A study on the difficulties in teaching and learning English free essay sample

This study has been completed with the help and support of many people. Therefore, I am grateful to all of them. Most importantly, I wish to give my special acknowledgement to Mr. Le Hung Tien, my supervisor, who has made a significant contribution to the success of this research. He shaped me on the path toward being an independent researcher. I also would like to give my thanks for Ms. Le Huong Hoa, my tutor. Dear Ms. Hoa, thank you for your initial ideas of the research topic and your support during the time I was conducting the research. You have invested a lot of energy and valuable time counseling and correcting my study. Without your help and support, I would have been in much trouble completing my study. Working with you, I have learned a lot of valuable knowledge and experiences in doing research. Besides, I would like to Mrs. We will write a custom essay sample on A study on the difficulties in teaching and learning English or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dinh Thi Hoa, lecturer of Faculty of Foreign Languages at Ho Chi Minh University of Industry, who gave me advice on my study. Her advice and guidance helped me overcome difficulties while I was implementing the research. No acknowledgement would be completed without thanking my parents who always encourage and take care about me. Their love and encouragement is priceless, which inspired me so much in finishing this research. I also want to give acknowledgement to my friends who spent their time to help me analyze my paper and provide insightful comments. TABLE OF CONTENTS SUPERVISOR’S REMARKS Grade: Supervisor Assoc. Prof. Dr. Le Hung Tien ABSTRACT The research carried out under the title â€Å"A study on the difficulties in teaching and learning English speaking to non-English major freshmen at Ho Chi Minh University of Industry†. The obstacles in teaching and learning speaking skill are surveyed in some selected classes and observed by the researcher. Interviews are also organized to get supplementary results for the questionnaires. All the quantitative and qualitative methods are conveyed to get data for the research. As the result, teachers and students have different difficulties in teaching and learning speaking skill. In classes, the teachers surveyed meet difficulties with the large size of classes, students’low motivation, students’insufficient English competence, and so on while students meet obstacles such as difficult lessons, teacher’s unsuitable teaching methods, and the worries of making mistakes. In summary, all the difficulties originate from objective and subjective reasons. PART A: INTRODUCTION 1. The rationale of the study: Nowadays, English plays an important role in the society. The number of people English speaking is becoming popularly. Speaking skill is one of the inevitable skills in learning English. Penny Ur (1996:120) noted, â€Å"Speaking seems intuitively the most important in four basic skills†. In fact, through speaking, people can express their opinions, make social contact with others people, establish rapport. In some situation, we use English speaking to give instructions or to get things done. That is also a reason why today more and more people learn to speak English. Most of the learners of English agree that the ability to express themselves freely in communication is the great importance for their future career, especially in modern societies where contacting with foreigners often occurs. However, there still exist many difficulties in learning and teaching English in Vietnam in general and at Ho Chi Minh University of Industry (HUI) in particular. Many Vietnamese learners can write and read English quite well but they cannot speak it correctly and fluently in real-life communication. Surely, there are many reasons for this reality. After teaching the non-English major students especially freshmen at Ho Chi Minh University of Industry for some years, I have recognized some big obstacles which prevent English language teachers and learners in Vietnam from achieving their aims. These obstacles are: large and heterogeneous classes, students’ low level of English language proficiency, students’ low motivation and some others. Unfortunately, this is not only the situation in these universities but also the case for many other colleges and universities in Vietnam. This has given me the desire to conduct â€Å"A study on the difficulties in teaching and learning English speaking to non-English major freshmen at Ho Chi Minh University of Industry† 2. Aims of the study: The research investigates the reality of teaching and learning English speaking skill to non-English major freshmen at Ho Chi Minh University of Industry. The main goal of the research is to identify the difficulties of teacher and students when they deal with speaking skill. 3. Research questions of the study: 1. What are the difficulties of teacher at Ho Chi Minh University of Industry when teaching English speaking to non-English major freshmen? 2. What are the difficulties of non-English major freshmen at Ho Chi Minh University of Industry when learning the English speaking? 4. The scope of the study: Teaching and learning the English speaking skill is a wide field for research. In the scope of this study due to the limited time and knowledge, the study focuses on difficulties in teaching and learning English speaking to the first-year students of non-English major at HUI. 5. Methods of the study: To fullfill the above aims, the investigator has chosen both qualitative and quantitative methods for the study. Data for analysis are gained through the following sources: Survey questionnaires: this method is used to find out the difficulties the teacher and first-year students of non-English major at Ho Chi Minh University of Industry when they learn and teach English speaking. The questionnaires are useful for getting data of the attitudes and behaviors of the teachers and learners when facing these difficulties. It is very convenient for the researcher to conduct the research. Interviews and observation: the methods are significant in getting more qualitative data by getting closer to the objects of the study. Moreover, observation done by the researcher is leading to more objective data and open new perspective of the study. 6. Design of the study: This minor study consists of two parts: Part A- INTRODUCTION: states the rationale, aims, research questions, the scope, method and design of the study. Part B- DEVELOPMENT: includes three chapters: Chapter I -LITERATURE REVIEW: provides theoretical background that is relevant to the purpose of the study. Chapter II -METHODOLOGY: presents the methodology of the study including the research context, methods of study, research design. Chapter III -FINDINGS AND DISCUSSION: deals with the data analysis of two questionnaires designed for English teachers and non-English major freshmen to find out their difficulties in teaching and learning speaking skill. PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1. 1. Speaking Skill: 1. 1. 1. Concepts of Speaking: Speaking is the productive, oral skill. Speaking consists of producing systematic verbal utterances to convey meaning (utterances are simply things people say). According to Carter David Nunan’s book (2001:19), â€Å"speaking is an interactive process of constructing meaning that involves producing and receiving and processing information and it is often spontaneous, open-ended and evolving†, but it is not completely unpredictable. Speaking is fundamental to human communication. Different linguistics has different concepts of speaking but they are all agreeing with this idea. Brown also defines in her book â€Å"speaking as an process of constructing meaning that involves producing, receiving and processing information†, (1994:241). In Brown and Yule’s opinions in teaching the Spoken Language book (1983:236), â€Å"spoken language consists of short, fragmentary utterances in a range of pronunciation†. Usually, there is a great deal of repetition and overlap between one speaker and another. Speaker usually uses non-specific references. They also add that spoken language is made by using the loosely organized syntax, and non-specific words, phrases and filters such as oh, well, uhuh, etc. A comprehensive discussion of the nature of speaking is provided by Bygate (1991:159), who shows that in order to be able to speak a foreign language, it is obviously necessary to have micro-linguistic skills, that is, to understand some grammar, vocabulary and the rules governing how words are put together to form sentences. However, these motor-perceptive skills, as Bygate calls them, are not sufficient since while producing sentences, we often have to adapt them to the circumstances. He then presents the second set of speaking skills: the interaction skills, which involve using knowledge and basic motor-perception skills in deciding what to say and how to say it, while maintaining the intended relation with others. 1. 1. 