depicted either as the model of the hero, prevalent in Old English literature, or as the embodiment of love and passion, as found in Showings by Julian of Norwich. Old English literature establishes the elements of the heroic code, to which its society ascribed. A man must live, or die, by his honor. In The Dream of the Rood the crucifixion of Christ is depicted as the ultimate symbol of heroism, as all mankind bewailed Christ's death and prepared a gilt cross for him. "This was surely no felon's gallows, but holy spirits beheld it there, men upon earth, and all this glorious creation. Wonderful was the triumph-tree, and I stained with sins, wounded with wrongdoings. I saw the tree of glory shine splendidly, adorned with garments, decked with gold, jewels had worthily covered Christ's tree." (Norton Anthology of English Literature, Sixth Ed., p. 19) Christ is not rendered as a figure of pathos. Christ is identified with the other glorious warriors of Anglo-Saxon times, such as Beowulf, in this rendering of the cross. It was tradition during the Anglo-Saxon period to bury the honored death with all of the adornments of wealth that they had gain ed in the earthly life. The Dream of the Rood treats the death of Christ as the culmination of His glory. As the Rood itself speaks, "Disclose with your words that it is the tree of glory on which Almighty God suffered for mankind's many sins and the deeds of Adam did of old. He tasted death there; yet the Lor... ...sh Literature, Sixth Ed., p. 297) This change in the integral ideal of the subject matter is perhaps indicative of the ensuing social changes that occurred during the Middle English period. Julian describes Christ's gift as the fulfillment of his love for all creation. It is not for honor that Christ gave his life. Of course, during the Old English period, the lord's retainers certainly experienced "love" in some fashion for the man they willingly gave their lives. Certainly that "love" was not to be construed as a display of femininity, for these men were warriors. Changing social values helped to transform the Old English heroic code to the Middle English chivalric ideal. The literature of each of the periods offers the examples upon which to base this conclusion. Old English honoric ideals are complemented by Middle English concepts of love and beauty.

Work and play in the city :: essays research papers

Work and Play in the City   Ã‚  Ã‚  Ã‚  Ã‚  The city had been a place of work for a long time, but it was beginning to become almost as much of a place for play. As the average person was able to earn more money and have more free time, it was desirable to have some fun at the end of a hard day. Everyone found different ways to enjoy themselves, whether it is in one place that caters to many interests or many single interest places. Having a bit of fun became more and more important as the years progressed.   Ã‚  Ã‚  Ã‚  Ã‚   One of the major reasons the city became much more of a place for play was that there was a major shift in the types of work people were doing. Instead of intertwining enjoyment into your workday, people were sacrificing fun for shorter workdays and a more concentrated day. This also caused a great increase in wages. As this change occurred â€Å"recreation and play were not luxuries [anymore] but necessities in the modern city.† Different types of people found various ways to have their fun. Depending on how much money you made, your sex, or your race, you may have enjoyed much different methods of amusement. In theaters the African Americans always got the worst seats, and the rich people were usually box holders. In fact it became very difficult for performers to please such a mixed crowd. In fact, one English actor named Macready caused a riot because of a play he was performing. During his performance â€Å"a crowd of 10,000 gathered to protest. The militia was called to restore order, which it did, but only after 22 people had been killed, 150 hurt and 86 arrested.† Though, soon after the theaters began to cater to certain interests instead of trying to cater to everyone at once.   Ã‚  Ã‚  Ã‚  Ã‚   Though the theaters were not a person’s only source of entertainment there were plenty of other forms. One could go to a beer hall, billiard room, variety theaters, or a concert hall. Though these were for men mostly, and men with money to spend at that, there were also places such as parks, museums, libraries, and lecture halls for people to spend their leisure time. Everyone was finding more and more leisure time and more places to spend their time.   Ã‚  Ã‚  Ã‚  Ã‚   As the nineteenth century was ending the city became as much of a center for fun as it was for work.

Fight :: essays papers

Fight At a huge party in Long Beach Island, locals show up at the party. The house is small, but it has a front lawn that is a nice size to throw a party. The house and lawn is surrounded by a fence that is sharp at the top to prevent anyone from climbing over it easily. The house is between several other houses that are owned by families. The party is being thrown by kids that only go there for the summers. There is high tension between the locals and the summer kids. Therefore, when the locals showed up, the summer kids immediately threw them out. They were all talking about the incident and laughing. However, it was not over with. The locals came back with more numbers to start a fight. Act I Scene 1 The scene begins with three car loads of local kids pulling up to the house. Jason Gorski, Jeff Storms, Eddie Frost, Rich Mickens, Rob Philops, and Jake Collins are the tough guys that are at the party. The rest of the party is compiled of sailors and girls. The six see them getting out of there cars and start walking fast over to greet them. Jeff: (As he walks counts how many there are. He finds there are well over twelve of them and only six of them, so he makes a strategy of taking as many as he can out quickly.) Rob: (He clenches his fists as he walks, getting pumped up.) Jake: He waits behind the rest because he is not too sure what is to come. Jason: (He is behind the rest with Jake, but doesn’t want to miss any action, so he speeds up to the front.) Jeff: (He goes directly up to one of the locals and head buts him.) The kids nose busts open and blood is poring everywhere. Jeff must have broken the kids nose. Jeff: (After he head buts the one kid, he takes another kid down to the ground with a head in the chest double leg. He repeatedly punched the kid in the face.) The kid was bleeding harshly from his face. Jason: (He walks up to one of the guys and just starts hitting him in the face.

