The Argument About English 12 Provincial Exam Essay Samples

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Treatments For Psychological Disorders And Behavioral Therapy

Garcia 1 Ellenah Garcia Rough Draft Robinson 1Y Due: May 11th, 2015 Treatments for Psychological Disorders One out of three Americans appear to have needed mental-health treatment at some point within the past two years, according to a study done by Napa Chapter. Mental-health treatments, otherwise known as ‘therapies’, have become an increasingly common practice among the American people. The cause being the increase in the diagnosing of mental-health disorders. With the number of new, and the increasingly common disorders, a number of therapy treatments have been developed, the most common non-medicated one being Psychotherapy. The most common types of Psychotherapy include: Cognitive Behavioral therapy, Dialectical Behavior therapy, Interpersonal therapy, and, family focused therapy. Cognitive Behavioral therapy, otherwise known as CBT, is a treatment that focuses on the examination of the relationship between thoughts, feelings, and behaviors, and finding the patterns that may lead people to self destructive actions. An example of CBT is, if a person suffering from depression thinks of themselves as â€Å"unimportant†, they are encouraged to think oppositely by doing a number of exercises. One of the most common of these exercises is to keep a chart of negative thoughts or feelings, and for the patient to counteract them with more positive things. For example, if one is feeling â€Å"unimportant†, they can counteract it with, â€Å"I am important, because if I hadn’t gotten thatShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1734 Words   |  7 PagesAustralian figures of a burden of the disease show that mental health problems occur in approximately 14% of young people aged 4–17 years, and 27 % in the 18–24- year-old age range. Most mental disorders, for example, attention deficit hyperactivity disorder(ADHD), anxiety disorder, mood disorder, psychotic disorder, begin during youth 12–24 years of age, although they are often first detected later in life (Lawrence et al. 2015). Poor mental health is related to other health and development concerns inRead MoreOnline Psychological Intervention: A Feasible Measure to Reduce Treatment Barriers1003 Words   |  5 PagesOnline psychological intervention: A feasible measure to reduce barriers to treatment People with mental disorders often find it hard to access psychological treatment. Common barriers to treatment include limited accessibility, unable to afford treatment, fear of what others might think or say, and not knowing where to go for help (Olfson et. al., 2000). Among these barriers, fear of what others might think or say is particularly prominent for people with social anxiety disorder. People withRead MoreCognitive Behavioral Therapy1111 Words   |  5 Pagesinterventions for adults with anxiety disorder appears to be individual forms of Cognitive Behavioral Therapy. The mean total societal costs were lower for Cognitive Behavioral Therapy as compared to Selective serotonin reuptake inhibitors and Cognitive Behavioral Therapy and Selective serotonin reuptake inhibitors (Apeldoorn et al, 2014). In particular, self-help books are cost effective compared with other forms of treatment options. Drugs and group based psychological interventions does not appearRead MoreEffe ctiveness Of Cognitive- Behavioral Therapy On Treating Nssi, Eating Disorders And Substance Abuse Disorder1264 Words   |  6 PagesEffectiveness of Cognitive- Behavioral Therapy in Treating NSSI, Eating Disorders and Substance Abuse Disorder Overview of intervention/Introduction Emma is a 15-year-old teenager diagnosed with bulimia nervosa. Partaking in episodes of binge eating, fasting and self- induced vomiting; Emma has a distorted perception regarding her weight and body image. Similarly, Ethan is a 16-year-old teenager diagnosed with Non- suicidal- self-injury (NSSI), who through repetitive cuts and burns to the bodyRead MoreCognitive Psychology : Cognitive Behavioral Therapy1447 Words   |  6 PagesCognitive Behavioral Therapy Djiedjorm Doe (Dede) Middlesex Community College Cognitive behavioral therapy, commonly known as CBT, is a systematic process by which we learn to change our negative thought into more positive ones. CBT is a combination of two types of therapy, cognitive therapy and behavioral therapy. cognition is our thought, so cognitive behavioral therapy combines working with our thought process and changing our behavior at the same time. Cognitive behavioral therapistsRead MoreDrug Abuse Treatment1097 Words   |  5 Pagesrecovery from substance use disorders. Pre-screen instruments include NIDA Drug Use Screening Tool; quick screen, CRAFFT Part A, AUDIT-C, and the Opioid Risk Tool. Full-screen instruments include the NIDA Drug Use Screening Tool. All of these instruments listed are recommended by the National Institute on Drug Abuse (NIDA) because of their ease of use, reliability, and validity (National Institute on Drug Abuse, 2015). These instruments can aid in diagnosis of substance use disorders as well as help careRead MoreApplicatio n of Clinical Pychology1243 Words   |  5 Pagespeople with mental illness and patients who suffer from severe psychiatric disorders. Clinical psychologist are involved with helping people with abnormal behavior and who may be suffering from psychological distress. Patients are often individualized by psychological, biological and social factors of their case. Clinical psychologist work very close with their patients to help assess and diagnose which psychological disorder they are suffering from. Case Overview As we examine the case of MarthaRead MoreTypes Of Treatment For Anxiety Disorders873 Words   |  4 PagesIntroduction Anxiety disorders are distressing, and impairing conditions, associated with significant social costs (Palazzo, Altamura, Stein, Baldwin, 2014). There are many different types of treatment for anxiety disorders. Some are more effective than others. The studies within this paper will further tell us about anxiety disorder, different types of treatments, and treatment effectiveness. The Purpose of the Studies The purpose of the study by Palazzo, Altamura, Stein, and Baldwin (2014)Read MoreThe Intervention Program Is A Treatment Intervention1483 Words   |  6 Pagesprogram is a treatment intervention. With anxiety disorder, it is better to have treated the disorder rather than prevent it. Through treatment and intervention, the child with anxiety disorder will be able to overcome future struggles and stress. Even though prevention program is designed to prevent anxiety disorder to occur, anxiety disorder has several factors and causes, which makes it extremely difficult to cover all the vulnerabilities of anxiety disorder. Biological, psychological, and socialRead MoreSymptoms And Symptoms Of Generalized Anxiety Disorder Essay1498 Words   |  6 PagesHendricks symptoms of worry, and feeling overwhelmed is closely related to Generalized Anxiety Disorder. Generalized anxiety disorder (GAD) is a highly prevalent disorder characterized by excessive worry or anxiety about everyday events, whether they are internal or external or originating in the past, present, and/or future (American Psychiatric Association, 2000). The symptoms of Generalized Anxiety Disorder result from increase, typical, inflexible interactions of cognitive, imaginal, and physiological

The Awakening Quotes Essay Example For Students

The Awakening Quotes Essay The Awakening Novel Quotes The Awakening by Kate Chopin, is a story of self-discovery, the tale of a woman who breaks free from the norm and takes a dip in the untested waters of hush-hush during the nineteenth century. Edna Pontellier is a Creole woman living in New Orleans during the late 1800’s. Although she is married, she begins an intimate courtship with a man named Robert Lebrun. What seems harmless at first quickly accelerates into a journey or freedom and self-discovery for Edna. The days they spend bathing in the sea and lounging in the sand cause the woman to reminisce and pine for the days of her youth. She lets her pent up independence tumble out from the hidden shelves of her being, waves of freedom tumbling over her anxious body. Throughout the plot of the book, Edna deals with the growing social eye cast upon her and with the frequent and final departure of her lover – Robert. With this, Edna throws her broken-hearted body into the ocean, leaving her husband and children in a cowardly way out. Quote #1: The voice of the sea is seductive; never ceasing, whispering, clearing, murmuring, inviting the soul to wander for a spell in the abysses of solitude; to lose itself in mazes of inward contemplation. The voice of the sea speaks to the soul. The touch of the sea is sensuous, enfolding the body in its soft, close embrace. (pg. 17) In the book, Edna faces three ‘awakenings’. All of which begin, and the last ends, with the sea. The sea seems to ‘baptize’ her first awakening, in which she leaves her husband and children. The second heightens her awareness as she swims and lounges on the beach with Robert during their affair. The last awakening is when she realizes she cannot hold onto her desires, and ends her life by the sea. As a reader, this passage made me alert to the upcoming events, as well as the events that had already passed. It shed light on the series of three, which all tied back to the ocean. These events also made me draw similar comparisons to the scaffold scenes in The Scarlett Letter. Like that book, Edna is involved in adultery. In a similar way, Dimmesdale kills himself like Edna due to guilt. Edna realizes that she has failed as a ‘mother’ and is heartbroken at the letter Robert has left for her when she returns back to New Orleans. Quote #2: Her marriage to Leonce Pontellier was purely an accident, in this respect resembling many other marriages which masquerade as the decrees of Fate. It was in the midst of her secret great passion that she met him. He fell in love, as men are in the habit of doing, and pressed his suit with an earnestness and ardor which left nothing to be desired. (pg. 23-24) This quote is a summary of Leonce and Edna’s relationship. She doesn’t really love him, nor does she really believe that she ever did. She loves him for the reason that he is the father of her children, but not for much else. Later in the book, it even seems believable that she doesn’t care for her children either. However, it could be that she left her children to spare them from the hurt she would bring if she were to stay and be their ‘mother’. As a reader, this quote helped shed light on the relationship – or rather, lack of – between Edna and her husband. It makes it understandable for her to have an affair, but then again I found this shocking because she has children. Even if she wasn’t in love with her husband, and divorce was definitely not an option during the 1800’s – she should have stayed for her children. In the end, love for Robert or for her children, wasn’t even enough to keep her from diving into the ocean. Quote #3: â€Å"But that night she was like the little tottering, stumbling, clutching child, who all of a sudden realizes its power and walks for the first time alone, boldly and with over confidence. She could have shouted with joy† (23). Although this quote comes at the beginning of the novel, it could have floated throughout the book. It describes the night Edna left her family, but it could also describe the first time her and Robert were together, or the time that under her own will falls into the ocean. She is overcome with happiness each time her desires are met, and each time she discovers a new ounce of freedom. Volcano EssayEdna heard her fathers voice and her sister Margarets. She heard the barking of an old dog that was chained to the sycamore tree. The spurs of the cavalry officer clanged as he walked across the porch. There was the hum of bees, and the musky odor of pinks filled the air (153). This goes to symbolize the normalcy of Edna’s life when she returns to New Orleans. It was like Robert had never existed. It’s as if the world didn’t mourn for her, which might have driven her to plunge into the ocean. I think Edna realized that the world didn’t revolve around her and her affair, that it would keep spinning no matter what. I think this goes to say that a little Naturalism is present in the book. After all, the earth never stops spinning for anyone – including Edna. It only seems fair after all the pain she caused, only for her to gain a self-awakening and a sexual awakening with a man she hardly knew. It’s also quite a hand dealt in the world of fate, that Robert ends up leaving. Quote #9: She put her hand up to his face and pressed his cheek against her own. The action was full of love and tenderness. He sought her lips again. Then he drew her down upon the sofa beside him and held her hand in both of his† (141). This quote summarizes Robert and Edna’s love for each other. It seems like together, they are invincible and they both could care less about the world around them. It may be the charm of sea and the season of summer that intensify their love for one another, and cause a great comfort between each other. Although I believe what Edna did was wrong, both her adultery and her suicide, this quote is beautiful. I think it’s a chance of a lifetime to find a love like she and Robert have. Although she is stricken with an unfathomable sadness towards the end of the book, this quote gleams with the happiness both of them probably felt in the moment. Quote of the Book: She was seeking herself and finding herself in just such sweet, half-darkness which met her moods. But the voices were not soothing that came to her from the darkness and the sky above and the stars. They jeered and sounded mournful notes without promise, devoid even of hope. (Chapter 17, pg. 69) This quote depicts the ups and downs of the whole book. Although Edna is filled with joy when she leaves her family and elopes to a home with Robert along the beach, when all her love is devoid of her body she turns to suicide to soothe the growing blackness within her broken heart. This quote also adds a beauty to the story, which is true. In a way, all of Edna’s mistakes and travesties create a shadow of a different side of America during the nineteenth century – a view of a woman. Reflective Letter: Although I believe that Edna’s decisions were poor, I will never forget this story. It really causes me to grateful when it comes to this time period, and I know that I will never have to feel trapped within a relationship like Mrs. Pontellier. I know then divorce was not an option, and I don’t think that if I was married I would automatically choose divorce. I believe that there’s always some kind of way to make it work. Although I struggled a bit with understanding her choices, I enjoyed the love Edna and Robert created. It was a love without limits, and perhaps that was the flourish of a sin. This is a great book for anyone that has ever felt trapped, or caged in a world where they don’t belong. Even after everything, Edna still felt crowded by her sadness – and threw herself into the ocean. This book is packed full of symbolism and I really enjoyed that. Overall, this is definitely a ‘girl’s’ book, and I would definitely suggest it for the classes next year.

