Oral Language and Code-Related Precursors to Reading Essay

Oral Language and Code-Related Precursors to Reading - Essay Example Juan describes his interests as playing basketball, swimming, and fishing, which he normally undertake with his family, particularly his father and brother. He claims to have a big difficulty in school though, specifically in reading and writing English words. He says that way back in Mexico, he used to appreciate Science, but right now where every subject matter including Science needs to be learned and understood in the English language, he begins to dislike the subject matter. He has average scores in Math concepts exhibited by his scores in quizzes and long examinations. He is however poor in word attack and English vocabulary, which affects his performance in other subjects including Science, which used to be his favorite. Â  I was able to talk to Juan’s aunt once, upon visiting Juan and gathering information from his family about things related to his reading progress. This is where I found that both of Juan’s parents live in Mexico and had little schooling. The aunt related that both boys frequently scan their notes upon arriving home and practice reading orally. However, there are some questions that she could not answer, such as the correct pronunciation of a word or the meaning of a particular word, or if the sentence the boys have just uttered is grammatically correct, since she herself has a limitation in the English language as she just migrated to the United States five months ago. Juan is thus left with only the school to rely on when learning to read. Â  Juan appears to be persevering during reading sessions and tries hard to understand each word. Often, when he could not pronounce a word, he approaches me and asks how it is pronounced. He repeatedly utters the new-learned word until he thinks it sinks in.

Enterprises success Essay Example for Free

Enterprises success Essay

The Model That Kubler Ross Came Up With Philosophy Essay

The Model That Kubler Ross Came Up With Philosophy Essay This is an idea spearheaded by Dr. Elizabeth Kubler-Ross. The doctor studied and came up with methods of support and guidance for people who suffered from trauma, grief and grieving. This study of death is called thanatology this would in turn make Dr Kubler-Ross a thanatologist and she has contributed a lot to the relevance of this genre. The studies and research she did helped others to be able to cope with the grief they experienced either personally or through friends and loved ones. This is mostly because before her theories mostly people just put aside their feelings, this especially with the western civilization who take death as a bad omen or taboo. Dr. Kubler-Ross came up with the main stages that one undergoes when in grief and the effects that this has on the person involved and the society at large. The behaviours of those under grief range from the belief they could not stop the events that occurred for them to suffer grief, the grieving might have different conflicting emotions where they cope with what has occurred. The grieving can move from laughter to sadness. They may engage in activities to occupy their minds and so forth. Experts believe that grief can be classified into two main styles: Intuitive and Instrumental where Instrumental represent those people that perform physical activities as their way of grieving for instance sports, dancing and hobbies that excite them. Intuitive on the other hand take from the event that led to the grief and start taking their lives from a different perspective by changing the way they live, do more charity work, mend broken relationships since life is too short and it is not worth to hold grudges. The model that Kubler-Ross came up with constituted five main stages. This was illustrated in her book On Death and Dying  [1]  . The first stage is Denial, in this stage the individual grieving due to loss or any other stressful activity that has happened for instance broken relationships and loss of employment (KuÃÅ'ˆbler-Ross (1974)). The grieving believes they are fine with everything and that they have nothing to worry about. This according to Dr Kubler-Ross is only but a temporary solution since one now takes situations more personally and it takes a heavy toll to hide the real feelings they have. The other stage is anger, this stage the affected individual is angered by why this has happened to them and not to anyone else though it may have happened to many other people before them (KuÃÅ'ˆbler-Ross (1974)). This people believe that the world has something against them and they look for people or something to let it out on. These people start being violent and unbecoming towards those close to them which make the situation even worse. In this stage the person grieving cannot continue with denial as this is not enough, this makes them do something they might regret but seemed a good idea at the time. The next stage is bargaining the individual has now come to terms with what has happened and now tries to make sure they give themselves hope to have enough time in the world if they are dying or more time with their loved ones if your loved one is faced with death. The end result is now at hand and one will do close to anything to have just a little more time. Bargaining will include spending all your life savings to postpone the death of the loved one this includes having them on life support for as long as possible until you are even bankrupt(KuÃÅ'ˆbler-Ross(2005)). This stage one has already accepted their fate but believe if they could only have more time. The person grieving wants more time to make sure they have done everything or most of what they wished to do in their bucket list before they say their final goodbye. The next stage is Depression, here one has given up if one is dying they do not bother with anything anymore if one is losing a loved one they lose hope also and do not want to continue on with their lives. The knowledge that death is now very certain one disconnects, for the one dying they may refuse to see those they loved, they grieve on their own and accept their fate since constantly seeing those they love is even worse (KuÃÅ'ˆbler-Ross (2005)). Those losing a loved one should not try to give them false hopes as this will counteract on them so they should leave their loved ones to process the grief they are facing as this is very important for them. The