2. The Role and Status of Speaking in Language Learning and Teaching: As it was implied in the introduction, the skill of speaking has been recently considered by many methodologists a priority in language teaching. Of all the four skills, Ur (1996: 120) concludes, speaking seems intuitively the most important. Most language learners, she adds, are primarily interested in learning to speak. Similar view is held by Nunan, who says that the ability to operate in a second language can be actually equated to the ability to speak that language. Hedge (2000:258) gives the evidence that speaking has recently obtained, at least from textbook writers, the attention it deserves: â€Å"Learners need to develop at the same time the knowledge of grammar, vocabulary, functional language and communicative skills. Attention to the systems of language is crucial, but the development of fluency and contextual appropriate are equally important goals†. The reasons for learning to speak competently are formulated as follows: Learners may need the skill to establish and maintain relationships, to negotiate, to influence people. Speaking is the skill by which learners are assessed when the first impression is formed in Hedge’s book (2000: 261). 1. 2. Difficulties in Teaching and Learning to Speak English Skill: 1. 2. 1. Difficulties from Teacher: There is no learning without teaching. So as a tool of implementing teaching plans and achieving teaching goals, teacher talk plays a vital important role in language learning. Quite a few researches have discussed the relationship between teacher talk and language learning. As Nunan (1991:203) points out: â€Å"Teacher talk is of crucial importance, not only for the organization of the classroom but also for the processes of acquisition. It is important for the organization and management of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans. In terms of acquisition, teacher talk is important because it is probably the major source of comprehensible target language input the learner is likely to receive†. The amount and type of teacher talk is even regarded as a decisive factor of success or failure in classroom teaching. Moreover, to make the process of teaching and learning effective, it is very essential to build a friendly, non-threatening classroom atmosphere which is created on the basis of a close teacher-learner relationship. Therefore, inappropriate teacher pedagogical practices through not only classroom teacher talk but also classroom teacher-learner relationship have also been seen as a major contributor to the difficulties in teaching speaking skill. 1. 2. 2. Difficulties from Students: In speaking class, besides the active learners, some learners feel shy or afraid to speak or express their ideas, especially when students are being asked to give personal information or opinions. Maybe students fear to lose face in front of their classmates. Referring to this problem, David Nunan noted in his book (1999:231), â€Å"In the recent informal survey that I carried out with colleagues, reluctance to speak on the part of student was seen as their biggest challenge†. In the speaking activities, pronunciation plays an important role; it is the way for students to produce clearer language when they speak. If they pronounce wrong, no one can understand what they want to say. Howatt talked about this problem in Ronald Carter and David Nunan’s book (2001: 14), â€Å"it was essential that the learner’s pronunciation should be correct before moving on to texts†. Besides that, the local accent is also another reason so that they need to practice the right pronunciation. They must follow a standard accent to pronounce exactly. â€Å"Another aspect of speaking that is particularly relevant for second language speakers concerns whether or not the speaking is planned or spontaneous† (David Nunan, 2001:227). With speaking performance, students often have mistakes on grammatical points such as word using, tense and sentence structure because there are differences on structure, tenses, and word order between English and Vietnamese. â€Å"Thus, to speak a language, one must know how the language is used in a social context† Richards Renandya (2002:206). Being influenced by the mother tongue, learners sometime cannot use word appropriately and speak English like native speakers because each language has its own rules of usage. That is the main reason preventing students’ ability of English speaking. There are some situations happening in classroom. Teachers give students a topic to speak, but they cannot present the topic. The reason for this problem is that students do not have enough knowledge, vocabulary or they are not major in this topic. When students do not have idea to express the topic, it can be easy for students to feel boring in speaking class. Therefore, in order to improve the speaking skill, students not only understand the basic knowledge involving in many different fields but also have a large knowledge of vocabulary. As Canale and Swain proposed, â€Å"communicative competence includes grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, which reflect the use of the linguistic system and the functional aspects of communication, respectively†, Richards and Renandya’s book (2002:206). CHAPTER II: RESEARCH METHODOLOGY 2. 1. Method context: 2. 1. 1. Description of the English course for non-English major freshmen and its objectives at Ho Chi Minh University of Industry: The study is conducted at Ho Chi Minh university of Industry. They must spend the first two years learning Basic English. They learn integrated skills (speaking, listening, reading and writing) in a 12 credit course in three semesters. Students learn the textbooks American Headway 1B, American Headway 2A, American Headway 2B. The aim of this course for non-English major freshmen is to develop students’ communicative competence in English. After the course, students are expected to communicate in English at the intermediate level. Students will normally learn English to communicate with other people fluently after finishing their study at Ho Chi Minh University of Industry. 2. 1. 2. Description of the non-English major freshmen at HUI: Most of non-English major freshmen at Ho Chi Minh University of Industry must learn English from the first semester (at the beginning of the first year) to the second or third semester (at the end of the first year). They start at different levels of English and learn different majors such as Electrical, Electronic, Mechanical, Chemical Engineering, Environment, Information Technology, Business Administration, Finance and Banking. Students who have a certain competence of English forget a part what they learned after the long time they prepared for the university entrance examination. 2. 1. 3. Description of the English teachers at Ho Chi Minh University of Industry: Most of English teachers teach English for non-English major students are from Faculty of Foreign Languages at Ho Chi Minh University of Industry. Most of them graduated from some institutions or universities of training teachers of English such as Ho Chi Minh University of Pedagogy, University of Social Sciences and Humanities, or other universities in Australia, Canada and English. The qualification status of teaching contingent is that 2-3% has doctoral degree, 85% has MA degree and the rest are postgraduates. Most of the teachers are enthusiastic and active in teaching. The frequent meeting or discussions on how to improve the teaching and learning quality are held to get new ideas about changing teaching and learning methods as well as adapting materials appropriate to students. 2. 2. Methods of study: The study employs both quantitative and qualitative research methods. This is, according to Wisjer. G (2001:138) â€Å"a common approach†. Questionnaires are used as a kind of quantitative method of study to collect information from teachers and students. The questionnaires include both closed and open-ended questions which give teachers and students chance to express their opinions on the difficulties of teaching and learning English speaking skill. Besides that, interviews and group observation are used to get quantitative data for the study. Their in-dept thinking noted during the interview will help the researcher have more sights looks into the study issue. Moreover, observations give a condition for the researcher to check whether the teachers and students do what they say in the lessons. 2. 3. Research design: 2. 3. 1. Sample and sampling: The data of the study is collected from two main sources: survey questionnaires and interviews. The survey questionnaire is conducted among 15 teachers who have from 3 to 10 years in teaching English to non-English major students at Ho Chi Minh University of Industry. The questionnaires for non-English major students are delivered to 150 students learning in three groups. They are first-year students who are taking part in a second semester of their English course. 2. 3. 2. Research Instruments: The data for the study comes from both a quantitative method called survey questionnaires, and two qualitative methods mainly interview and group observation. 2. 3. 3. Data analysis: Data analysis is not only the process of reading out the data collected but the process of interpreting data under the viewpoint and experience of the researcher. The analysis will bring a lot of suppositions in the research question into light. These results will be presented in forms of tables and chart that help to compare different viewpoints of teachers and students on the research problems. CHAPTER III: FINDINGS AND DISCUSSION This part will deal with the data analysis of two questionnaires designed for English teachers and non-English major freshmen to find out their difficulties in teaching and learning English speaking skill.