Police Stressors free essay sample

Today there are training orgasm Intended to help management learn about the various stress, different methods of treatment and what signs to watch for. Management plays a vital role In helping the officers understand that nothing Is hopeless and that there Is always help available. Police Stresses: Causes, Effects and Treatments Everyone deals with a certain amount of stress from his or her career and personal lives. Police officers are no different and in fact, they have some of the highest stress levels.The causes of stress vary from officer to officer as well as the symptoms that the stress and anxiety cause. Many stress can be mild and go noticed and are therefore left untreated, while others are severe. Facing severe symptoms, the officers may not know how to go about getting help or they feel embarrassed and do not seek help. How the officers and management deal with this stress is important to the officers safety as well as those around him. We will write a custom essay sample on Police Stressors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is not one way to deal with these situations and the levels vary for each individual.Joseph Harold and Samuel Fomenter wrote an article in the Federal Bureau of Investigation Law Enforcement Bulletin that says: What Is stress? One researcher defined stress as a nonspecific response of the body o any demand placed on it. What does that really mean? It simply means that each person responds differently to internal and external demands of life, but that each person does experience stress. Denying Its existence does not alleviate the bodys response to daily stress (Harold and Fomenter February).The day-to-day stress of dealing with people and their problems, especially the deeply disturbing aspects of dealing with critical Incidents, can traumatized officers and poison their splats. Freeholder Nietzsche said, Whoever fights monsters should see to It that In the process he does not become a monster. And, when you look Into an abyss, the abyss also looks Into you. (Central Florida Police Stress Unit Mall Page 2008) This aptly applies to the law enforcement profession because officers look Into the abyss of evil and negative behavior every day (Harold and Fomenter February) different.The difference is that an officer has to cope with many stress combined. Some of these stress include marital discord, trouble with a fellow officer, postgraduates stress disorder, injuries, communication difficulties, bad attitudes and lose of faith in the criminal Justice system (Collins, 2003). The five most common resources of stress for individual officers are issues in the officers personal life, the pressures of law enforcement work, the attitude of the general public toward police work and officers, the operation of the criminal Justice system, and the law enforcement organization itself (Finn August).What are some of the main causes of stress police officers are faced with? To begin my research I asked this question too retired local police chief. The first thing he said was the internal structure. The second item to come up was communication. Mr.. Adam explained that rookies come into the force and they do not know what hey are getting into yet. They go to briefing meetings in which case is not always a pleasant experience. This sets their mood for their shift. If the briefing were unpleasant, they were yelled at or made to feel inadequate; they would carry that attitude out with them.This bad attitude was reflected in how they handled people they met through out their shift. This in return could cause problems if their behavior is reported. Also as being rookies, everything is new and exciting. They cannot wait to go home and tell their spouse about their day. After becoming a seasoned officer, this communication can start to fade away. As rookies mature into a seasoned police officer, it is hard to turn off the switch between officer and civilian. Nearly everyone they meet is in a negative situation; it is hard to not be that person off duty.This negativity takes a toll on the officer and he talks less and less to his wife about his day and soon quits talking all together. (Bill Adam interview) Symptoms of stress are not always obvious and can be hard to diagnose. Some minor symptoms can include loss of appetite, trouble sleeping, irritable, moodiness, ND memory lapses. Some of the more noticeable symptoms can include drinking, lack of communication, drug use, mood swings, depression, poor performance, change in attitude, loss of sensitivity and lack of enthusiasm at work.Symptoms that researchers compare within their studies determining stress are numerous, but the main three key indexes are suicide, divorce and alcoholism. Studies have indicated that police suicide rates are one of the highest in the nation, divorce rates are the second highest in the nation and they are likely to drink twice as much as a non-officer (Constant n. D. ). Hans Sale, the foremost researcher in stress in the world, said that police work is the most stressful occupation in America even surpassing the formidable stresses of air traffic control. (Constant) The University of Buffalo studied officers for nearly 10 years and discovered that the pressures of law enforcement place officers at risk for high blood pressure, insomnia, increased levels of destructive stress hormo nes, heart problems, post- traumatic stress disorder (PETS) and suicide (Baker, 2008). In September 2008, the how the stress of police work affects an officers physical and mental health. This study was funded by a $1. 5 million grant from the National Institute of Occupational Safety and Health (NOSH) plus an additional $750,000 from the National Institute of Justice (NJ) to the study to measure police officer fatigue and the impact of shift work on health and performance (Baker). The study is being lead by John M. Violation, Ph. D. , research associate professor at the University Department of Social and Preventive Medicine in the School of Public Health and Health Professions. The study is called the Buffalo Cardiac-Metabolic Occupational Police Stress (BOPS) study.They research team is looking at things like heart rate, sleep patterns, cholesterol, cortical levels, bone density and psychological factors. Their goal is to find ways to help promote health and well- being in police officers by discovering stress and ways to treat them (Baker, 2008). During my research, internal structure was a prevalent stresses. This includes things like organizational issues such as the demands of work interfering with the officers home life, lack of consultation and communication, lack of control over workload, inadequate support and excess workload in general.Officers feel over whelmed with what is expected of them and they are hard on themselves when they are not able to keep up with the internal demands that are placed on them. This overwhelming pressure that officers are faced with often causes burn out. Burnout is a common stresses that all people can suffer from to some extent at different points in their life. It becomes dangerous when the officer is distressed and begins to feel fatigued and frustrated constantly with no relief. Police officers often face burnout because they have much to do and not enough time to do their Job.Crime and calls for police service increase relentlessly, but resources and time to do the Job do not increase equally. Police officers must do impossible tasks and meet unrealistic deadlines in the worst of working conditions. The demands at home dont relent either. An officer must meet the needs of his family and spend time with them. Yet he works shift work, attends court, and works overtime. He has little control over these times and how they affect his family (Constant, 1992). Communication is the other major stresses that officers deal with.Many officers have opinions about ways to improve their internal structure, but many never speak f these ideas. This causes some resentment in some officers. Their home life also suffers from lack of communication. Many of their spouses are not familiar with the makings of their work, what they do, what is expected of them or what they expect from themselves. Officers deal with negativity during most of their career and sometimes they do not want to talk about all the bad things they see.They keep it bottled up and Just quit talking to their spouses. Officers need to be able to have some quality family time and always remember they are not only officers but also husbands, brothers, uncles and fathers. Area to area. In central Florida, there is an organization called Central Florida Police Stress Unit, Inc. Or US and their sole purpose is to help officers cope with the day-to- day stress. They offer training courses for other law enforcement agencies so that they can be better prepared in helping officers within their organization. The trainers are certified by the Florida Department of Law Enforcement and are members of the American Society of Law Enforcement Trainers (Central Florida Police Stress Unit Main Page 2008). US teaches supervisors the six Ors to aid their officers is dealing with stress. They are responsibility, reflection, relaxation, relationships, refueling and recreation. Responsibility refers to establishing priorities and keeping them simple. It also encourages the officers to remember they are in charge of their lives. Reflection teaches the officers to recognize stress and symptoms.It also reinforces that they should have a balance in life. Relaxation advocates for the officer to have some me time and to schedule time outs and worry time. This step emphasizes that the officer is responsible for his worries. Relationships encourage officers to maintain and engage their supportive relationships and to improve the relationship with ones self. Refueling teaches officers how to keep their body healthy by watching what they eat and drinking lots of water. They also want officers to beware of things like caffeine, nicotine, fats and fast foods.Recreation is important as it promotes family time. Nurture your family, live your life outside of work and love (Central Florida Police Stress Unit Main Page 2008). The six Ors are tools designed to help officers learn more about themselves as well as how they react to stress. It teaches officers how to reduce stress and offers options on how to cope. By encouraging a healthy lifestyle, plenty of family time and self-reflection, officers will be better equipped to notice when things are off with themselves.Sadly, many officers lose their identity and simply become an officer. Officers need to have that time when they are John Smith, husband and father of two. They need to be reminded of the good in the world and that they are human. Spending time with their family also helps keep the lines of communication open with their spouses, as this is known to be one of the main stress officers are challenged with. Supervisors can monitor their subordinates on a regular basis to help keep an eye on their performance, behavior, attitude, and general well-being.It is recommended that supervisors conduct biannual reviews for each employee. This will not guarantee that any issues will be spotted, but the odds are greatly increased if the supervisor monitors regularly and has an understanding of things to look for. Supervisors should also have a plan for when issues are spotted. There should be a procedure set up to best help officers in need. This could include various assistances such as support groups, AAA meetings, individual or family counseling and tenting to help officers express how they have been feeling.If anything is on their minds or any suggestions that they may have to help the company, they should be encouraging officers to always communicate. This is necessary for officers at work and home to avoid an emotional build up and emotional shut down. This research showed that when officers were properly trained and had the ability to combat stress that they encountered, they were able to effectively able to cope. Effectively managing stress results in officers over all health, morale and personal lives improved.Police departments need to take more responsibility for teaching its officers and set up programs to aid in combating officer stress. As part of their procedure, departments should have a privacy policy allowing officers to seek help with out everyone knowing about it. Many departments are also bringing aboard a chaplain and psychologist for officers. By management aiding in the identification and coping of police stress, they will be able to help their department run much smoother and help the officers get through what is bothering them. This also includes personal stress.