last and final stage is acceptance one here has to prepare themselves of the expected reality. This is where one cannot change what is to happen so they do their best to make sure they have come to terms with what is to happen and say their goodbye. When one accepts the reality they can be able to move on in peace and cherish the life lived by those they lost. These stages when first formulated by Dr. Kubler-Ross mostly involved those suffering from terminal illnesses for instance cancer but it was later translated to also be relevant for personal loss which includes job, relationships, freedom and natural disasters. These stages may not be experienced by every person in the world who is grieving nor in the order shown above but one must experience at least two of the stages when grieving. The process of grieving is very important and one should not force it or rush to recovery. This process should be left to work itself out for as long as required. This should go on until one eventually reaches the final stage of accepting their loss and move on from here as there is so much to live for. It is very important to realize that as life is important death is equally important and one should be able to understand and embrace it as it is inevitable. This model of grief applies to gender due to the fact the toll taken by the different gender male and female is very diverse. The problems or grief faced by a male towards risks or dangerous situations is not that threatening but the same to a female is very threatening. Examples include men are the ones who are tasked with being the source of security while women stay behind the scenes. The same is true for grief women tend to show their grief more openly than their male counterparts thus a female is more likely to recover from grief faster than men since they do not hide the toll grief takes on them making their recovery quicker, while men mostly are in denial for a very long time thus the process is very slow and they hurt more emotionally. Emotional responses are different across the gender roles thus the grief model helps us understand the perspectives that people are different. This shows we should give the individual suffering from some grief ample time to recover from the issues associated with the loss  [2]  . The time it takes for you if quick do not push others to also come to terms with their grief as this may have a negative effect on the person. The model of Kubler-Ross acknowledges there is more or less a pattern for individuals suffering from bereavement, great loss, loss of employment and the levels that it affects the individuals vary greatly. The result eventually is acceptance and no matter how long it takes or the order of the stages of grief they will cope. The main realization of this model is life moves on and with time everyone heals. Once an individual realizes how to deal with their emotions they will be able to undergo this process more easily. Grief is experienced by everyone at one time or another and the time it takes to heal varies from one person to the next. It can be anywhere from a month to even two or more years. Grief does not mean that one cannot experience happiness, joy and laughter this can be felt even when one is suffering from even the worst of situations. Other people their grief is recurring even after long periods of time. This is mostly due to underlying issues in their psychology for instance depression that was aggravated as a result of the loss or dependency on the lost loved one in your life thus they are a constant reminder they are no longer there for you. There have been other experts that show that to cope with grief is not necessarily in stages but a dual process. This was described by Stroebe and Schut that it is changing from experiences you have of loss to your normal experiences before the loss came into the picture. This helps the bereaved to realize there is more to live for and so come to terms with their grief. The work of psychologist J.W. Worden also noted the tasks of grief which involved the acceptance of the reality of the loss as one cannot do anything about it. The second was to work through the pain of grief this is the same as taking your time to heal and recover from the loss to return your life to normal. The next task is to adjust your life to living without the lost loved one in your day to day environment. The last task is to control your emotions to the fact the deceased is no longer with us and thus move on with your life without them. In children, grief, for example in divorce, is manifested through a systematic process. The first step is denial, where the children feel the requirement to accept that their guardians will get back together, or they will alter their opinion about the separation. There is the thought in the childs head that both parents will change their minds and get back together. The next step is anger. This is where children feel the requirement to accuse somebody for their pity and misfortune. This is evident where the child is agitated and blames one parent from leaving them. Next, a child is at a stage where they want to bargain. In this stage, kids feel as though they have some state in the scenario assuming that they carry a deal to the table. This causes them keep concentrated on the positive that the scenario may change, and less kept tabs on the negative, and the bitterness theyll encounter after the separation. For example, a child may want to run errands hoping that this will bring peace to the parents and defer the breakup. Depression next sets in, and includes the tyke encountering bitterness when they know there is nothing else to be finished, and they acknowledge they cant stop the separation. The folks need to let the tyke encounter this technique of lamenting in light of the fact that provided that they dont, it will just indicate their failure to adapt to the scenario. Finally, a child acknowledges the situation. This does not fundamentally imply that the tyke will be altogether cheerful once more. The acknowledgement is only moving past the wretchedness and beginning to acknowledge the separation. The sooner the folks begin to proceed onward from the scenario, the sooner the kids can start to acknowledge the actuality of it. Grief during a break up occurs in the following manner. In the denial stage, the individual being broken up with is unable to concede that the relationship is truly over. Theyll