Jesus as a role model

Today I will be presenting my speech to discuss why Jesus is the role model for Christian life. The Christian tradition has viewed Jesus as the perfect role model because he was sinless. Jesus lived his life providing principles, teachings and messages that are to be emulated by his followers. These teachings are evident In all aspects of Christianity and have become the foundation for Christians as to how we are to live our lives.Many texts throughout the New Testament further exemplify the understanding of Jesus as the reflect role model, including John 13:15, â€Å"For I have given you an example, that you also should do Just as I have done to you. † The key components of Christian life include love, forgiveness, prayer and compassion. These components have all been developed from the way Jesus carried out his life Through Jesus' life, he spread teachings of unconditional love and forgiveness.Jesus taught that forgiveness Is central to the relationship between God and human s. Unconditional love and forgiveness are closely related to each other, because without originates, It Is Impossible to love unconditionally. As Jesus suffered on the cross, he asked for the forgiveness of his executioners, which can be found In Luke 23:34, â€Å"Father forgive them; for the know not what they do. † This Is the greatest example of unconditional love and forgiveness, and as Christians, we aspire to be as loving and forgiving as Jesus.Another example of Jesus' teachings of forgiveness can be found in Mark 1 1 :25, â€Å"And when you stand praying, if you hold anything against anyone, forgive him, so that your Father in heaven may forgive you your sins†. Through this quote we are taught to not just act as though we have forgiven someone, but to truly forgive them. What can also be understood from this is that only those who practice this teaching of Jesus can fully receive God's forgiveness.The life of Christians includes the practice of forgiveness in o rder to be able to love others unconditionally, as well as be forgiven by God. Jesus Is also our role model as to how we pray. Jesus' life of prayer consisted of praying before meals, giving thanks, praying for others, shared prayer and praying fore making important decisions, but his most valued form of prayer was private prayer. An example of Jesus' teachings of private prayer can be found in Matthew 6: 5-15.During this, Jesus says â€Å"But whenever you pray, go into your room and shut the door and pray to your Father who is in secret; and your Father who sees in secret will reward you. † It is also within this reference where Jesus teaches us the Lord's prayer. Although he was half divine, Jesus was also half human whilst on earth. Therefore, he was subjected to the same temptations, frustrations and sorrows that Christians are also affected by in our lives everyday. Through all these struggles that Jesus encountered, he prayed to God in private for help and strength to c omplete the task he had been given.We as Christians pray following this example of Jesus life of prayer and teachings of private prayer when we are faced with our own hardships and are in need of guidance. Jesus has taught us how we are to pray through his own to why Jesus is a role model to Christians. In the process of his teachings, Jesus has showed that human beings can be holy wrought their compassion towards the poor, marginal's and dispossessed. Jesus' had immense compassion towards these people of need and reacted through acts of mercy.We as Christians have learnt to be generous, giving and to be empathetic throughout our lives by the examples of Jesus' compassion. Also as followers of Christ, we are encouraged through Jesus' teachings to know our obligations to assist those in need in order to be Christians. This teaching can be found in Luke 18: 22-23, where Jesus told a young, rich ruler that he was to â€Å"Sell all that you own and stubbier the money to the poor, and y ou will have treasure in heaven; then come, follow me. But the young man did not have the qualities to be a disciple of Jesus, because he showed that his love for his riches was greater than his love for God and was reluctant to give up his possessions. Jesus' examples of compassion for the poor, marginal's and dispossessed have shaped how Christians practice acts of mercy towards people of need. These acts of empathy are one of the many reasons why Christians view Jesus as the perfect role model.Jesus is the ultimate role model for Christian life because he loved unconditionally, he forgave, he lived a life of prayer, he was compassionate towards the poor, marginal's and dispossessed as well as many other things. As well as living his life practicing these qualities, Jesus has also taught these principles to his followers as a guide to live their life by. These teachings, messages and principles are imitated through the lives of Christians as a way of following the commands of God, and have become the foundation as to how we are to live our lives as his followers.