What are the key features of Cognitive Behavioural Therapy Essay Example

What are the key features of Cognitive Behavioural Therapy Essay Example What are the key features of Cognitive Behavioural Therapy Paper What are the key features of Cognitive Behavioural Therapy Paper In the first century AD, the Stoic philosopher Epictetus observed that people are not disturbed by the events that happen, more so by the view that they take of them (Woolfe and Dryden, 1996). The view a person takes of an event depends on their chosen orientation, and their orientation is influenced by their beliefs about their self in relation to the world (Woolfe and Dryden, 1996). This is the theoretical origin of contemporary Cognitive Behavioural Therapy, one of the major orientations of psychotherapy deriving from cognitive and behavioural psychological models of human behaviour (Grazebrook and Garland, 2005). The earlier of the two approaches was behaviourism, created by JB Watson in 1919 when academic psychology was in its infancy. Watson believed psychology need only concern itself with overtly observable phenomena, not invisible thoughts and images (McLeod, 2003). One of the primary theories pioneered by behaviourists such as Skinner, Watson, Pavlov, Tolman and Thorndike was that all behaviour and beliefs must be learned, and controlled laboratory experiments proceeded to discover how they were learned (McLeod, 2003). Pavlovs (1927) Classical Conditioning model and Skinners (1938) Operant model of learning (Gross, 2005) were the first attempts made to turn behaviourism into therapy and provided the rationale for the Systematic Desensitisation Technique (McLeod, 2003) devised by Wolpe in 1958 (Gross, 2005). However, Tolman (1948) ran a series of experiments with laboratory rats and a maze, which led him to believe they had created a mental map of the maze introducing the study of internal mental events (or cognitions) to behaviourism (Gross, 2005). This new interest in cognition eventually led to the cognitive revolution and the limitations of the stimulus response analysis of human behaviour had in effect been reversed as the fixation of the introspectionists with inner, mental events or cognitions returned to govern psychology once again. This time however, allied to more sophisticated research methods than naive introspection (McLeod, 2003). During the 1960s and 1970s, two pioneering psychologists of psychoanalytic background, Ellis and Beck (respectively) became increasingly aware of the importance in the way the clients though about themselves. Ellis had evolved a more active style of therapy than the associated Cognitive therapy, which over time was renamed several times, but most recently known as Rational Emotive Behaviour Therapy (REBT). High levels of challenge and confrontation during therapy enabled the client to scrutinise their irrational beliefs or crooked thinking, which Ellis believed stemmed from seeing life in terms of musts or shoulds which he claimed were invariably exaggerated or overstated and the cause of most emotional problems (McLeod, 2003). Elliss (1962) ABC model of human disturbance has made a great impact on the progress and current popularity of cognitive-behaviour therapy (De Bernardi and Wirga, date not known). The A stands for the Actualising event. C stands for the emotional or behavioural consequence and between A and C comes B, the beliefs about the event. Events and the emotional consequences are determined by the belief about the event rather than the actual event (McLeod, 2003). Beck (1976) in his story of his conversion to cognitive therapy explained how after years of working in the psychoanalytic tradition, he was struck by the impact of the patients cognition on his feelings and behaviour. His theory postulates that incorrect habits of interpreting and processing date are learned during cognitive development. The basic concepts of cognitive therapy are fundamentals of contemporary CBT. The first of these concepts is that of schemas, cognitive structures of peoples fundamental beliefs and assumptions which can be adaptive of maladaptive (Nelson-Jones, 2006). Second are Modes, networks of cognition that interpret and adapt to ongoing situations (Beck and Weishaar, 2005). Another is that of cognitive vulnerability, humans cognitive frailty unique to each individual and based upon their schemas (Nelson-Jones, 2006). Dysfunctional beliefs embedded in to schemas contribute to another basic concept called cognitive distortion (Nelson-Jones, 2006). Becks Cognitive Distortion Model (1976) is the best known model of cognitive processing used by cognitive behavioural therapists. Perceptions of events become highly selective, egocentric and rigid when they perceive a situation as threatening causing impairment to the function of normal cognitive processing (McLeod, 2003). .Beck (1976) identified many different kinds of cognitive distortion including; arbitrary inference, selective abstraction, overgeneralisation, magnification, minimisation and personalisation (McLeod, 2003). Beck described self critical cognitions as automatic thoughts, one of the keys to successful therapy. Automatic thoughts reflect schema content, deeper beliefs and assumptions which are less accessible to awareness (Nelson-Jones, 2006). Acquisition of schemas, automatic thoughts and cognitive distortions and the associated vulnerability to psychological distress, is the result of many factors such as; evolutionary, biological developmental and environmental. Many of these are common across individuals, however, each person has their own unique variations (Nelson-Jones, 2006). The therapeutic goals of cognitive therapy are to re-energise the reality testing system (Nelson-Jones, 2006). Also, to teach the client adaptive meta-cognition, which is the ability to change oneself and environment in order achieve therapeutic change (McLeod, 2003). This concept is central to the work of Ellis and Beck and has been widely researched in developmental psychology. Another therapeutic goal in cognitive psychology is to enable the client to become their own therapist, by providing skills for problem solving for example. Ellis (1962) and Beck (1976) led the way for many other clinicians and writers within the cognitive behavioural paradigm to further develop this (historically, most recent) approach to counselling with yearly contributions of new ideas and techniques being added (Dryden and Golden, 1986: Dryden and Trower, 1988; Dobson, 1988, Freeman et al, 1989). The term Cognitive Behavioural Therapy (CBT) is now used to refer to behaviour therapy, cognitive therapy and to any therapy based upon the pragmatic amalgamation of the ideology of both cognitive and behavioural theories (Grazebrook and Garland, 2005). There are many facets to contemporary CBT as a result of the previously mentioned mass of regular contributions of new ideas and theories. There are however some key features comprehensively laid out by Grazebook and Garland (2005) as follows. CBT is based on scientific