surmise that it is either a joke or that the other partner will soon come to acknowledge that it was an oversight and theyll be back together. In the anger stage, when the actuality sets in that the relationship is over, it is common for one partner to demand the knowledge of why the relationship ended. This stage can make them feel like they are being treated treacherously and it might cause them to end up being angry at individuals near them who want to help the break up scenario. After the anger stage, comes the bargaining stage where one will attempt to argue with their previous spouse by guaranteeing that whatever initiated the breakup will never happen again. Next the individual may feel debilitated that their bargaining supplication did not persuade their previous spouse to alter their opinion. This will send the individual into the depression stage and can create an absence of sleep, eating food and even upset everyday bodily functions such as bowel movement. Acknowledgement and moving on from the scenario and individual is the final stage. The individual acknowledges that the relationship is over and starts to get up and go on with their life. The individual may not be totally over the scenario however they are finished backpedaling and onward to the focus where they can acknowledge the actuality of the scenario. In the case of alcohol abuse, an individual feels that they dont have an issue concerning liquor or substances. Regardless of the fact that they do feel as though they may have a minor issue they accept that they have finite control over the scenario and can quit drinking or doing pills whenever they need. During their angry phase, the abuser identifies with how they get angry on the grounds that they have a habit or are angry that they can no longer use drugs. Some are angry that they are enslaved by drugs and do not want to be like so anymore, and others are angry that they can no longer use drugs. In the bargaining stage, medication and liquor abusers endure when they are attempting to influence themselves or another person that they are setting off to quit misapplying to receive something in return or get them out of inconvenience. In the depression stage, sadness and sadness are vital parts of the sadness stage while managing a medication abuser. Most abusers experience this when they are facing the withdrawal stage stopping their compulsion. It is essential to convey the aforementioned sentiments as a technique of the mending. The acceptance stages ends up with substance abusers conceding you have an issue is diverse the same as tolerating you have an issue. At the time you concede you have an issue this is less averse to happen in the bartering stage. Tolerating that you have an issue is when you acknowledge that you have an issue and begin the procedure to resolution the issue. As stated in the above examples, as per her theory, Kà ¼bler-Ross guaranteed the aforementioned stages dont essentially come in place, nor are everything stages encountered by all patients. She stated, in any case, that an individual will dependably encounter no less than two of the stages. Regularly, individuals will encounter numerous stages in a roller coaster impact switching between two or more stages, coming back to one or more sometimes before working through it. Women are more possible than men to experience each of the five stages. Nonetheless, the Kà ¼bler-Ross theory holds that there are people who battle with expiration until the close. Certain clinicians accept that the harder an individual battles passing, the more probable they will be to stay in the refusal stage. Provided that this is the situation, it is conceivable the affected individual will have more trouble biting the dust in a noble manner. Different analysts state that not facing death until the end is better for some individuals. A dying persons approach to passing on has been joined to the measure of significance and reason an individual has discovered all through his lifetime. An investigation of 160 individuals with less than three months to live demonstrated that those who felt they comprehended their reason in life or considered uncommon importance, confronted less fear and lose hope in the last weeks of their lives than those who had not. In this and comparative studies, deep sense of being assisted kicking the bucket people manage the wretchedness stage more forcefully than those who were not otherworldly. Investigations of teaching method, the procedure of instructing, propose that the examples of distress are restricted of depicting the fundamental examples of joining new informative content that clashes with past convictions. Additionally, see Learning hypothesis (training) All truth passes through three stages. First and foremost, it is scorned. Second, it is brutally contradicted. Third, it is acknowledged as being undeniable. stated Arthur Schopenhauer of the studying technique, which relates to the five phases of distress with mocking being disavowal, restriction being anger and bartering, and acknowledgement being gloom and acknowledgement. There is additionally a theory which recommends that this studying methodology is the same example perceived in the here and there and then here again circling development of a molecule being aggravated by a wave.[6] Emotional force climbs and down and up once more, while information moves regressive, forward, back, and then send once more, until the distinctive is blissful with the way they have mixed the new qualified data with the old. We comprehend that individuals immersed in the result of grief need to realize what to need and to what extent it will keep going. Such inquiries can never be attractively answered. Since each griever is exceptional, there are no quick answers about sorrow. To the extent that as weve put into disproving the stages, Kubler-Ross herself disproves them superior to we can in the opening passage of On Grief and Grieving: The stages have developed since their presentation, and they have been extremely misconstrued in the course of recent decades. They were never intended to assist tuck chaotic feelings into flawless bundles. They are reactions to misfortune that numerous individuals have, yet there is not an ordinary reaction to misfortune, as there is no run of the mill misfortune. Our anguish is as distinctive as our lives. Not everybody lives out every last one of them or goes in a recommended request.