Emotions as Art; essays

Emotions as Art; essays Emotions as Art; Arising as a complex entity rooted in the Psychological Panorama of Human Expirence. THAT OBSCURE OBJECT OF DESIRE (1977) 11 March 2004 That Obscure Object of Desire, (1977) directed by Luis Bus Les Quatre Cent Coups(1966). Although Bus expressive misce-en-scene delivers an erotic portrayal of a man trapped by his emotional attachment to a woman he cannot attain. Even while hes in a committed relationship with her he cannot attain her. That Obscure Object of Desire includes a Lacanian premise with Freudian insight, a Hitchcockian foundation with Bus classic breast-groping scenes. The film dresses in its fear of women, freely. The film was adapted from a French novel entitled The Devil is a Woman, by Pierre Louys. Josef von Sternberg had already done the film once in 1935. Bus autobiography. The film was created with much care: it not only spoofed scenes in Hitchcocks North by Northwest, but it highlighted surrealists themes while ridiculing an older mans insecurities with sexuality. The most brilliant element of the film, double acting, was said to be a mistake, but with Buñuel it is difficult to believe. Two actors played the role...

How Hard Is the SAT Spanish Subject Test

How Hard Is the SAT Spanish Subject Test SAT / ACT Prep Online Guides and Tips  ¿Estudias espaà ±ol? ¿Hablas espaà ±ol en casa?Are you wondering if you should take the SAT Subject Test in Spanish? Let's review what it covers and how students usually score so you can decide if the SAT Subject Test in Spanish is right for you. First, you have to know what's on the test. Step 1: Familiarize Yourself With the Spanish Subject Test Before you can decide if your language skills are up to the challenge, you should know all about the SAT Subject Test in Spanish- when it's offered, how it's structured, and what's on it. When Is the Spanish Subject Test Offered? There are two options for taking the SAT Subject Test in Spanish: the Listening test and the non-Listening, or Reading-only, test. Spanish with Listening is offered only on one test date in November, while the Reading version is offered on all the other test dates- in May, June, August, October, and December. To see the exact dates and figure out when you should take the tests, check out this article.Besides when they're offered, what are the differences between the Listening and Reading options? How Is the Spanish Subject Test Structured? Both tests ask 85 multiple choice questions in 60 minutes. Here's the breakdown of the Reading Subject Test: 33% vocabulary and structure 33% paragraph completion 33% reading comprehension The Listening test, on the other hand, has this structure: 40% listening (e.g. describing a picture, continuing a short conversation, or answering comprehension questions) 60% reading (vocabulary and structure, paragraph completion, and reading comprehension). As you can see, if you choose the Spanish with Listening Subject Test, your listening skills are a significant portion of the test. However, your Listening subscore will count half as much as your reading subscore, which I'll explain more below in the section about how the test is scored. Both subscores will be reported on your score report, but the reading will count more towards your overall scaled score. The Listening portion is 20 minutes long. You are required to bring a CD player to listening to the Subject Test. Read more about the CD player guidelines here. While the skills being tested differ, between the two tests, both cover similar content. What Does the Spanish Subject Test Cover? The tests cover the following areas of understanding. Different parts of speech Basic idioms Ability to fill in words or expressions within the context of a sentence Understanding of vocabulary and structure questions within paragraphs Understanding of main points, supporting ideas, themes, style, tone, and setting of passages, which may be drawn from fiction, news articles, historical works, letters, and advertisements This practice question, for example, tests your ability to fill in a word in the correct part of speech in the context of a sentence. Difficulty level: easy. Here's a similar sample question that tests your understanding of the subjunctive form. Difficulty level: hard. Try some more sample questions from the Spanish Subject Test here, and determine whether they feel easy or hard to you. This is one important action you can take to determine your language level. Mike knows enough Spanish to ask where the bathroom is, but not enough to express all the love that's in his heart. BreakPresents/YouTube. Step 2: Know Your Spanish Language Level College Board suggests that you should have three to four years of studying Spanish or two or more years of intensive study to take the SAT Subject Test in Spanish. If you're nearing the end of AP Spanish and are getting an A, then you are likely in a strong position to score highly on the Subject Test. If you're in Spanish 3, and have not studied Spanish intensively, like in AP classes, then you might not be ready yet. Again, trying practice questions will help give you a sense of the test and whether you feel your language skills are ready. Your Spanish teachers might also have advice on whether your high school curriculum has sufficiently prepared you for the Subject Test. If you're a native speaker, you should still study for the test to make sure you know grammar and other rules of the language. Don't worry about expressions unique to one country- the test is not supposed to have any region-specific sayings. Research your college to learn their Subject Test requirements and expectations. Some might be impressed with your high score on a language test. Others might prefer you opt for another test, if they already know that you're a native speaker of Spanish. For more on this, check out our expert guide: Which SAT Subject Test Should You Take? It's also important to consider how strong your reading vs. listening comprehension in Spanish is. The Spanish with Listening gives that extra dimension of understanding and may help with placement into a more advanced language level in college. The grading curve is often more competitive for the Listening test, as students who opt for that one are typically fluent or have particularly strong Spanish skills. So if you're really not confident in your listening comprehension, you probably want to steer clear of the Listening test. Let's take a closer look at what I mean when I talk about a competitive grading curve. Step 3: Consider the Grading Curve Along with your Subject Test score out of 800, you'll also get a percentile. This percentile compares you to other students who took the test. If you score in the 75th percentile, for example, then you scored higher than 75% of other students and lower than 25%. This table shows how the Spanish Subject Test scores converted to percentiles last year. You can see that the Spanish Subject Test with Listening is slightly more competitive. The same score is a slightly lower percentile on the Listening test than the Reading test. Check out this table, based on data from the College Board, and then scroll down for a discussion of what this data means for how difficult the SAT Subject Test in Spanish is. Score Spanish with Listening Percentile Spanish with Reading Percentile 800 94 92 790 91 90 780 86 87 770 82 84 760 78 80 750 74 77 740 69 74 730 66 70 720 62 67 710 58 64 700 55 60 690 51 57 680 46 54 670 43 50 660 40 47 650 38 44 640 35 41 Average (50th percentile) scores on the tests are in the upper 600s. Let's take a look at what you need to score in the 70th, 80th, and 90th percentile. Good Scores for Spanish Listening 70th percentile:750+ 80th percentile:770+ 90th percentile:790+ Good Scores for Spanish Reading 70th percentile: 730+ 80th percentile: 760+ 90th percentile: 790+ To score in a high percentile compared to other test-takers, you have to score quite high, between 750 and 800, on the tests. While this might sound like a tall order, it's actually well within your reach if you have the requisite Spanish language skills and take time to prepare for the Subject Test. Read this article for more on the average scores of the SAT Subject Tests and what constitutes a good score on each test (it's different for each one). This data can help you set target scores and design your study plan. Let's take a look at how the scoring works, so you can keep this in mind as you study for the test. Step 4: Know How the Spanish Subject Test Is Scored Unlike the general SAT, for the Spanish Subject test (and all other Subject Tests), you lose points for incorrect answers.Spanish Subject Test gives you 1 point for every correct answer, 0 points for skipped answers, and -1/3 point for wrong answers. These points add up to your raw score, which is then converted to a scaled score between 200 and 800 through a process called equating. Equating takes everyone's scores into account. As you saw above, the grading curve on language tests like Spanish is competitive. Some years, you might be able to get away with one or two wrong answers and still score an 800. Otherwise, you will likely lose about 10 points for every two questions you get wrong. As I mentioned above, the reading subscore counts twice as much as the listening subscore toward your composite scaled score. However, both subscores will be reported and viewable on your score report. If you are adequately prepared with AP Spanish, years of study, or out of the classroom fluency, then you are in a great position to score highly on the Spanish Subject Test and demonstrate your multilingual abilities to admissions committees. Even if you're confident in your fluency, it's always important to do some serious test prep and back up your understanding with the necessary grammatical knowledge and reading comprehension. Step 5: KnowWhen to Guess and When to Leave Answers Blank Too many random guesses could bring down your score, so you have to be smart on when to guess on a question(and risk a point deduction) and when to leave a question blank (with no change of getting it right). Here are some strategies to follow: If You Can't Eliminate Any Answer Choices If you're really stumped on a question and can't eliminate any of the options, don’t guess yet.Skip the question and for now and go back to it afteryou've finished the rest of the exam.What if you stillcan’t eliminate anyof the options?It may make sense to guess, but it also may not gain you any points. Here's an example: If you guess on four questions without eliminating any answer choices, odds are you'll get one question right and three wrong. This leaves you with a net of zero points on those questions (1 - (.3333 x 3)=0). However, total randomness is rare, and the test makers often design the wrong answer choices to seem correct so that you're more likely to choose them. This means the choices you decide on may not be random, and you may end up guessing incorrectly on more than three-quarters of the questions, leaving you with a net negative of points. This leaves you with a choice. You can either leave questions you can't eliminate any answer choices on blank, or you can do you best to make your answer choices completely random. One way to do this is to pick a letter (say "A") and select that answer choice for all the questions you're guessing on to make your choices as random as possible. If You Can EliminateOne or MoreAnswer Choices Once you can eliminate at least one answer choice, the math is much more in your favor to guess.Say you have six questions where you've been able to eliminate one answer choice for each. That leaves you with three answer choices per question. Odds are you'll guess correctly on two of the questions, and answer four incorrectly. That leaves you with a net positive of 2/3 a point (2 - (.333 x 4). It's not huge, but it's definitely better than nothing. Just remember to keep your guesses on the remaining answer choices as random as possible. Additional Note:If you take a practice test, I highly recommendmarking all the questions you guessedon so that you can later evaluate the success of your guessing strategies. This will also prevent you from just ignoring questions you got right by chance, whichyou should always revisitanyway. To Sum Up... The Spanish Subject Test has a competitive grading curve. You'll have to score in the high 700s to make it into a high percentile, so set high target scores and prep to achieve them. Make sure you're confident in your comprehension of Spanish, have studied it for at least the recommended amount of time, and have a strong grasp of grammar and vocabulary. If you have all these language skills, then the test should not be overly difficult for you. Instead, it will be a great opportunity to showcase your language skills to admissions committees and add a strong Subject Test score to your college applications.  ¡Buena suerte!  ¿Quà © ms? Need to brush up on your ser conjugations? We've got you covered with our chart of ser conjugations for every tense. Looking for a good SAT Spanish study notes? We've put together the best SAT Spanish Subject Test guide here. What are the easiest SAT Subject Tests to take? This article answers that question from a few different angles, including the content of the test and how competitive the grading curves for each one are. Are you applying to Ivy League schoolsor wondering if your test scores are good enough to get in? Check out this post on Subject Test Scores for the Ivy League and other selective colleges. When are you taking the SAT or ACT? Check out this study plan that helps you schedule your prep a year or more in advance of the tests. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Historical cost accounting is meaningless in todays complex business Essay