principles which research has proven effective for a wide variety of psychological disorders. A therapeutic alliance is formed between the client and counsellor to gain a shared view of problems in relation to the clients thoughts, feelings and behaviour, usually in relation to the here and now. This usually leads to the agreement of personalised and time limited therapy goals and strategies which the counsellor will continually monitor and evaluate with the client. The outcome of therapy is to focus on specific psychological and practical skills, through reflection and exploration of the meaning attributed to events and situations, and the re-evaluation of those meanings. The treatments are intrinsically empowering, aimed at enabling the client to tackle their problems by employing their own resources. Acquiring and using such skills is seen as the main target, the active component being promotion of change, in particular using homework to put what has been learned into practice between sessions. The client will hopefully accredit the improvement in their problems to their own efforts, with their alliance with the counsellor (Grazebook and Garland, 2005). One of the main differences between CBT and person centred therapy (PCT) is the therapeutic relationship between counsellor and client, which in cognitive behavioural therapy is characterised more as a psycho-educational rather than a medical one (McLeod, 2003). Less attention is paid to the quality of the relationship than to the technical aspects of the therapy although it is not believed to be unimportant. In CBT its is taken for granted that the relationship is necessary, Beck et al (1979) did stress the importance of warmth, accurate empathy and genuineness, but it is not believed to be sufficient to provide therapeutic change (Woolfe and Dryden, 1996) as professed by Rogers (1957) in his proposal of the six necessary and sufficient conditions for therapeutic change. In CBT there is a Therapist Client Rating Scale (Bennun et al, 1986) where the client can rate the therapist on three factors, positive regard/interest, activity/guidance, and competency/interest. The positive regard is one of Carl Rogers conditions, however, Rogers believed that the clients self-concept was affected by a lack of unconditional acceptance in life. The crucial aspect of UPR in person centred therapy is that the client more explore and express freely, without feeling they must do anything in particular to meet any specific standards of behaviour to earn positive regard from the therapist (Mulhauser, 2007), however, CBT is less concerned with insight and relinquishes the endless search for past hurts and teaches the client how to prevent negative thoughts from creeping into their minds (Langerth, 2007) through set tasks, agendas, and homework assignments (Nelson-Jones, 2006), Another difference between the two approaches is the lesser appreciation of the impact that the counsellors self has on therapy, and cognitive behavioural therapists are not expected to undergo personal therapy, even though the approach allows confrontation and challenging of the client (McLeod. 2006). The basic tenet of the CBT approach is to change the clients thinking which results in a change of behaviour and feelings, when this is directed by the therapist rather than self-directed (as in PCT) there are recurring themes in CBT of management, control and monitoring, particularly from the behavioural origins emphasising operant and classic conditioning (McLeod. 2006). An important task for early behaviourists was to discover how behaviour is learned. McLeod (2005) suggests that this might be due to the coinciding growth of the American advertising industry and the consequent need to control and manipulate consumer behaviour. Interestingly, Watson himself left his academic life to become an advertising executive (McLeod, 2003). In contrast, person centred therapy notes from the outset that the client is their own best authority the focus of PCT is always on the clients own feelings and thoughts, as opposed to judgement by the counsellor through diagnosis or categorisation (Mulhauser, 2007) such as Persons (1993) conceptualisation involves the counsellor devising a mini-theory of the clients problems (McLeod,2003). PCT typically does not give advice or interpretations as Rogers believed that people are trustworthy with a great potential for self awareness and self-directed growth (Cooper, 2007). Ellis (1973) actually claimed that there were virtually no legitimate reasons for a client to be upset, emotionally disturbed or hysterical, regardless of any psychological or verbal stimuli impinged on them. The implications for the therapeutic relationship when the counsellor believes the client is irrational might be considered concerning, by person centred counsellors or theorists who encourage clients to encounter themselves and become more intimate with their own thoughts, feelings and meanings (Mulhauser, 2007). Person centred counsellors aim to help the client develop a framework for understanding life, rather than aiming to fix people like Ellis implies (McLeod, 2006). The efficacy of CBT is a further contrasting aspect, as the approach prides itself on how its effectiveness is amply confirmed in research literature (McLeod, 2006). The philosophy of the Scientist-Practitioner model (Barlow et al, 1984) stresses therapists should integrate ideas of science with their practice, which through a wide array of techniques will provide counsellors with a rewarding sense of competence and potency (McLeod, 2003). CBT maintains a healthy respect for the value of research as means of improving practice, enabling practitioners to be critical and questioning, learning constructively from their colleagues (Woolfe and Dryden, 1996). Person centred therapy however has a developed a reputation for being research aversive and counsellors steer from using evaluation tools on their clients or categorising them by predefined diagnostic measures. The NICE guidelines for mental health and behavioural conditions also indicate little evidence of controlled research on person centred therapy (Cooper, 2007). Cognitive behavioural therapy is brief and time limited, structured and directive in form, whereas person centred therapy is long term, non-directive and the client is the expert. CBT is problem/solution orientation and based on an educational model where homework is the central feature. PCT could be considered simply problem focused, based on feelings and emotions rather than thoughts and behaviour. A sound therapeutic method is necessary but not entirely sufficient in CBT, in contrast to Rogers claim of the relationship and unconditional positive regard being sufficient to provide therapeutic change. The Socratic method of questioning is a key feature of both CBT and PCT, using guided questioning to promote a change in self perception in order to achieve what is after all the main aim of both approaches to make the clients life happier and more satisfying.