Discovery of the Sahelanthropus Tchadensis Fossil: Earliest Hominid :: Anthropology Essays Paleontology Papers

Discovery of the Sahelanthropus Tchadensis Fossil: Earliest Hominid In July of 2001, a group of archeologists discovered the skull and jaw bone of the oldest member of the human family. The skull is a new discovery and was found in the Djurab Desert of Northern Chad by a group of archeologists lead by Michel Brunet, and is thought to be six to seven million years old (Walton). The age of the skull and jaw bone were approximated through the association of the fauna that were found with the fossils (Brunet). The skull is a major find for archeologists because they now have a new piece of the puzzle that shows the evolution of humans from apes and it provides information to a period that scientists had very little knowledge about because of the lack of evidence (Whitfield). The skull was given the scientific name: Sahelanthropus tchadensis and was nicknamed Toumai, which is a local name for a child born perilously close to the beginning of the dry season meaning â€Å"Hope of Life† (Walton). The skull has a mix of ape and hominid, early humans who are distinctly different from apes by their upright posture, features. The brain case is similar to those of apes, being about the size as a chimp, but the thick tooth enamel and the presence of small canines in the jaw bone are features that are similar to hominids. The most surprising part of the skull is the presence of the large brow ridges found on Toumai (Groves). This is unexpected because the next oldest hominid fossils have a small or non-existent brow ridges but our family, Homo, also has large prominent brow ridges (Gee). These fossils are having a major impact on the scientific world’s view of human evolution and scientists may even have to rethink some present ideas about it. Because the skull of Toumai has characteristics that are very similar to those found in the Homo family, some scientists are beginning to question whether or not Australopithecus, an early member of the hominid family from about four to one million years ago and they are characterized by their fully upright posture and their small brain size, is even part of the evolution record of humans from apes. Bernard Wood, of George Washington University in Washington DC, argues that if Australopithecus has more ape-like features than the features found on an older

Life Without N Sync - A Satirical Essay :: essays research papers

Life without N’Sync: A soon-to-be reality, or a teenaged girl’s worst nightmare? I would hate to even suggest that we might soon exist in a world without N’Sync. Their songs inspire us, as well as being very morally sound. Their creative and innovative fashions and tunes gives us the much needed variety that keeps us interested about the next aptly-titled CD they put out. They are great role models for every aspiring ‘teen dream’, and give teenaged boys something to aspire to. N’Sync is a positive contributor to our society. N’Sync’s writers have written some very memorable songs in the past, including ‘Digital Getdown’ and ‘That’s When I’ll Stop Loving You’. These songs are filled with inspiring lyrics such as, â€Å"Don’t wanna be the reason for your love no more† and â€Å"Baby, baby get nasty, nasty and we can get freaky deaky.† These lyrics teach the 8 year old fans just what girls are good for, and make them feel loved and respected; at the same time they teaching them some interesting vocabulary that they can use in everyday life. I like the consistency of the song titles, because consistency is very important. A large portion of their titles include the word ‘you’, or ‘me’, which definitely showcases their creativity. The fact that they let talented musicians do the instrumental sections proves that they care about how their music sounds. N’Sync’s songs are a positive influence on to day’s youth. It’s a definite relief to know that Justin Timberlake is having a good hair day, and that Chris Kirkpatrick had a good photo shoot. I am glad to know that their latest CD has gone multi-platinum and they have made lots of money, because their happiness is very important to me. One can never get tired of their adorable puppy-dog faces and their cute plays on words that have been carefully scripted. Their intelligence, ingenuity and creativity has led me to believe that they are very positive role models for their fans, and they are who every teenaged boy should strive to be. The things I like most about N’Sync are the fact that they went from having no talent and no money to having no talent and lots of money. It’s good that magazine publishers have made entire series of magazines all about them. I enjoy reading the countless articles and interviews about them, because I say â€Å"The more, the better!!† Without N’Sync, many teenaged girls wouldn’t have music to listen to, or any pictures to put on their walls.

The Tendention of Using American English

Introduction A. Background English, one of the most spoken languages in the world, has a lot of variants. The most well-known English variants are British and American English. Although British and American English are the same language, they have some differences in vocabulary, pronunciation, grammar, and spelling (http://www. uta. fi/FAST/US1/REF/usgbintr. html, 2011). However. one variant cannot be said to be superior to the other because both have been standardized (Kemmer,2009).Despite no course about the differences between British and American English, PBI students they are still able to communicate using English. It was not known whether they tend to use British or American English. Their ability to recognize those variants of English is also questioned. Therefore, their use of American and Btritish English is studied in this research. B. Research Problems Based on the description above, the problems that can be formulated are: 1. Do PBI students more frequently use British t han American English vocabulary? . What is the tendency of PBI students in using British and American English pronunciation? 3. How successful do PBI students in identifying reading and listening passage of British and American English? 4. What is PBI students’consistency in using British and American English? C. Aims The aims of this research are: 1. to analyze whether PBI students more frequently use British English or American English vocabulary. 2. to analyze the tendency of PBI students in using British English and American English pronunciation. 3. o analyze the ability of PBI students in identifying reading and listening passage of British English and American English. 