Historical cost accounting is meaningless in todays complex business environment - Essay Example Historical cost accounting and its alternatives have uses for different firms, markets, management and investment strategy, and auditing approaches, and there is no reason why they cannot both be used even within the same financial report! Historical Cost Accounting Summary Historical cost accounting is the process of accounting based on the historical value of an asset at the time of purchase after taking into account depreciation (Williamson, 2003; National Audit Office, 2009, 88). Historical cost accounting was once a near-universal standard, but now many different standards may threaten coherence (Cao). Disadvantages Historical cost accountings do have serious limits, and they deserve to be addressed. First: Depreciation is arbitrary because it's based on out-of-date values and estimations rather than any real benchmark (Greuning and Koen, 2001, p. 47). The depreciation charges don't end up making a realistic estimation of the actual replacement cost either. However, aside from t he advantage of keeping the information all self-contained, historical cost accounting also tends to report information from the firms' perspective: This asset was bought at price X and term Y. Second: Profits will be exaggerated because actual trading will involve replacing assets, which means giving up old assets which are undervalued (Gruening and Koen, 2001, p. 47). However, not all assets are fungible at full price. Historical cost accounting has the advantage that it lets the company recall what the product was worth at any given time. Third: There are possible negative tax implications (Gruening and Koen, 2001, p. 47). Overstating profits by undercharging the depreciation value (e.g. if I buy land twenty years ago, the depreciation isn't on the market value at that time but the value of the land currently as it depreciates or appreciates) and charging cost based on the historical costs of inventories can cause higher tax charges. The value of labor is also not included or dev eloped by historical cost accounting (Stovall, 2001, p. 2-4). Traditional accounting theories, in line with neoclassical economic theory, tend to view everything that is quantifiable as all that makes up an economy (Stovall, 2001, 2-4). Human capital, which is harder to measure and has growth rates which are not easily predictable, do not easily fit into the model and thus are jettisoned. Then again, Stovall (2001, p. 2-4) makes clear that fair value, current purchasing power and net present value accounting do not do this either. The failure to account for inflation, aside from the other problems already discussed, means that the firm may not be protecting its capital base (Gruening and Koen, 2001, 47). It also makes it hard to benchmark performance because different market conditions aren't being accounted for, allowing management to sit on their laurels since it's difficult to see if the company's value is really growing even after controlling for inflation. That having been said , inflation-keyed metrics can lull investors into a false sense of security (Fukui, 2003, p. 2). In fact, it may not be fair to measure executives against inflation of the market in general, given that the market is a cross-section which includes a mixture of high and low risk growths whereas individual firms are not. Another issue

Critical analysis of the report Case Study Example | Topics and Well Written Essays - 1000 words

Critical analysis of the report - Case Study Example 2. The research conducted (and what type of study) An ergonomic study was conducted by National Institute for Occupational Safety and Health (NIOSH) on the rangers of Yellow Stone Park. Several tests were used such as the Rhythmic Test, Tremor Test, and the Vibroactile Test, to determine the reason why the rangers are experiencing musculoskeletal disorders and to find a way to prevent this kind of disorder. The first test used was the Rhythmic test. This test is used to determine the reaction time and coordination on the right and left hands. The rhythmic tests required the participants to tap a circular pad (4–inch diameter) in time with a steady metronome beat (1.0 Hertz [Hz] slow test, 2.5 Hz fast test), either alternating palm side of hand to back of hand (supination/pronation) or tapping with the index finger. At the end of the test administration a numerical coordination index is calculated, which can be compared to the normal coordination index (CI) range provided with the test battery documentation (NIOSH Health Hazard Evaluation Report, Yellow Stone Park, 2001). With this data, the reaction time and hand coordination of the rangers can be easily compared to the normal reaction time index. The difference will determine the effect of the vibrations experienced while riding a snowmobile on hand coordination. The second test used was the Tremor Test. This test used the Tremor 3.0 software for data analysis. The data collected were: (1) Tremor intensity, often called amplitude or vibration power, calculated as the root–mean–square (RMS), measured in meters per second per second (m/s2) of acceleration in the 0.9 to 15 Hz band during the 8–second test; (2) Center frequency, which is the average frequency of acceleration in the test band, so that 50% of the energy that drives the tremor is produced at frequencies above the center frequency and 50% is produced below; (3) Tremor Index, calculated for each hand from five parameters (e. g., tremor intensity, center frequency, standard deviation of the center frequency, harmonic index, and standard deviation of the harmonic index.); and (4) Combined index for both hands (NIOSH Health Hazard Evaluation Report, Yellow Stone Park, 2001). This test measures the vibrations experienced by the rangers in riding the snowmobiles and the intensity of the vibration that will likely cause the musculoskeletal disorder. The third test used is the Vibroactile Sensitivity test. This test was selected to determine the effect of the hand–arm vibration produced by snowmobiles on vibration perception thresholds. The test device used was the Bruel & Kj?r Model 96–27 Vibrometry System. This fully automated system produces a mechanical stimulus (sinusoidal vibration) at a chosen frequency to the pulp of a finger tip; the participant indicates perception of the vibration by means of a hand–held button similar to that used in a hearing test. The software was configured to test vibration at four frequencies: 31.5 Hz, 125 Hz, 250 Hz, and 500 Hz. Participants placed their right arm on an ascending armrest with the palm lying open on a circular pad, allowing the fingers to hang freely above the vibrating post. The test finger was then placed on the vibrating post with the finger slightly curved and resting lightly on the post. Participants controlled the intensity of vibration with the hand–held button, tracking back and forth between levels of stimulus perception and