Two Factors That Contribute to Global Warming Essay

Two Factors That Contribute to Global Warming - Essay Example Structure, Organization, Clear Thesis is my instructor’s the most concerning parts. It might look complicated but it’s actually quite simple just keep in mind that each body paragraph has to start with the topic sentence and end with conclusion sentence. Â  The earth’s surface temperature has been increased around 0.750 C during the last century ending in 2005, as per the statistics collected by the scientists. It is likely to rise further 1.1 to 6.40 C during the twenty-first century. Studies showed that warming and sea level rise may continue for more than 1000 years even if we manage to stabilize the greenhouse gas levels. Increased global temperature can cause sea levels to rise, increased extreme weather intensities, changes in agricultural yields etc. Though some natural phenomena such as solar variations and volcanoes probably had a small warming effect, scientists unanimously agreed that the major reasons are manmade only. Â  Of course, the invention of fossil fuel has revolutionized the human life. It boosted the industrialization in general and specifically the automobile sector. But nobody was aware of the influence of carbon dioxide (CO2) to the global warming or pretended like that in order to utilize the fossil fuel for the development of the economy. As per nature’s law whatever the CO2 come out from the living things has been neutralized by the absorption of CO2 by the trees and plants. This equilibrium has been broken by the entry of fossil fuel. Its combustion liberates an enormous amount of CO2 to the atmosphere which is not been countered by any other sources. Thus the CO2 percentage in the atmosphere goes on increasing as far as we use fossil fuel and automobiles which is running on petrol and diesel. Â  

Planning Project of PepsiCo in the United Kingdom Assignment

Planning Project of PepsiCo in the United Kingdom - Assignment Example To achieve this purpose, the chosen company is PepsiCo. Inc. which manufactures and markets diverse brands. The origin of Pepsi Cola was traced from the talent of Caleb Bradham, a New Bern, North Carolina pharmacist more than 120 years ago. Together with Coca-Cola, these two soft drinks manufacturer has revolutionized the beverage industry through their concoction of carbonated soft drinks (CDS), defined by Canadean (2010) as beverages that include sweetened, non-alcoholic drinks containing carbon dioxide (par. 1). The British Soft Drinks Association (BSDA) (2010) more comprehensively defined carbonates as â€Å"ready to drink including draught dispense; home dispense; regular including sparkling juice; low calorie and zero calorie; cola; lemon including lemonade; lemon-lime; mixers including tonic and bitter drinks; orange; shandy; others including other carbonated fruit flavours, energy drinks, sparkling flavoured water, health drinks and herbal drinks† (British Soft Drinks Association (BSDA) 2010, 9). In the UK, PepsiCo. started operations in 1953 and the Pepsi Max brand was firs t marketed in 1993 (PepsiCo UK & Ireland 2011). believe we should be known not just for the financial results we generate but also for the imprint we leave on society as a whole† (PepsiCo UK & Ireland 2011). To achieve this purpose, the organization designed and implemented strategies that focus on healthier products, protecting the environment, and providing holistic support for personal and professional growth for their people. As such, PepsiCo UK aims to transform their core business into providing products with potential health benefits and ensure that they would be catalysts of change in UK’s food and beverage industry (PepsiCo UK & Ireland 2011). Accordingly, the future thrusts of the organization are to lead in the promotion of healthy products by producing and delivering balanced amounts of fruit, vegetables, wholegrain, fiber, and other positive nutrients and food groups  (PepsiCo UK & Ireland 2011).

Law Assignment Example | Topics and Well Written Essays - 1750 words

Law - Assignment Example Answer: the Florida State Court would have jurisdiction over the civil case if the complaint filed was for tort and the amount of damage is $5,001/$15,000 and the parties have sufficient contact with the state of Florida. a.) Answer: The Court acquires personal jurisdiction over the plaintiff through the pleadings filed such as complaint and serve the defendants the summons and copy of the complaint. The court has jurisdiction over the person of the plaintiffs since they are residents of the state and they have connection to the geographic area on which the court sits. b.) Answer: State Court acquires jurisdiction over the defendant by serving him the summons and complaint. Ureta 2 c.) Answer: The court acquires personal jurisdiction over Crete Carrier Corp., the Lincoln, Neb., trucking company by serving it the summons and copy of the complaint and by the application of the long arm statute. 5. Answer: The principal, which is the Crete Carrier Corp., the Lincoln, Neb., is primarily liable because under the agency law, the principal is liable for all the acts of the agent which are within the authority usually confided to an agent of that character, notwithstanding limitations, as between the principal and the agent, put upon that authority. The driver was acting within the authority confided to him by the principal when the accident happened. 6. Answer: As an independent contractor, the driver of the truck is primarily liable because the employer has no control how the work is done provided the result was delivered to him. 7. Answer. a. the plaintiffs can collect the entire judgment from either defendant 8. Answer: Punitive damages are in order in this case for this is a tort case of a highhanded nature. 9. Answer: a. The plaintiffs would divide the punitive damages among themselves. 10. a. yes Explanation: In cases of accident, the defendant may be sued criminally and civilly. In the tort case, the defendant is liable for damages while in criminal case, he is liable for the deaths of the 7 children. b. Answer: No Explanation: The trucking company, which is a corporation may only be civilly sued by the plaintiffs in order to recover damages. A corporation cannot be held criminally responsible for any tortuous act of its employee’s for it cannot be put to jail. Ureta 3 PART B Section 1. Article Identification: Title of the Article: State investigates Slope accident that crushed worker (PINNED: Alaska West Express worker, Fay, suffers crushed chest) Name of Publication: Anchorage Daily News retrieved from http://www.adn.com/2009/11/02/997243/state-investigates-slope-accident.html Date of Publication: November 2, 2009 Article Summary Just before midnight of October 27, 2009, a worker of Arctic Slope Regional, Inc., named John Fay was pinned between a tractor truck and a semi-trailer. An employee of Alaska West Express Inc. a trucking subsidiary of the Anchorage-based Lynden Inc drove the truck. Arctic Slope confirmed that Fay who rem ained in critical care at Providence Alaska Medical Center works for the company. Preliminary information gathered was that the truck either backed into John Fay or ran him over. It operates divisions in petroleum refining and marketing, government technical services, energy services and construction. It was not immediately clear what division of the company Fay worked for but Steve Standley, chief of enforcement at Alaska Occupational Safety and Health, said preliminary reports are that he was a laborer. Section 2: Information About the Type of Case State