4. to analyze PBI students’ consistency in using British and American English. D. Benefits By conducting this research, the benefit that the researchers can get is to widen the knowledge concerning the differences between British and American English. For science, it is expected that this research paper can contribute to Linguistics course material. For the next researcher, this paper is expected to be able to be used as a reference to conduct a research with a similar topic.E. Scope To narrow down the discussion of this research, the researchers limit the research to the use of British and American English among PBI students of Sanata Dharma University year 2010. The other limitations are British and American English vocabulary, pronunciation, and spelling. The researchers do not study the use of British and American English among PBI Sanata Dharma other than year 2010 and other aspects of differences between British and American English such as grammar. Previous Studies/Related Theories English, one of the most spoken languages in the world, has a lot of variants.The most well-known English variants are British and American English. Although British and American English are the same language, they have some differences in vocabulary, pronunciation, grammar, and spelling. T he differences in grammatical pattern can be seen in these examples: BrEAmE half an hour a half hour five dollars a pair (five dollars the pair) at university at the university administration are administration is team are team is government are government is plenty of time plenty time half of the world half the world need it badly need it bad eally hard real hard now right now have you got†¦? do you have†¦? Ihaven’t got†¦ I don’t have†¦ try to help them try help them The differences are also found in some verbs form: BrEAmE burn – burnt – burnt burn – burned – burned dream – dreamt – dreamt dream – dreamed – dreamed mow – mowed –mown mow – mowed – mowed shine – shone – shone shine – shined – shined learn – learnt – learnt learn – learned – learned bet – betted – betted bet – bet – be t dive – dived – dived dive – dove – dived pleaded – pleaded -pleaded plead – pled – pledThe differences in spelling are for example in the words: BrEAmE colour, honour, labour, neighbour color, honor, labor, neighbor calibre, centre, fibre, theatre caliber, center, fiber, theater travelled, cancelled, labeledtraveled, canceled, labeled kidnapped, worshippedkidnaped, worshiped skilful, wilful, enrolment skillful, willful, enrollment defence, offence, pretence defense, offense, pretense abridgement, judgement abridgment, judgment authorise, characterise, colonise, authorize, characterize, colonizeThe differences in pronunciation can be explained by following explanation: 1. Br [a:] before -f, -s, -S, m, n is pronounced [? ] (ask, after, half, path, chance, plant, sample) 2. Br [i] in timid, America is often pronounced [? ] 3. Br [a] in but, hurry is pronounced closer to [? ] 4. AmE does not leave out the r-sounds in better, perceive, b ird, here, poor 5. Br [ju:] after consonants d, t, n is pronounced [u:], eg. duty, tune, new 6. BrE reduces the secondary stress more than AmE, eg. secretary, secondary, necessary 7.Suffix -ile is pronounced [-? l] in AmE and [-ail] in BrE, eg. agile, fertile, hostile, mobile The differences in pronunciation are in for example in the words: BrE AmE resource [ri’zo:s] [ri:so:s] figure [fig? ] [figj? r] leisure [lez? ] [li:z? r] either [ai ] [i: r] research [ri’s? :c] [ri:s? :rc] glacier [gl? si? ] [gleis? r] schedule [sedju? l] [skedz? l] and so on. The differences in vocabulary are for example in the words: BrEAmE public toilets restrooms curriculum vitae resume, personal history the cinema the movies, the movie theater ift elevator lorrytruck pavement sidewalk taxi cab (book)shop (book)store rubbish garbage subway underpass cottage cabin sweets candy, and so on. According to Svartvik and Sager (2005:2) English pronunciation varies a great deal, whereas English grammar is very consistent and homogenous. The lexical items of the language is fairly similar as well although people from the two geographic areas use diverse vocabulary and slang. David Crystal (2005:308) shows how the lexical items from the two regions, American and British, can be classified into different categories.The first category shows that there are examples of two words that have a single meaning, e. g. sweets which is called candy in America. The second category shows the same word is used in both countries but with different meanings, for instance the word caravan which is used in both American English and British English but with different meanings, that is to say that the word caravan means â€Å"a vehicle towed by a car† in Britain whereas a caravan is â€Å"a group of people that travel through a desert† in American English. According to Professor H.Marckwardt of Princeton University â€Å"When foreign teachers are worried about which English they should t each – British or American – it seems to me that we’ve now arrived at the point where we can say without hesitation: Teach the form that you know and that you have the resources to teach. † So, as teacher we have to be able to identify the American English and British English, understand the differences, then we mind which English that we use. Methods/ Data Collection The method that is used in field project 2 was quantitative method because this project was dealing with numbers.To collect the data, we used questionnaire. We used the answer of the questionnaire as the parameter to identify the result of this small research. The students that were chosen in this project were 20 PBI students from year 2010 of Sanata Dharma University. Though the number of the students was too small for the result to be considered as statistically secure, but at least, the result could give a clue to the reality of the situation. The students are randomly chosen, without cons idering gender, age, social status and other aspects that can influence the choice in language using.The next step of this project was questionnaire distribution among the respondents. The questionnaire consisted of four parts where the first part was vocabulary identification. In this part, fifteen questions and pictures that showed different things were provided. Besides each picture, the respondents could find two synonymous words, one American and one British. Then, the correspondents had to circle one out of two words that they found the most familiar. For example, a picture of a building was provided in the questionnaire. Besides that picture, two synonymous words were written.The correspondents then must circle one word that they recognize most, either flat (BrE) or apartment (AmE). By seeing the result, we can count how many American English vocabulary items or British English vocabulary items circled, so we can know the tendency of students using the vocabulary. [pic] The s econd section is reading section. This section consisted of two reading passages using British and American vocabulary items. In the first passage, we provide British English vocabulary items and in the second passage, we provide American English vocabulary items.The correspondents then must identify which text consisted of British English Vocabulary items and which text consisted of American English vocabulary items. [pic] The third section is pronunciation. Pronunciation section is to see the tendency of PBI students in using American English pronunciation or British English pronunciation. In this part, the respondents are offered 10 words which have different pronunciation in American English and British English. [pic] [pic]From that questionnaire, therespondent