Jewish Purim Holy Day Essay Example for Free

Jewish Purim Holy Day Essay The Jewish faith has been around for more than a thousand years. Judaism like many other faiths such as Christian, Muslim, Hindus, and Buddhist has holidays that are part of a tradition that is followed. When an individual makes a choice to believe in one religion and follow it as its way of faith it is important to understand all elements that come along with that religion. This paper will review the holy day known as Purim and the review will explain the history of this day and the practices associated with this holy day. The last section will discuss cultural differences that may affect how this day is observed by different branches of Judaism. Purim The holy day Purim is celebrated in March this is the twelfth month in the Jewish calendar. The holy day starts at sundown of the first secular date for example 2014 the celebration will start at sundown on March 15th and end at nightfall of the 16th. The story The book of Esther explains that like many tails we read about we have a villain and a hero. Haman the adviser to the kind tells the king that there are people who do not follow the laws that the king has created. Haman creates a plan to exterminate all of the Jews. Esther the king’s queen, the king does not know she is Jewish. Esther uncle asked her to goes to the king and ask him to save her people. Esther fasted for three days for fear that she will be killed for visiting the king uninvited. Esther goes to the king and asks him to save her people. The Jewish people are saved. This leads to the celebration of the Purim. This holy day is noted as one of the joyous and fun holidays on the Jewish calendar (Molloy, 2010). Religious practices Purim is not outlined in the Torah but has been celebrated by Jews sense the second century CE. Purim has been nicknamed the Jewish Mardi gras (Institute for Curriculum Services, 2012). For the holy day all Jews are required to fulfill the four Purim mitzvoth. The two readings of the Megillah the Scroll of Esther and Mikrah Megillah. There is to be a celebration with a feast during the feast alcohol is consumed, adults drink till they are unable to say distinguish between the phrase â€Å"Cursed be Haman† and â€Å"blessed be Mordecai† (Religion Facts, 2004 para.14). Next Jews are to give gifts of food to their friends. Last an act of charity to the poor. Purim states that two acts of charity must be given in the amount equal to the balance of one’s inexpensive meal. The act must be given directly to the poor and must be given without merit (Religion Facts, 2004). Branches of Judaism The Jewish religion is not unlike many other types of religion where many of the followers have created new branches. The Jewish religion has 4 different branches that appear to be the main views that are followed. Orthodox Judaism Orthodox Judaism is the most traditional branch that is practiced by Jewish followers. There is a large range of differences in the orthodox views. The idea to modernize but to also adhere to the Jewish laws makes this a very difficult branch the idea to embrace new views but do not forget Jewish cultures. Reform Judaism The belief that individuals have a choice over what they believe to be meaningful within the views of Judaism. This giving each person the idea that they have the choice to follow the path that is best suited for them. Reformed Judaism teaches that ethical laws are binding while ritual laws can be changed to fit into modern day society. Conservative Judaism Currently the middle ground of orthodox and Reform Judaism, the idea that Judaism can keep tradition and also adapt to modern circumstances. There is an importance within Conservative Judaism to study traditional Jewish text to assist in the guide for ethics and practice. Reconstructionist Judaism Reconstructionist Judaism teaches that it is not simply a religion but also an evolving civilization; Within Reconstructionist Judaism the Jewish laws do not have to be followed, but it does state that the community will be strengthened if they are. Cultural difference in the observation of Purim Purim is a holy day that celebrates the defeat of those that wanted to exterminate Jews. Not only do religions celebrate that they have overcome many obstacles so do countries, nations, towns, and tribes. Many references to the holiday Purim states that this holy day has been around for over thousands of years and will continue to be celebrated for many more thousands of years (Institute for Curriculum Services, 2012). As society changes this may change how followers of the Jewish faith may change how they celebrate holy days. This Jewish holy day may not only referee to Esther the queen that saved all the Jews from extermination but also to the time in history were Hitler again tried to exterminate the Jewish race. Judaism has been around for century but so have people and races that have felt threated by them and felt the need to exterminate them. This day of celebrate is a day that the Jewish people can rejoice in the fact that they have overcome many obstacles in life and they will survive. Conclusion Holy days or holidays however it is said can mean many things depending on the faith that is may be referring to. To celebrate Santa clause or to celebrate overcoming an obstacle can bring people together. Religion is just that the bringing together of a group of people that want to rejoice in the feeling of something more than just themselves. Judaism is a faith that has had challenges but has overcome many challenges to become stronger with time that is why the tradition of Purim is important to follow. References Institute for Curriculum Services. (2012). Branches of Judaism. Retrieved from http://www.icsresources.org/curricula Molloy, M. (2010). Experiencing the world’s religions Traditions, challenge, and change (5th ed.). New York, NY: McGraw-Hill. ReligionFacts. (2004-2013). Purim. Retrieved from http://www.religionfacts.com/judaism/holidays/purim.htm

The Jellyfish Dystopia Essay examples -- Animal Research Conservation

Earth’s environment is a complex construction with multiple parts that are all important to its success. Even creatures like jellyfish cannot be ignored when considering this delicate construction. Through both ecosystem modification and additions, human environmental manipulation humans are creating favorable conditions for jellyfish and their subsequent population explosions. The effects of these large populations have a myriad of negative physical and economic effects on humans. If we wish to avoid our eventual jellyfish dystopia, we must take preventative actions. The modification of the environment by humans is the first factor that has begun to promote the jellyfish dystopia. As humans change the environment, conditions are beginning to favor jellyfish. In an environment that largely favors them, a population explosion and accompanying jellyfish dystopia is inevitable. These population explosions are a great leap toward the jellyfish dystopia. Throughout the marine environment, humans have begun overfishing in multiple marine environments. This opens niches in the oceanic food webs. These niches, or spaces in the food webs, result from the removal of predators that would previously control the jellyfish population (Stone). In the absence of their predators, the jellyfish population is free to expand and forms blooms, or large jellyfish populations. The jellyfish themselves then prevent the native fish population from rebounding by feeding on the fish eggs (Stone). Humans proceed to fish in these areas again, and the jellyfish predation dec reases to a greater degree. Humans also improve conditions for jellyfish as we allow pollution levels to rise. Devices like cars are contributors to the carbon dioxide levels. As the CO2... ...s for them and degrading our own situation. If we do not strive to control these various lashing tentacles of the jellyfish dystopia, we will be killed in its powerful grasp. Works Cited Blomberg, Lindsey. "The Great Jellyfish Invasion." E: The Environmental Magazine 23.1 (2012): 16-17. Academic Search Complete. Web. 1 May 2012. Pauly, Daniel. "Aquacalypse Now." The New Republic. Mike Rancilio, 9 Sept. 2009. Web. 01 May 2012. Tucker, Abigail. "The New King Of The Sea." Smithsonian 41.4 (2010): 26-37. Academic Search Complete. Web. 1 May 2012. Stone, Richard. "Massive Outbreak of Jellyfish Could Spell Trouble for Fisheries." Yale Environment 360. Yale School of Forestry & Environmental Studies, 13 Jan. 2011. Web. 01 May 2012. Vince, Gaia. "Jellyfish Blooms Creating Oceans of Slime." BBC.com. British Broadcasting Company, 5 Apr. 2012. Web. 1 May 2012.

Logistic

1. Consider the supply chain for a domestic automobile. a. What are the components of the supply chain for the automobile? b. What are the different firms involved in the supply chain? c. What are the objectives of these firms? d. Provide examples of conflicting objectives in this supply chain. e. What are the risks that rare or unexpected events pose to this supply chain? a. b. c. d. e. Pick any car model manufactured by a domestic auto maker.For example, consider the 2002 Ford Thunderbird. a. The supply chain for a car typically includes the following components:: 1. Suppliers for raw materials 2. Suppliers for parts and subsystems 3. Automobile manufacturer (Ford, in the example). Within a company, there are also different departments, which constitute the internal supply chain: i. Purchasing and material handling ii. Manufacturing iii. Marketing, etc. 4. Transportation providers 5. Automobile dealers b. Many firms are involved in the supply chain. 1. Raw material suppliers. For instance, suppliers for steel, rubber, plastics, etc. 2. Parts suppliers. For instance, suppliers for engines, steering wheels, seats, and electronic components, etc. 3. Automobile manufacturer. For instance, Ford. 4. Transportation providers. For instance, shippers, trucking companies, railroads, etc. 5. Automobile dealers. For instance, Hayward Ford. c. All companies involved in the supply chain want to maximize their respective profits by increasing revenue and decreasing cost. However, companies may employ different strategies in order to achieve this goal.Some of them focus on customer satisfaction and quick delivery, while others may be more concerned about minimizing inventory holding costs. d. In general, different parts of the supply chain have objectives that are not aligned with each other. 1. Purchasing: Stable order quantities, flexible delivery lead times and little variation in mix. 2. Manufacturing: Long production runs, high quality, high productivity and low pr oduction costs. 3. Warehousing: Low inventory, reduced transportation costs and quick replenishment capability. 4. Customers: Short order lead times, a large variety of products and low prices. e.Typically, the automobile dealer would like to offer a variety of car colors and configurations to accommodate different customer preferences, and meanwhile have a short delivery lead time from the manufacturer. However, in order to maximize the length of production runs, and utilize resources more efficiently, the manufacturer would like to aggregate orders from different dealers and offer less variety in car configurations. This is a clear example of conflicting marketing and manufacturing goals. ———————– 2. Consider a consumer mortgage offered by a bank. a. What are the components of the supply chain for the mortgage? . Is there more than one firm involved in the supply chain? What are the objectives of the firm or firms? c. What ar e the similarities between product and service supply chains? What are the differences? a. b. c. a. The supply chain for a consumer mortgage offered by a bank may involve various components. 1. Marketing companies that handle solicitation to potential customers. 2. Credit reporting agencies that evaluate potential customers. 3. The bank that extends the mortgage loans. 4. Mortgage brokers through which the loans are distributed. . The marketing companies strive to increase the response rate from homebuyers in order to maximize their returns. Banks aim at a customer portfolio with a relatively low risk, healthy flow of payments and low average loan maturity date. The brokers would like to maximize their sales commissions. c. Similar to product supply chains, the objective of a service supply chain is to provide what is needed (in this case, a particular type of service, rather than a physical product) at the right location, at the right time, and in a form that conforms to custom er requirements while minimizing system wide costs.However, there are a number of differences between the two types of supply chains. For instance: 1. In a product supply chain, there is both a flow of information and physical products. In a service supply chain, it is primarily information. 2. Contrary to a service supply chain, transportation and inventory are major cost components in a product supply chain. 3. Services typically cannot be held in inventory, so matching capacity with demand is frequently more important in a service supply chain. 4.In a service supply chain, the (explicit) cost of information is higher than in a product supply chain. Note that in the mortgage example above, the bank has to compensate the credit reporting agency for each credit report it obtains. ——————————————————- 3. What is an example of a supply chain that has evolved ove r time? Many supply chains evolve over time. For example, consider a memory chip supply chain. Production strategies may change during different stages of the product life cycle.When a new memory chip is introduced, price is high, yield is low, and production capacity is tight, and the availability of the product is important. Consequently, production is usually done at plants close to markets, and the management focuses on increasing yield, reducing the number of production disruptions, and fully utilizing capacity. When the product matures, however, its price drops and demand is stabilized for a period of time, so minimizing production cost moves to center stage. To reduce costs, production may be outsourced to overseas foundries, where labor and materials are much cheaper.

Plastic Surgeries: a Way to Become More Beautiful?