How Could Religion Cause Violence Religion Essay

How Could Religion Cause Violence Religion Essay How could religion cause violence? Almost all religions around the world are based on love, peace and order. They all have certain rules and principles that hold love, peace, and order together within a society, but as the widely known saying states: Rules are meant to be broken; many people twist and misinterpret the sacred texts like the Bible, the Quran, the Torah, etc. Even though religions around the world are considered to be peaceful and harmless, still every single religion in the world and its texts have been misunderstood or misinterpreted. The results of this are motivation and justification for violence. This essay will explore the various causes for violence in the religions around the world, and it will closely discuss that violence is, in fact, caused by the people who practice religion, instead of religion itself, influenced by other factors outside of it. Religion does posses a potential for extremism because it deals with extreme things. People can compromise with small disputes over borders and territory, but people cannot compromise with the will of God since it is absolute. However, religion should be based on love, but it can quickly be transformed into the opposite-hatred. It is the same as the passionate love between a man and a woman can be transformed into murderous jealousy. Often enough religion has been viewed as the prime suspect for violence between ethnic groups or within them. Religion can cause violence by misinterpretation of the messages that the sacred texts are supposed to send, and a lot of the sacred texts are, in fact, misinterpreted and because of that, extremists find inspiration and justification that it is in their religion that they have to exercise violence upon others (Hitchcock). A lot of the ancient and modern, major conflicts are considered to be connected to religion in some way. Any religion can be used as an excuse for violence. For example, The Crusade Wars resulted in a lot of bloodshed on both Christian and Muslim sides of the mass conflict. Jews have committed genocide over nations for the sole reason to fulfill their cause. The war in 1991 in Yugoslavia pitted Catholic, Orthodox Christians, and Muslims against each other in a very bloody war. Violence in religion even exceeds conflicts between different ethnic groups; it also happens within the same ethnic groups. In Burma, thousands of monks are being tortured and executed. Also during the Christian Reformation thousands of people were killed because of their religious beliefs. All of the followers of these religions believed that they were doing the right thing by going to war to protect their religion, eradicate the heretics or non believers, or to gain control over the holy land (Hopfe). On the contrary, every religion in the world is a peaceful one. In not one single religion that exists or existed, in both past and present, preaches violence to solutions of existential problems. In every single one of the sacred texts, the Torah, the Quran, the Bible, the Theravadas and all the others, there are principles and rules that require people to abide by them. These principles forbid murder, stealing, or doing any harm to any human, and sometimes any other being in the world. They are based on justice and impartiality, they dont tolerate terrorism or any other kind of extremism, in fact, they condemn it. In all of the examples that were stated above, it would seem that religious beliefs of people are the reason for major conflicts and various violent acts. That is not the case; in fact, the true reasons violence ever happens are economic, political, and even ethnic disputes. Even in the cultures that religion plays a vital part of everyday life there is nothing like a pure religious conflict. There is always some other outside factors involved. It could never be, and it never has been broad enough to cause terrorism or any kind of extreme violence. People only use religion as a justification for a violence rhetoric or behavior (Cline). For example, economics play a major role in conflicts that are attributed to religion. Many soldiers that fought in the crusades went for the wealth they would acquire from all the plundering they would do, aside from liberating the holy land from the Muslims. The Muslims, on the other hand, they can also be seen fighting for the economic perspective. They fought to preserve their recently conquered land, to protect and harvest the resources from it and collect taxes from the people that live there. So if the sole reason people go into these conflicts is their economic gain, than when the economic factor is taken out of the equation, people wont have anything to conflict about; the justification would be removed. So this same example should be considered for religion also. Even if religion is not the factor, it could still be called a religious conflict, if justifications are provided by religion. The existence of other factors means that the removal of religion might not end the conflict, but the removal of the primary justifications and explanations would have to make significant changes in how the conflict is understood and pursued, not to mention its ultimate goals (Cline). This means that religion is only the justification for a conflict, and when religion is removed from a conflict the real reasons are exposed; the reasons like hatred and greed for power and wealth. In fact, just because a lot of the people who engage in violence, like warfare and terrorism in the world happen to be religious, or claim any kind of religion and religious doctrines as their reasons for acting, doesnt necessarily mean that religion caused them to do those things. Indeed, for every violent religious extremist, there are many more people living peacefully aside from them who exercise their same beliefs but just choose to act in a different way. For example, for every violent Al Qaida Muslim terrorist in the world, there are many more innocent, Muslim people simply trying to go about their lives, and if they sympathize with Al Qaida, they are not agreeing with any violent extreme, which makes a huge difference in perspective. What about people that say that they act in accordance with their religion and wage holy wars? Even if the people believe that statement, the religious doctrine itself is not the cause of violence; ins tead, the person that acts with that justification is the cause of violence. People wage wars, religions do not. They simply use it as a tool to bring and unite others so they can achieve their personal, egoistic goals. In other words, religion is being used as an excuse by holy warriors that do not tolerate other religions. If they understand any kind of free will or the concept of human individualism, than they will realize that it is not the doctrine, rhetoric or the religion, but it is the individual that is responsible for his or her own actions (Newell). Although religion is still considered to preach peace and love, some of the messages religion sends are misinterpreted by individuals, which is the cause of violence. The biggest reason violence is connected to religion is because individuals that are driven by greed and hatred towards other religions, twist the views of a particular religion, and present their deferred standpoint to others, so by involving God or any other supreme being they would get more followers. It is not the religion or the belief itself, but it is the actions of the individual that cause mass damage and violence between people. If perhaps people actually lived the good principles and not the interpretations of the principles of religion like charity, forgiveness, and personal accountability, the world might, it just might be a better place (Newell).