have to pronounce the10 words, and the observer will circle the phonetic transcription based on the respondents’ pronunciation on the assessment paper – whether they pronounce the words using American Englis h pronunciation or British English pronunciation. By seeing the result, we can count how many American English pronunciation or British English pronunciation circled, so we can know the tendency of students pronounce the words. The fourth part of the questionnaire was listening section. In this part, three recordings from BBC and TOEFL listening materials were provided.The duration of each recording was approximately 1 minute and 30 seconds. The correspondents are asked to listen to the three recordings and identify whether the speakers in each conversations are using British accent or American accent. After collecting the data from the respondents, the researchers then analyzed the data. The respondents’ answer are classified according to the quantity of British and American English using. The questionnaire result that showed more circle in AmE English vocabulary items were separated from those that showed more circle in BrE vocabulary items.The result that shows the student s who were tend to pronounce the word in AmE way also separated from the result which showed those who were tend to pronounce words in BrE. Besides, the result of the students who could have identified the recordings and the reading passages correctly were also separated from the result of those who couldn’t have identified correctly. From this classification, the students’ tendency in using either British English or American English and the students’ ability in identifying the passages of British English and American English can be seen clearly.Results A. VOCABULARY SECTION The result of the vocabulary part is that students who chose the answers with more American English vocabulary items are 6, and students who chose the answers with more British English vocabulary are 14. The result is explained in following table: |Result |Number of students | |American English Tendency |6 | |British English Tendency |14 |From this result, we can say that there are 6 studen ts have tendency to use American English and there are 14 students have tendency to use British English, so PBI students have tendency using British English vocabulary items than American English vocabulary items. B. PRONUNCIATION SECTION In the pronunciation part, the result is that there are 8 students pronounced the words using more American English pronunciation, 8 students pronounced the words using 5 American English pronunciations and 5 British English pronunciations, and there are 4 students pronounced using more British English. The result is explained in following table: Result |Number of students | |American English tendency |8 | |Equal |8 | |British English tendency |4 | From this result, we can say that there are 8 students have tendency to use American English and there are 4 students have tendency to use British English. So we can conclude thet PBI students have tendency using American English pronunciation than British English pronunciation.C. READING PASSAGES The r esult of reading part is that there are 14 students could identify the reading passages with correct all, and there are 6 students couldn’t identify the reading passages. The result is explained in following table: |Result |Number of students | |Correct all |14 | |Correct one |0 | |Incorrect all |6 |From the result, we can say that most of PBI students can identify the American English reading passages and British English reading passages. D. LISTENING PASSAGES The result of listening part is that there are 11 students could identify the three listening passages perfectly, there are 2 students could identify two listening passages correctly, and there are 4 students could identify only one listening passages correctly, and no one could’n identify the listening passages incorrect all. The result is: Result |Number of students | |Correct all |11 | |Correct two |5 | |Correct one |4 | |Incorrect all |0 | From the result, we can say that most of PBI students can identify th e American English listening passages and British English listening passages. Discussion Based on the results, it can be seen that PBI students tend to use British English vocabulary items instead of those of American English.It is revealed that 14 students answer the vocabulary questionnaire with most Btitish English vocabulary items. Meanwhile, 6 students mostly use American vocabulary items to answer the questionnaire. Regarding their pronunciation, PBI students tend to use American style to pronounce the words in the questionnaire. The results show that 8 students answer it with American English pronounciation and 8 students mix British and American English pronunciation equally. The other 4 students tend to use British English style of pronouncing.Most PBI students can identify the British and American English reading passages, which means that they know the differences between British and American English spelling and vocabulary items contained in the reading passages. From th e results, it is seen that 14 students can answer all the questions in the questionnaire correctly. Meanwhile, 6 students cannot identify British and American English reading passages correctly because all their answers are wrong. Most PBI students are also able to identify the listening passages correctly. 1 students have all correct answers, 5 students have 2 correct answers and 4 students have only 1 correct answer in the questionnaire. It means that 11 students can recognize the differences between British and American English pronunciation well while 9 students cannot recognize British and American English pronunciation well. Therefore, it can be inferred that PBI students are inconsistent in using British and American English. Such conclusion can be drawn because they tend to use British English vocabulary but when it comes to pronunciation, American English style is mostly used.Besides, there are no students who answer the questionnaire consistenely with all British or Americ an English vocabulary and pronunciation; all of them have mixed answers. That inconsistency is even strengthened by the fact that they are actually aware of the differences between British and American English, as shown in their ability to identify British and American English reading and listening passages correctly. Closing Remarks Based on the previous elaboration, it can be concluded that: 1. PBI students more frequently use British English vocabulary. . PBI students tend to use American English pronunciation instead of British English pronunciation. 