I thing that the plastic surgeries are ways to change some parts of your body or your face that you don’t like. With fixing that â€Å"problem† people feels better and more beautiful. Also is a solution for some physical defects resulted from an accident. But sometimes there are people with no need of plastic surgery but the do it for own pleasure , for example they want bigger ass, bigger breast, or bigger lips. They don’t think that sometimes that could bring them consequences, I’m not saying that it is someone’s unhealthy idea but if they don’t really need surgery they shouldn’t do.Cosmetic surgery is very popular and not because people need surgery, but because society has made the perfect person and everyone is trying to be that. Cosmetic surgery is the new hip thing going around and it isn’t always a good thing. Cosmetic surgery is not new, but the popularity of it has rapidly increased in the last few years. Not only adul ts but also teenagers want to do the cosmetic surgery. Cosmetic surgery before the age of eighteen is becoming increasingly more and more and nobody can’t stop it. Many factors are influencing the thoughts of young people for doing cosmetic surgery such as their appearance.Many doctors believe that cosmetic surgery is a science to increase the beauty of a person. It is the process where they give finishing touches to the body parts of the most beautiful creation of God. Another advantage of plastic surgery is the ability to correct physical defects. These patients may have physical defects that have resulted from an accident such as a scar from collision. Some people are born with physical defects that have plagued them since birth and cosmetic surgery can finally give them a normal life. -http://www. oppapers. com/essays/Cosmetic-Surgery/189760 -http://www. oppapers. com/essays/Cosmetic-Surgery/285489

Transformational Leadership and Service Quality in UAE Hospitals

Transformational Leadership and Service Quality in UAE Hospitals The paper under the study is a research article titled Transformational Leadership and Service Quality in UAE Hospitals. An academic scholar and a hospital official, Naceur Jabnoun from Department of Business Administration, the University of Sharjah, and Aisha Juma Al Rasasi from Medical Records Department, Al-Thaid Hospital, wrote this article. It was published in 2005, and its subjects matter is the concerns management of service quality in UAE hospitals.Advertising We will write a custom critical writing sample on Transformational Leadership and Service Quality in UAE Hospitals specifically for you for only $16.05 $11/page Learn More The paper investigates the relationship between transformational leadership and service quality through conducting a research of various UAE hospitals. In addition, the paper analyses hospital employees perception of dimensions of service quality and those transformational and transactional changes in their leadership. In co nclusion, the relationship between service quality dimension and the transformational and transactional leadership is categorically discussed in the paper after an all-inclusive investigation. A research study was conducted through comprehensive research method comprised of the use of questionnaires addressed to a sample of hospital employees and patients who acted as respondents. The questionnaires in the study were grouped into two. One group of questionnaires, distributed to patients, addressed service quality by using SERVQUAL, while the next questionnaire was given to the employees from the similar hospitals. The questionnaires were used to address transactional and transformational leadership by means of multilevel management. The keywords or phrases that kept on replicating were transactional leadership, customer service quality, transformational leadership, hospitals and the UAE. Transformational leadership is defined as a process through which leaders influence radical chan ges in the behaviors of their followers. Transformational leadership is associated with or concerns the performance and altitudes of employees. According to the paper, service quality has ten determinants which are responsiveness, tangibles, courtesy, reliability, competence, credibility, communication, security, access, and understanding the customers. In the context of the paper, the statements that are deemed significant include a health care sector where service quality has become a focus of competition among the organizations. The instrument for measuring transformational and transactional leadership known as multifactor leadership questionnaire includes seven factors to check according to the particular type of leadership. The study reveals a general satisfaction with the services quality rendered to patients. In addition, the employees have a low rating perceptive of their employers regarding the 3 dimensions of leadership.Advertising Looking for critical writing on b usiness economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More While reading the research paper, it is clearly articulated and easy to understand everything that is written and explained in the context. The writers clearly and with immense writing experience follow the format of a research paper. The flow of information draws closer understanding of the explanation on the given discussion. In addition, the use of scientific analysis tools and interpretation facilitate in better understanding and conformation to the details of the research conducted. The ideas presented are common and familiar to me since they are every day experiences in a majority of hospitals in regard to the service quality in the United Arabs Emirates. In addition, the scenarios of employees with leadership factor are the same in the majority of the industrial sectors. The research paper is a tremendous piece of writing because the writer uses both the corresponden ts as well as the patients and the employees to access the quality of services provision, thereby minimizing biases. In addition, the use of sample questionnaires and scientific analysis provides ground to examine the precise truth concerning the conditions in UAE hospitals. The fact that the writers chose six UAE hospitals for their research study gives us a clear view of what other hospitals in the region are. Moreover, the writers of the article propose some recommendations like training and counseling aiming at averting some of the negative attributes of leadership in the hospitals. However, the authors do not presumably end the study without proper solutions and recommendations for further studies in a bigger sample size; this leaves the study open to other potential scholars. Application of service quality to the business world is similar to that of the hospitals. The relationship between the employees and the leadership is identical. As a result, many business investments hav e failed and shown minimal performance due to poor leadership that has resulted in development of unpleasant relationship between employees and their employers. Practically, following transactional and transformation leadership works for improvement of service quality. Issues, such as training and counseling, help improve the way leaders relate with their employees, hence contributing to conducive working environment and, as a result, increase in the outcomes and profits gained. The article is an academic paper that every prospective and performing business investor and/or managers from various institutions should read to improve their quality service delivery. It expands the horizon of new business ventures and tactics of management through highlighting crucial guidelines for mangers on the dimensions of leadership.Advertising We will write a custom critical writing sample on Transformational Leadership and Service Quality in UAE Hospitals specifically for you for only $1 6.05 $11/page Learn More Enhancement in such dimensions will be as a result of improvement in service quality in the industry or organization. There are multiple learning techniques teaching vital lessons that are relevant in an institution if they are applicable and/or become polices of running an organization.

Major General Irvin McDowell in the Civil War

Major General Irvin McDowell in the Civil War The son of Abram and Eliza McDowell, Irvin McDowell was born at Columbus, OH on October 15, 1818. A distant relation of cavalryman John Buford, he received his early education locally. At the suggestion of his French tutor, McDowell applied to and was accepted at the College de Troyes in France. Commencing his studies abroad in 1833, he returned home the following year after receiving an appointment to the US Military Academy. Returning to the United States, McDowell entered West Point in 1834. West Point A classmate of P.G.T. Beauregard, William Hardee, Edward Allegheny Johnson, and Andrew J. Smith, McDowell proved a middling student and graduated fours years later ranked 23rd in a class of 44. Receiving a commission as a second lieutenant, McDowell was posted to the 1st US Artillery along the Canadian border in Maine. In 1841, he returned to the academy to serve as an assistant instructor of military tactics and later served as the schools adjutant. While at West Point, McDowell married Helen Burden of Troy, NY. The couple would later have four children, three of whom survived to adulthood. Mexican-American War With the outbreak of the Mexican-American War in 1846, McDowell left West Point to serve on Brigadier General John Wools staff. Joining the campaign in northern Mexico, McDowell participated in Wools Chihuahua Expedition. Marching into Mexico, the 2,000-man force captured the towns of Monclova and Parras de la Fuenta before joining Major General Zachary Taylors army. prior to the Battle of Buena Vista. Attacked by General Antonio LÃ ³pez de Santa Anna on February 23, 1847, Taylors badly outnumbered force repulsed the Mexicans. Distinguishing himself in the fighting, McDowell earned a brevet promotion to captain. Recognized as a skilled staff officer, he finished the war as assistant adjutant general for the Army of Occupation. Returning north, McDowell spent much of the next dozen years in staff roles and the Adjutant Generals office. Promoted to major in 1856, McDowell developed close relationships with Major General Winfield Scott and Brigadier General Joseph E. Johnston. The Civil War Begins With the election of Abraham Lincoln in 1860 and the resulting secession crisis, McDowell assumed a position as the military advisor to Governor Salmon P. Chase of Ohio. When Chase departed to become US Secretary of the Treasury, he continued in a similar role with new the governor, William Dennison. This saw him oversee the states defenses as well as direct recruitment efforts. As volunteers were recruited, Dennison sought to place McDowell in command of the states troops but was forced by political pressure to give the post to George McClellan. In Washington, Scott, the US Armys commanding general, designed a plan for defeating the Confederacy. Dubbed the Anaconda Plan, it called for a naval blockade of the South and a thrust down the Mississippi River. Scott planned to assign McDowell to lead the Union army in the west but Chases influence and other circumstances prevented this. Instead, McDowell was promoted to brigadier general on May 14, 1861, and placed in command of the forces gathering around the District of Columbia. McDowells Plan Harassed by politicians who desired a quick victory, McDowell argued to Lincoln and his superiors that he was an administrator and not a field commander. Additionally, he stressed that his men lacked sufficient training and experience to mount an offensive. These protests were dismissed and on July 16, 1861, McDowell led the Army of Northeastern Virginia into the field against a Confederate force commanded by Beauregard which was located near Manassas Junction. Enduring severe heat, the Union troops reached Centreville two days later. McDowell initially planned to mount a diversionary attack against the Confederates along Bull Run with two columns while a third swung south around the Confederate right flank to cut their line of retreat to Richmond. Searching for the Confederate flank, he sent Brigadier General Daniel Tylers division south on July 18. Pushing forward, they encountered enemy forces led by Brigadier General James Longstreet at Blackburns Ford. In the resulting fighting, Tyler was repulsed and his column was forced to withdraw. Frustrated in his attempt to turn the Confederate right, McDowell altered his plan and began efforts against the enemys left. Complex Changes His new plan called for Tylers division to shift west along the Warrenton Turnpike and conduct a diversionary attack across the Stone Bridge over Bull Run. As this moved forward, the divisions of Brigadier Generals David Hunter and Samuel P. Heintzelman would swing north, cross Bull Run at Sudley Springs Ford, and descend on the Confederate rear. Despite having crafted an intelligent plan, McDowells attack was soon hampered by poor scouting and the overall inexperience of his men. Failure at Bull Run While Tylers men arrived at the Stone Bridge around 6:00 AM, the flanking columns were hours behind due to poor roads leading to Sudley Springs. McDowells efforts were further frustrated as Beauregard began receiving reinforcements via the Manassas Gap Railroad from Johnstons army in the Shenandoah Valley. This was due to inactivity on the part of Union Major General Robert Patterson who, after a victory at Hokes Run earlier in the month, failed to pin Johnstons men in place. With Pattersons 18,000 men sitting idle, Johnston felt safe shifting his men east. Opening the First Battle of Bull Run on July 21, McDowell initially had success and pushed back the Confederate defenders. Losing the initiative, he mounted several piecemeal attacks but gained little ground. Counterattacking, Beauregard succeeded in shattering the Union line and began driving McDowells men from the field. Unable to rally his men, the Union commander deployed forces to defend the road to Centreville and fell back. Retiring to the Washington defenses, McDowell was replaced by McClellan on July 26. As McClellan began constructing the Army of the Potomac, the defeated general received command of a division. Virginia In the spring of 1862, McDowell assumed command of the armys I Corps with the rank of major general. As McClellan began shifting the army south for the Peninsula Campaign, Lincoln required that sufficient troops be left to defend Washington. This task fell to McDowells corps which assumed a position near Fredericksburg, VA and was redesignated the Department of the Rappahannock on April 4. With his campaign inching forward on the Peninsula, McClellan requested that McDowell march overland to join him. While Lincoln initially agreed, the actions of Major General Thomas Stonewall Jackson in the Shenandoah Valley led to the cancellation of this order. Instead, McDowell was directed to hold his position and send reinforcements from his command to the valley. Back to Bull Run With McClellans campaign stalling in late June, the Army of Virginia was created with Major General John Pope in command. Drawn from Union troops in northern Virginia, it included McDowells men which became the armys III Corps. On August 9, Jackson, whose men were moving north from the Peninsula, engaged part of Popes army at the Battle of Cedar Mountain. After a back and forth fight, the Confederates won a victory and forced Union troops from the field. Following the defeat, McDowell sent part of his command to cover the retreat of Major General Nathaniel Banks corps. Later that month, McDowells troops played a key role in the Union loss at the Second Battle of Manassas. Porter Later War In the course of the fighting, McDowell failed to forward critical information to Pope in a timely manner and made a series of poor decisions. As a result, he ceded command of III Corps on September 5. Though initially blamed for the Union loss, McDowell largely escaped official censure by testifying against Major General Fitz John Porter later that fall. A close ally of the recently-relieved McClellan, Porter was effectively scapegoated for the defeat. Despite this escape, McDowell did not receive another command until being appointed to lead the Department of the Pacific on July 1, 1864. He remained on the West Coast for the rest of the war. Later Life Remaining in the army after the war, McDowell assumed command of the Department of the East in July 1868. In that post until late 1872, he received a promotion to major general in the regular army. Departing New York, McDowell replaced Major General George G. Meade as head of the Division of the South and held the position for four years. Made commander of the Division of the Pacific in 1876, he stayed in the post until his retirement on October 15, 1882. During his tenure, Porter succeeded in obtaining a Board of Review for his actions at Second Manassas. Issuing its report in 1878, the board recommended a pardon for Porter and was harshly critical of McDowells performance during the battle. Entering civilian life, McDowell served as Parks Commissioner for San Francisco until his death on May 4, 1885. He was buried at San Francisco National Cemetery.