Solar Energy Essay -- Solar Energy Resources Essays

Solar Energy What do the bubonic plague in the 14th century, the influenza epidemic of the early 20th century and the spread of HIV/AIDS in the late 20th and early 21st centuries have in common? One answer, according to Joel B. Stronberg author of the American Solar Energy Society’s â€Å"Common Sense,† is that they have all been called pandemics. According to Merriam-Webster.com, a pandemic occurs over a wide geographic distribution and affects â€Å"an exceptionally high proportion of the population.† Joel B. Stronberg declares that we are currently facing another pandemic. This pandemic is the combination of the consequences of burning fossil fuels. The two major problems from burning fossil fuels are global warming and decreasing oil supplies. However, Joel notes that there is a difference between this pending pandemic and the pandemics previously mentioned. This pandemic can be prevented. Solar energy is a nondepletable resource that can help us avoid furthering global w arming and decrease our continued dependence on oil. Solar energy is, in the most rudimentary terms, energy from the sun. It can be converted into electricity and heat. Surprisingly, less than 0.1% of our heating, transportation and power energy come from direct sunlight. This is surprising because, according to www.johnbarrie.com, in one single second the sun gives off thirteen million times more energy than the amount of electricity used by the world in an entire year! As we learned during the in-class presentation, hydroelectric power produces about 100 kilowatts of energy. In contrast, about four thousand MEGAwatts of energy fall on the mere area of 0.3861 sq. mil/1 sq. km. The amount of energy that falls on this meager area is enough energy to heat and light ... ...rce to help better our world as a whole and improve our individual quality of life. Works Cited "Energy Kids Page." Solar Energy-Energy from the Sun. Oct 2004. Energy Information Administration. 20 Apr. 2005 <http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html>. "Glossary." John Barrie Associates Architects. 20 Apr. 2005 <http://www.johnbarrie.com/glossary.htm>. "Solar Energy Facts." Solar Energy Facts Answers. JC Solar Homes. 20 Apr. 2005 <http://www.jc-solarhomes.com/solar_energy_facts.htm>. "The Forum for Solar Energy." Solar Collectors: Different Types and Fields of Application. 09 2004. The Solar Server. 20 Apr. 2005 <http://www.solarserver.de/wissen/sonnenkollektoren-e.html>. Stronberg, Joel B. "A common Sense Solution." Solar Today. 18 Apr. 2005 <http://www.solartoday.org/2005/march_april05/Common_Sense.htm>. Solar Energy Essay -- Solar Energy Resources Essays Solar Energy What do the bubonic plague in the 14th century, the influenza epidemic of the early 20th century and the spread of HIV/AIDS in the late 20th and early 21st centuries have in common? One answer, according to Joel B. Stronberg author of the American Solar Energy Society’s â€Å"Common Sense,† is that they have all been called pandemics. According to Merriam-Webster.com, a pandemic occurs over a wide geographic distribution and affects â€Å"an exceptionally high proportion of the population.† Joel B. Stronberg declares that we are currently facing another pandemic. This pandemic is the combination of the consequences of burning fossil fuels. The two major problems from burning fossil fuels are global warming and decreasing oil supplies. However, Joel notes that there is a difference between this pending pandemic and the pandemics previously mentioned. This pandemic can be prevented. Solar energy is a nondepletable resource that can help us avoid furthering global w arming and decrease our continued dependence on oil. Solar energy is, in the most rudimentary terms, energy from the sun. It can be converted into electricity and heat. Surprisingly, less than 0.1% of our heating, transportation and power energy come from direct sunlight. This is surprising because, according to www.johnbarrie.com, in one single second the sun gives off thirteen million times more energy than the amount of electricity used by the world in an entire year! As we learned during the in-class presentation, hydroelectric power produces about 100 kilowatts of energy. In contrast, about four thousand MEGAwatts of energy fall on the mere area of 0.3861 sq. mil/1 sq. km. The amount of energy that falls on this meager area is enough energy to heat and light ... ...rce to help better our world as a whole and improve our individual quality of life. Works Cited "Energy Kids Page." Solar Energy-Energy from the Sun. Oct 2004. Energy Information Administration. 20 Apr. 2005 <http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html>. "Glossary." John Barrie Associates Architects. 20 Apr. 2005 <http://www.johnbarrie.com/glossary.htm>. "Solar Energy Facts." Solar Energy Facts Answers. JC Solar Homes. 20 Apr. 2005 <http://www.jc-solarhomes.com/solar_energy_facts.htm>. "The Forum for Solar Energy." Solar Collectors: Different Types and Fields of Application. 09 2004. The Solar Server. 20 Apr. 2005 <http://www.solarserver.de/wissen/sonnenkollektoren-e.html>. Stronberg, Joel B. "A common Sense Solution." Solar Today. 18 Apr. 2005 <http://www.solartoday.org/2005/march_april05/Common_Sense.htm>.