3. Most PBI students are able to identify reading and listening passage of British English and American English correctly 4. PBI students are not consistent in using British and American English. â€Å"When foreign teachers are worried about which English they should teach – British or American – it seems to me that we’ve now arrived at the point where we can say without hesitation: Teach the form that you know and that you have the resources to teach. -Professor H. Marckwardt of Princeton University to the hesitant and confused teachers- Students of PBI are actually taught and prepared to be the English teachers do not matter they want it or not. Realizing that there are two popular kinds of English (British English and American English), as the teacher who teach English as second language, they have to also master the differences, and be able to identify them. As teachers they will be asked to provide and arrange teaching materials such as reading passage, listening passage and also explanation.This is why teacher must be equipped with the knowledge of British and American English differences so they are able to provide explanation or passage using consistent choice (British or American English). Using British English or American English is not the matter. But using British or American English consistently is the emphasis. For example, teachers can not mix the British and American Engli sh in one reading passage that they make because it will result either confusion or student’s inconsistency in using the language variation.To improve students’ knowledge and ability either to identify the variation or use it consistently, the study program has to provide a specific course which can equip the students. If to create new course is less possible, the lecturers of each course must be able to integrate their course with this important equipment of being English teachers. As the quote above, however, foreign English teachers have to mind which English they use to provide better teaching. References Benedikt, Zdenek. Differences Between American English and British English. retrieved on March 27, 2012) Kemmer, Suzanne. (2009). The History of English. http://www. ruf. rice. edu/~kemmer/Histengl/spelling. html (retrieved on June 10, 2012) Spangberg, Charlotte. (2007). British English or American English Vocabulary. Goteborg University : Department of English. _ ___. (2011). American vs British English: Basic Differences and Influences of Change. http://www. uta. fi/FAST/US1/REF/usgbintr. html (retrieved on June 10, 2012) Appendices 1. Questionnaire [pic] [pic] 2. Assessment Paper

Despite Risk and Uncertainty Essay

Risk is any factor that may potentially interfere with successful completion of the project. A risk is not a problem-a problem has already occurred; a risk is the recognition that a problem might occur. By recognizing potential problems, the project manager can attempt to avoid a problem through proper actions. Project Management is the skills, tools and management processes required to undertake a project successfully. Stakeholders are persons or organizations that are actively involved in the project, or whose interests may be positively or negatively affected by the project. Organizations take risks to benefit from potential opportunities however; these opportunities involve an element of risk. Projects entail a level of uncertainty and therefore carry business risk. Every project has risks. Organizations that succeed are the ones that plan for those risks – anticipating, mitigating, and providing response and contingency plans for negative events that may or may not occur. Risk Analysis solutions provide the tools for doing just this, enabling companies to identify, assess and model risks – and, in the process, taking much of the uncertainty out of project and portfolio management. A project risk can be defined as an uncertain event or condition that, if it occurs, will have a positive or a negative effect on a project’s objectives. Identifying risk in the planning stage enables better project selection decisions and more accurate budgeting and scheduling, (Oracle white paper,2010). Risk assessment is critical to understanding the impact of risk and uncertainty on project schedule and cost. Once risks are identified and assessed, the next step is to develop a response plan. Typical mitigation actions include adding time to the schedule, deploying more resources on the project, bringing in outside expertise, increasing the budget, just to mention a few. Uncertainty is an inevitable aspect of most projects, but even the most proficient managers have difficulty handling it. They use decision milestones to anticipate outcomes, risk management to prevent disasters and sequential iteration to make sure everyone is making the desired product, yet the project still ends up with an overrun schedule, overflowing budget and compromised specifications. Or it just dies. Unforeseen uncertainty makes contingency  planning more difficult because the project team cannot anticipate everything. Because it is impossible to create a complete contingency plan, the plan must evolve as the project progresses. With unforeseeable uncertainty, a lot of time and effort must go into managing relationships with stakeholders and getting them to accept unplanned changes. Stakeholders often dig in, causing resistance and conflicts. Failing to address risk and uncertainty can lead to consequences that span the spectrum from mere inconvenience to grave danger, (www.ey.com). The article went on to explain some of the effects that risk has on the mining and metals companies projects. Failure to deliver against agreed plans — Realized delivery risks will typically impact one or more of a project’s cost, schedule, scope and quality parameters. Where impacts represent a material variation from approved plans, a critical review of the project’s alignment to Business Case assumptions and rationale may be required. Late-stage Business Case modifications have the potential to undermine the project’s investment case and severely impair stakeholder buy-in and confidence. Loss of competitive advantage — For many mining and metals companies, the ability to efficiently and predictably operationalize assets and infrastructure forms a key source of competitive advantage. As commodity prices, commercial terms and the competitive landscape constantly change, the window for timely project delivery is finite. When risks result in project delays, cost overruns or quality defects, many companies will feel a direct impact on corporate performance and competitive advantage. Damage to reputation — Leading mining and metals companies recognize the essential disjointed role of corporate reputation in securing and maintaining a social licence to operate. The risk of health, safety, environment and community incidents is ever present, demanding high levels of delivery discipline and management vigilance. Where policy, process or control break-downs do occur, and an incident results, mining and metals companies must respond immediately to prevent long-lasting reputational damage. The Impact of a risk may be to the project and its success criteria (eg budget and timeframes or the quality of the project output) or it could be to the business as a result of the way the project is carried out. At the same time,risk assessment increases profitability. Contracts can be selected  and priced at the right level of risk, and the business can be managed with risk fully understood, (Oracle white paper,2009). Specific risks can be negotiated, it can be made clear who bears them, and they can be built in to contracts. After