Discuss the possibilty that Hamlet never encountered the ghost of this Essay

Discuss the possibilty that Hamlet never encountered the ghost of this father, that the ghost was all a figment in the imagination of a troubled mind - Essay Example Making things worse, Claudius is now married to Hamlet’s mother. Trying to figure out whether the ghost is telling the truth or is instead a manipulation of the devil, Hamlet pretends to be insane in order to discover the truth, but there have been numerous critics who have claimed Hamlet is actually crazy. In fact, a ‘mock’ court case held to determine the answer to whether Hamlet was sane or insane resulted in a deadlocked jury (Vicini, 2007). While there are several good arguments that there is a definite method behind Hamlet’s madness, there are several ways in which Shakespeare leaves the question open. One of the areas of doubt is whether the ghost that Hamlet sees is real or if it is only a figment of his imagination. The state of Hamlet’s mind is thrown into doubt from the very beginning of the play, thereby opening up the question of whether the ghost is real or imaginary. Even this early in the play, Hamlet is seen to be a man divided. The first thing he says is not to anyone in particular but instead muttered under his breath to himself, â€Å"a little more than kin, and less than kind!† (I, ii, 65). These words indicate the level of disgust he has toward the actions of his mother and uncle, but has been used to indicate his insanity because he’s talking to himself. When he tells his uncle he is â€Å"too much in the sun† (I, ii, 67), he illustrates that he has a strong tendency to turn phrases so that they mean something other than what was intended. His tendency to always find a double meaning in things can be seen again when he responds to his uncle’s question about why he’s still wearing black. Instead of answering the question directly, he indica tes his uncle is watching him too closely already and that he does not appreciate being considered his uncle’s son. This ability to always find a double meaning in what is being said is itself a sign of insanity.

Insider Threat- Employer Rights and Liabilities Research Paper

Insider Threat- Employer Rights and Liabilities - Research Paper Example Employeestheotherhandhavebenefiteditimprovedaccurateandmorereliablesystemscomingplace However, despite these benefits, these employers need to create a warm environment one where the employee does not have to worry every time that is watching them. The latter behavior may greatly impact on the performance of the employee and significantly cripple the talent factor in the organization. A monitoring regime that is effective should motivate the employers to put in place good practices that will better how the institution performs than it is currently. That should also include how employees behave since it will impact on quality of performance by the individual and the team collectively (Ciocchetti, 2011). Excellent ways of doing things are pertinent to use of technology in monitoring and the likeliness of invading the privacy of the employees. In establishing the norms of the institution, employers try to ascertain the necessity of monitoring, suitable control techniques for the organization and how the process of monitoring may be misused by individual employees. Further, it involves management explaining the practices they are using for monitoring through the required notice channels. In addition, it covers the legal factor when there is a failure on the part of management in implementing the policy on monitoring. Some institution cares about the issues at stake a nd takes monitoring of employees seriously. However, some companies do not consider the psyche of their workforce or the factor on invading their privacy. The law has a duty to establish basic standards that will guide organizations, but it is the responsibility of the management in check to enforce the policies on employees morale and monitoring schemes in use. A regime that effectively monitors employees is one that constitutes best practices and gives employers an opportune to implement these practices in the quest for achieving the core purposes of

The future role for rail freight in the uk Essay

The future role for rail freight in the uk - Essay Example Acknowledging this potential to provide the key role towards some of the economic and environmental goals of Britain, the government moved to take appropriate actions through the provision of platform policies that support the sustainability and growth of this sector. Yet, the achievement of the goals of the rail freight will be based on the delivered expectations of the other players of the industry namely those who avail of the services of the rail freight. They will be the indicators to sustain the potentials and push it towards the future role that is expected from the rail freight industry. As other studies and facts support the growth of the entire freight or transport industry, the main focus now are on the different modes that offer the same services. Consequently, the next point of consideration is the selection process of the customers of the freight industry. Naturally, they have to select the best mode to transport their goods with the most convenience and the best and cost efficient method. The needs and expectations of the players that utilise this service will be the important indicator for the growth and development of the particular sector. However, more importantly, it will also predict the future role of the mode of transport in relation to the delivery of the expected results. The purpose of this study then is to understand the future role of the rail freight industry in the United Kingdom through looking into the needs and expectations of the sectors that utilises this industry. As there are other modes of transporting goods, it is essential to understand the choice of rail over road, water and pipeline. Without this insight on the needs of the users and customer of the rail freight, it will be impossible to catch a glimpse of the future performance of rail freight. Further, understanding through