evaluating risks, one can choose a path of risk avoidance or risk mitigation and management. If one understands the risks in a project, one can decide which risks are acceptable and take action to mitigate or forestall those risks. If one’s project risk assessment determines that risks are excessive, one may want to consider restructuring the project to within acceptable levels of risk. Every project has risks and the way that these risks are i dentified, assessed and mitigated plays a critical role in the project outcome. Most firms would rather have projects without risk and uncertainty, to realize more profit and growth and also improve or maintain their good reputation. However, risk and uncertainty are not the only factors that may negatively affect a project thus hindering profitability, growth and good reputation for the organization. There are several other factors that aid a project to contribute to the well-being or downfall of the organization. A project fails when the plan is not met. (Oracle white paper, 2009) Failure means that a project exceeds the timeline, the project has to be founded upon realistic timescales, taking account of statutory lead times, and showing critical dependencies such that any delays can be handled. A schedule should include a satisfactory measurement system as a way of judging actual performance against budget and time allowances, Slevin D.P, Pinto J.K (1987) Failure also means that a project overspends the budget, or underperforms expectation, they need to have a clear project plan that covers the full period of the planned delivery and all business change required, and indicate the means of benefits realization. Lack of clear link between the project and the organization’s key strategic priorities, including agreed measures of success also affect projects. The organization needs to know how the priority of this project compares and aligns with other delivery and operational activities. There is need to have defined the critical success factors (CSFs) for the project. Project success or contribution on profitability, growth and reputation for the organization also dwells on clear senior management and Ministerial ownership and leadership. As noted by Schultz and Slevin (1975), management support for projects, or indeed for  any implementation, has long been considered of great importance in distinguishing between their ultimate success or failure. Without an experienced project manager, projects can quickly spiral out of control. The project management team must have a clear view of the interdependencies between projects, the benefits, and the criteria against which success will be judged. Decisions need to be taken early, decisively, and adhered to, in order to facilitate successful delivery. Another great effect to projects contribution on the organization is effective engagement with stakeholders. It is crucial for the firm to identify the right stakeholders an d secure a common understanding and agreement of stakeholder requirements. The project needs to take sufficient account of the subsisting organizational culture whilst ensuring that there is clear accountability and how to resolve and conflicting priorities. The need for client consultation has been found to be increasingly important in attempting to successfully implement a project. Indeed, Manley(1975) found that the degree to which clients are personally involved in the implementation process will cause great variation in their support for that project. If you are managing an internal project, it might not be wise to upset stakeholders that you might need to deal with at a later date. The need for diplomacy is important, and the political landscape can have a large impact on how easy or difficult it will be to deliver the project,(Bauer M). The extent of stakeholder involvement also affects the reputation of the organization and consequently the profits and growth potential. Lack of skills and proven approach to project management and risk management can affect the project and consequently the organization. . Lack of experience breeds excessive conservatism (K. Humphreys). Not having the right people for a particular project may compromise the job. â€Å"The key to a successful project is to include the right people with the right skill-sets,† says Joel Koppelman. He also quotes, â€Å"All the planning in the world will not compensate a lack of talent.† CONCLUSION Risk and uncertainty actually help the project team and management to stay alert and prepare in advance for possible attacks to the project. Decision-making under conditions of risk where there are assigned estimated probabilities and predicted impacts for each identified risk, enables  management strategies to be developed as a response including monitoring and controlling the risk mitigation to reduce these risks to the desired level. Despite risk and uncertainty, there exist other factors that can greatly affect the outcome of the project on profit, growth and reputation. It can then be concluded that risk and uncertainty are not the only factors that hinder projects from contributing to the profitability, growth and the reputation of the organization. Lack of skills and proven approach to project management and risk management, lack of effective engagement with stakeholders, and clear senior management and Ministerial ownership and leaders affect the outcome of a project. Altho ugh risk and uncertainty have dire consequences for the firm, eliminating them will not guarantee projects contributing to profitability, growth and reputation of the organization. The other factors mentioned above are equally liable to project success. REFERENCES Oracle white paper, A Standardized Approach to Risk Management Improves Project Outcomes and Profitability, April 2010 Oracle Corporation World Headquarters 500 Oracle Parkway Redwood Shores, CA 94065 U.S.A. Dennis P. Slevin and Jeffrey K. Pinto, Balancing Strategy and Tactics in Project Implementation’, Sloan Management Review, Fall, 1987, pp. 33-41, Kenneth K. Humphreys, Project Risk Management – Advantages and Pitfalls Pe Cce Dif, n/d. Schultz, R. L. and Slevin, D. P. â€Å"Implementation and Management Innovation,† in Implementing Operations Research and Management Science, ed. Schultz, R. L. and Slevin, D. P. (Elsevier. New York, 1975), pp. 3-22. Manley. J. H. â€Å"Implementation Attitudes: A Model and a Measurement Methodology.† in Implementing Operating Research and Management Science, ed. Schultz. R. L. and Slevin, D. P. (Elsevier. New York, 1973), pp. 183-202. Oracle White Paper, The Benefits of Risk Assessment for Projects, Portfolios, and Businesses,June 2009. Oracle Corporation World Headquarters 500 Oracle Parkway Redwood Shores, CA 94065 U.S.A. Bauer M. Project Success Factors. Retrieved from www.martinbauer.com/Articles/How-to†¦Project/Project-Success-Factors on 21March 2014.‎ Project Management Planning,January 1997. Retrieved from www.cioarchives.ca.gov/†¦/PM3.10_Planning_Risk_Managem†¦ On 22March 2014. Ernst & Young Global Limited, Effective mining and metals capital project execution,The consequences of risk. U.K Retrieved from www.ey.com on 19 March 2014.