Learning Difficulties Encountered By Efl Students English Language Essay

Learning Difficulties Encountered By Efl Students English Language Essay Recently, listening has gained more and more attention in foreign language learning. In learning a foreign language, it is suggested that the most important step should begin with an effort to listen. (Rubin Thompson, 1994) Listening provides input for learners to make learning occur and listening exercises draw learners attention to new forms in language, such as new vocabulary items. (Rost, 1994) Listening can be regarded as a necessary skill in the diagnosing and preparation of foreign language students and can even be served as a good predictor of language achievement. In consequence, listening comprehension acts as a pivotal role in foreign language learning. (Oxford, 1993) In this essay, three issues are discussed. Issue 1 states listening difficulties in second language acquisition. Underwood (1994), Chiang and Dunkel (1992) and Rubin and Thompson (1994)s viewpoint are discussed. Issue 2 proposes taxonomies of the factors affecting listening difficulties. Boyle (1984), Yagang (1993) and Rubin (1994) s point of view of the factors affecting listening comprehension are referred to. Issue 3 mentions studies in listening difficulties of L2 listeners in foreign countries. Tauroza and Allisons (Rubin, 1994) study is about speech rate. Boyle (1984)s study is factors most frequently mentioned in listening comprehension. Lynch (1997)s study is a case study of a intermediate-level learners progress in listening comprehension. Goh (2000)s study discusses listening comprehension problems. BODY Chapter 1 Listening difficulties in second language acquisition Underwoods (1994) point of view ¼Ã… ¸ Underwood (1994) identified seven potential difficulties in listening comprehension as: (1) lack of control over the speed at which speakers speak, (2) not being able to get things repeated, (3) the listeners limited vocabulary, (4) failure to recognize the signals, (5) problems of interpretation, (6) inability to concentrate, (7) established learning habits. Many language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks. (p7) They feel that the utterances disappear before they can sort them out. http://nccuir.lib.nccu.edu.tw/bitstream/140.119/33414/7/95100307.pdf They are so busy working out the meaning of one part of what they hear that they miss the next part. Another difficulty is that listener is not always in a position to get the speaker to repeat an utterance. This is particularly likely to be the case when students are on the edge of conversation outside the classroom. For people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech (p 17). And students need to learn to listen for the signals in order to be able to connect the various utterances in the way the speaker intended them to be connected. (p18) Students who are unfamiliar with the context may have considerable difficulty in interpreting the words they hear even if they can understand their surface meaning. (p19). Inability to concentrate can be caused by a number of things, but in listening work it is a major problem, because ev en the shortest break in attention can seriously impair comprehension. (p19) Outside factors may well make concentration difficult, too. An inferior machine or poor recording can make it very hard for the students. As for establishing leaning habits, when the learner can more readily accept the frustrations involved, he will be more prepared to strive for a partial and incomplete understanding of what is being said. (pp16-19) Rubin and Thompsons (1994) point of view Rubin and Thompson list three common problems in learning to listen to a foreign language. The first problem is that the speaker talks too fast. If the listener can not follow the speaker, the listener can let the speaker know that he is not following. He can ask for repetition and slowing down the speed, seeks clarification, rephrase, and repeat. The listener can pay attention to intonation and tone of voice, focus on question words such as who, what and when and assume that the here and now are relevant. That is, the sentence is directly related to the subject they have just been discussing. Assume that what a person says is directly related to something he or she is experiencing at that very minute. The second problem is that the listener is not getting anything out of foreign language TV and movies. If the listener could not understand the foreign language TV and movies, they should try to take control of his listening by predicting what he was likely to hear. For example, use vi sual clues and use his background knowledge. Anticipate information in a segment by relying on your knowledge of what such a segment is likely to contain. Listeners could also use information from the segment itself and determine the genre of the segment. Knowing the genre of a segment will help you determine how best to approach it. For instance, if it is an interview, then concentrate on the questions. If it is a news report, a who, when, where strategy will work best. If it is a drama, look for the story line. Listeners could listen to familiar elements, listen to familiar-sounding words, listen to and jot down repeated words, learn to recognize numbers and learn to recognize proper names. The third problem is that the listener tends to stop listening when he hears an unfamiliar word or phrase. Many learners, particularly in the early stages of language learning, panic and lose their concentration when they hear an unfamiliar segment. As a result, they miss portions of the passag e that might have helped clarify the unfamiliar word or segment. The listener should concentrate on familiar elements and keep listening. Understanding something is better than getting nothing at all. If you continue listening, chances are that you will comprehend at least some parts of the massage. It is possible that the portions you missed were not very important after all. Chiang and Dunkels (1992) point of view Chiang and Dunkel (1992) pointed out that listeners comprehension in English may be thwarted by a number of cognitive and linguistic factors as well as academic and cultural issues, including: (a) inability or lack of opportunity to engage in communicative interaction with the second/foreign language teacher or lecture; (b) inability to detect the main points of the lecture or to grasp the usual goals of particular genres of discourse situation of which the discourse is a part; (c) unfamiliarity with the structure and type of the discourse ; (d) inability to apprehend discourse markers and logical relationships in the English lecture; (e) inability to comprehend lecture speech delivered at faster rates of speed; (f) limited short-term memory for English input; (g) failure to use appropriate cognitive or learning strategies; (h) poor inference abilities in English; (i) limited proficiency in English; (j) lack of prior knowledge about the content of the spoken or written text; and (k) inability to process L2 input devoid of speech modification such as elaborations or redundancies. Of these difficulties confronting L2 learners, Chiang and Dunkel explored the effect of three of them. The first situation was when the listeners had limited listening proficiency in English, the second situation was when they lacked prior knowledge about the topic of the L2 lecture, and the third situation was when they were not supplied with modified speech. The results revealed a significant interaction between prior knowledge and text type. Chapter 2 Taxonomy of the factors affecting L2 listening difficulties Boyles (1984) three categories of factors Boyle (1984) began with a survey of the factors most frequently mentioned in the literature on listening comprehension, including three categories of factors. The first category referred to the listener factors, including experience in listening to the target language, general background knowledge of the world, educational background and type of school, knowledge of the target language in its various aspects, memory, powers of analysis and selection and motivation and attitude of the listener to the speaker and to the message. The second categories, the speaker factors, contain language ability of the speaker: native speaker-beginning level non-native speaker. Speakers production: pronunciation, accent, variation, voice affect, too. Speed of delivery and prestige and personality of the speaker count. The third category, factors in the material and medium, comprise difficulty of content and concept, especially if the material is abstract, abstruse, highly specialized or technical, len gthy or poorly organized. Acoustic environment such as noise and interference and amount of support provided by gestures, visuals also have influence on listening comprehension. Yagangs (1993) four aspects of factors http://eca.state.gov/forum/vols/vol31/no1/p16.htm Instead of three categories, Yagang (1993) proposed that the sources of listening difficulties came mainly from the four aspects: the message, the speaker, the listener, and the physical setting. The message factors comprised content and linguistic features. In content which is not well organized, listeners cannot predict what speakers are going to say. And if listening materials are made up of everyday conversation, they may contain a lot of colloquial expressions, such as guy for man. Students who have been exposed mainly to formal or bookish English may not be familiar with these expressions. The speaker factors consists of redundant utterances, such as repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, apparently meaningless addition such as I mean or you know and speakers personal factors such as their accents. Learners tend to be used to their teaching accent or to the standard variety of British or American English. They find it hard to und erstand speakers with other accents. The listener factors played a more important role in EFL students listening. For example, foreign language students might be not familiar enough with clichà © and collocations in English to predict a missing word or phrase. For example, they can not be expected to know that rosy often collocates with cheeks. EFL students might be lack of sociocultural, factual, and contextual knowledge of the target language.   (Anderson and Lynch 1988).It can present an obstacle to comprehension because language is used to express its culture. Factors in physical setting included noise, both background noises on the recording and environmental noises, could carry the listeners mind of the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speakers body language and facial expressions makes it more difficult for the listener to understand the speakers meaning. Unclear sounds resultin g from poor quality equipment can interfere with the listeners comprehension. Rubins (1994) five categories of factors Rubin (1994) classified these listening factors into five categories: text, interlocutor, task, listener and process characteristics. Text characteristics referred to acoustic-temporal variables, acoustic-other variables and morphological and syntactic modifications (including restatements). Acoustic-temporal variables are speech rate, pause phenomena, and hesitation. Acoustic-other variables are level of perception, stress and rhythmic patterning perception and L1 and L2 differences. Variables of morphological and syntactic modifications are redundancy, morphological complexity, word order and discourse markers. Text characteristics referred to text type. Visual support for texts is also an important variable. Interlocutor characteristics referred to variations in the speakers personal characteristics, such as gender, pronunciation, accent, expertness and so on. Listener characteristics are listeners language proficiency level, memory, attention, affect, age, gender, learning disabi lities in L1, and background knowledge as well as aptitude, processing skills, background biases, motivation, and confidence level. Process characteristics referred to how listeners interpret input in terms of what they know or identify what they dont know. Top-down, bottom-up and parallel processing is being examined in L2 contexts. Current views of listening comprehension propose that listeners actively process language input. Two types of processing have been discerned: cognitive strategies and metacognitive strategies. Research on listening strategies includes: work on several languages; work contrasting strategy use at several proficiency levels; work with interactive or transactional listening; work with cognitive and metacognitive strategies; work considering the relation of strategy use to text, task, and setting. Chapter 3 Studies in listening difficulties of L2 listeners in foreign countries Tauroza and Allisons ( )studyspeech rate Griffiths suggests that different language have different normal rates and the rates defined in studies using English can not be applied exactly to studies of other languages. Most research quotes a normal speech rate of 165 to 180 words per minutes for native speakers of English. On the other hand, while Foulke reports a threshold (the rate at which comprehension begins to decrease rapidly) level between 250-275 w.p.m., others states that comprehension decreases as a function of mental aptitude and difficulty level. Tauroza and Allison compare normal speed of British speakers for four types of speech. They found that while the mean for radio and interview speech events lies within the range of 160 to 190 w.p.m., the means for conversation and lecture categories are outside this range. The mean rate for conversation in words per minute was 210, while for lectures, 140. They note further that thirty-three percent of their lecture data was slower than 130 w.p.m. and twenty-three percen t of the conversation data was faster than 220 w.p.m. The issue of normal speech rate is one that still needs a great deal more research that takes into account all of the variables mentioned above. (Rubin, 1994) Boyles (1984) study-factors most frequently mentioned in listening In Boyles (1984) study, 30 teachers and 60 students in Hong Kong were asked to list the six factors which they considered the most important in aiding or hampering the effectiveness of listening comprehension. It was interesting to know that the students gave much more importance to vocabulary than teachers did. It was surprising that the students mentioned two factors, memory and concentration, barely mentioned by the teachers. In addition, the students considered that there was a possible relationship between their reading habits and their listening comprehension, which was not mentioned by the teachers. On the other hand, the teacher seemed to specify the linguistic factors more sophisticatedly. The teacher would specify the factors as ability to pick up clues, complex syntactical structures, stress and intonation and interference from Chinese. On the contrary, the students just indicated that the lack of general language ability or the difficulties in English listening comprehens ion. Lynchs (1997) study-a case study of an intermediate-level learners progress Lynch (1997) conducted an ethnographic study of a Japanese student who attended English language courses at the Institute for Applied Language Studies, the only one taking an undergraduate course in economics at the University of Edinburgh. His scores on the listening tests were relatively low in comparison with his reading and grammar scores with the other students in class. A number of possible reasons were found to explain his difficulties in listening comprehension. First, he was the youngest member in his class so that he was unwilling to engage in negotiation with his seniors. Second, he was the only undergraduate student with an economic background in his English class so that he viewed himself as insufficient in some general background knowledge. Third, he joined Course 3 in the EAP program, skipping the basic class, Course 1 and 2. Therefore, he thought he needed more time to get used to negotiate with others in English. Fourth, his lowest listening score disappointed him gr eatly. The perceptions of the subject had made a substantial influence on his English learning. Gohs (2000) study-listening comprehension problems Goh (2000) investigated the comprehension problems of second language listeners in a cognitive perspective. She identified real-time listening difficulties faced by 40 Chinese undergraduates and examined their difficulties within the three-phase model of language comprehension proposed by Anderson. (1995). The data were collected from learners self-reports in their diaries, semi-structure interviews and immediate retrospective verbalizations. The data revealed 10 problems that occurred during the cognitive process phases of perception, parsing, and utilization. She also, made a comprehension between two groups, high ability listeners and low ability listeners. Each group consisted of eight students selected according to their grades in a post-instruction standardized proficiency test, the SLEP test of Educational Testing Service 1991. She found that listeners with highly ability and low ability both had a perception problem with recognizing words they knew. Another problem they both shared was parsing problem that they quickly forgot what they thought they had understood. In addition to these two problems, high ability listeners reported a utilization problem that they were often unable to extract the meaning out of the message even if they had understood all the words. On the other hand, low ability listeners reported another perception problem that they often did not hear the next part of a text because they spent too much time thinking about what they had just heard.