Aspects of the NASW Code of Ethics

In the â€Å"Code of Ethics† for the Social Work Profession there are six Ethical principles that apply to everyone in the profession. It is important for all social workers to know the values that are listed in the Ethical Principles of the Code of Ethics for the Social work Profession. Values are a societies system of beliefs, principles, and traditions that define and influence behaviors and practices among people. It is important for all social workers to know the values that are listed in the Ethical Principles of the Code of Ethics for the Social work Profession. The ethical principles include service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. Service is a very important value that is listed in the Ethical principles in the Social work Code of ethics because a social worker’s primary goal is to help those people who are in need and to address to common social Problems. A social worker has to gain knowledge, values, skills, and methods in order to help other people in need of services and to address social problems that often arise. As a social worker it is crucial for me to gain enough knowledge, identify my values as well as the profession of social work’s values in the Code of Ethics, skills, and methods so that I will be able to efficiently help other people in need and to address the common social problems in my society. Social Justice is another very important value that is listed in the Ethical Principles of the Social Work Code of Ethics because Social workers strive for change on behalf of those who are oppressed by society. Social workers strive for equality for opportunities for all people of society. As a Social Worker it is important for me to stand beside those people who are oppressed by society and to help give them the same opportunities as others in their society. I will have to strive for change of those who are oppressed because they deserve the same opportunities as everyone else in their community. Another important value in the Code of Ethics of the Social Work profession includes Dignity and Worth of the Person. It is crucial for Social Workers to treat all of their clients equally. A Social Worker must treat all people with the same respect no matter what their culture, ethnicity, or their situation may be. As a Social Worker I will have to be aware that my clients may have a different culture, religion, ethnicity, and many other differences than me but I still have to be able to provide the same services equally. As a Social Worker I will have to give respect to all of my clients. The Value of Importance of Human Relationships is also very important to the Profession of Social Work because it is important for all Social Workers to recognize how important human relationships are to people in society. Social Workers have to be aware that relationships among people are important for change. Social Workers try to strengthen relationships for their clients and the people in their clients’ lives in an effort to promote, restore, maintain, and to help enhance the wellbeing of their clients. As a Social Worker, I will be responsible to help my clients’ restore and maintain positive relationships between people, family, friends, and communities in an effort to promote positive change in society. Integrity is one of the most important values listed in the Code of Ethics for the Social Work Profession. Social workers have to prove to be trustworthy by being honest and responsible. In order for me to be an effective Social Worker my supervisor and clients have to know that I am trustworthy, responsible, and honest. As a social worker I will have to respect my clients’ rights to confidentiality in order to prove that I am trustworthy. Once a Social worker loses a clients’ trust it is very difficult to gain it again so it is crucial for a Social Worker not to break the trust of their clients. Competence is another very important value that is listed in the Social Work Profession’s Code of Ethics. Social Workers should only work in areas in which they are comfortable, and knowledgeable in. If a Social Worker is not knowledgeable or comfortable in then it is extremely difficult for them to identify what resources are available and what is needed in order to help a client. As a Social Worker it is important to gain knowledge to be able to work in many different fields. As a Social Worker I have already identified what fields I want to concentrate on the most but if by some chance I should happen to work in a different field of the profession I will gain the knowledge for that specific position and I will seek the help of superiors and advisors of the Social Work Profession. Along with the values listed in the Ethical Principles in the Social Work Profession’s Code of Ethics are the Social Workers’ Ethical Responsibilities to Clients in which there are sixteen listed in the Code of Ethics. The ten that I have Chosen I believe are the most important in order to be efficient Social Worker. The ten Ethical Responsibilities in which I have chosen include Commitment to Clients, Self Determination, Informed Consent, Competence, Privacy and Confidentiality, Access to Records, Physical Contact, Sexual Relationships, Derogatory Language, and Termination of Services. All of these Ethical Responsibilities to Clients are I believe to be essential in order to be a professional Social Worker. A Social worker has to have commitment to their Clients because their primary responsibility is to ensure and to promote the wellbeing of their clients. It will be my responsibility as a Social Worker to know the wellbeing of all of my clients and to know what is in their best interest. I will also need to prove my loyalty to my clients but I will also have to inform all of my clients’ that as a Social Worker I have certain legal obligations in which I have to abide by as well. Another very important Ethical Standard in the Social Work Professions Code of Ethics includes the client’s right to Self Determination. Social Worker has to respect their clients’ rights to self determination and assist them in their efforts in identifying, pursuing, and accomplishing their goals. Self Determination allows clients to make their own decisions for what they want to do in life with the assistance of a Social Worker to guide them through the process as long as it is lawful, and poses no threat or risks to the client. As a Social Worker I will need to be able to help my clients’ identify, pursue, and accomplish their goals. Informed Consent is a very important ethical standard listed in the Social Work Profession’s Code of ethics as well because a Social Worker is only supposed to provide services in a professionally based relationship. Social Workers are responsible in using clear, easy to understand language to inform their clients of the purpose of services, risks, limitations, requirements, and other important notices as well. Social Workers must give their clients time to ask questions about the services they are applying for as well as answering those questions. It is extremely important for clients to be able to understand what services they qualify for and the requirement of those services. As a Social Worker I will have to use clear language while speaking to my clients so that I can gain their Informed Consent after they understand what they need in order to qualify for a service. I will have to allow time for my clients to ask questions about the service in which they are applying for so that they fully understand the requirements. Competence s a very important Ethical responsibility because a social worker should only provide services within the boundaries of their own knowledge, training, certification, and license. A social worker should not work in any environment in which they are not qualified for because then they cannot fully provide the services in which may be needed due to their lack of e xperience. Privacy and confidentiality is very important to a Social Worker’s Clients’. As a social worker it is very important to respect a client’s privacy. It is highly unethical to exploit and share a client’s personal information to anyone in which the client had trusted you with. The only time it is important to share a client’s information is if it is needed to provide services. I believe that Privacy is important to the client due to their willingness to confide and trust you as a social worker. It is very important for clients to have access to their records. It is up to the social workers to determine just how much of the clients’ records are available to them. A social worker has to protect their clients from mental harm by denying access to certain parts of the records and to interpret the records for their clients. A Social Worker is advised to not have physical contact with any of their clients. Physical contact can cause psychological harm as well as misinterpretation to clients. It is up to the social worker to set up boundaries between themselves and their clients. Derogatory Language is very unprofessional and should not be used by Social Workers in front of their clients. A social worker is encouraged to speak in a respectable way when talking to clients and while on the job. Under no circumstances is a Social Worker to have Sexual Relationships with previous or current clients. A social worker may not have sexual relations with anyone to which the client is related to either. Not only is it unprofessional for a Social Worker to have Sexual relations with their clients’, it is also wrong and could cost them their job. Before a Social Worker can Terminate Services to a client they should not abandon a client who is still in need of services. It will be up to me as a Social Worker to assess which clients still need my services and which ones I think are self sufficient and no longer need my services. If I leave my position to seek another opportunity it will be my responsibility to inform my clients upon my departure.

Definition and Examples of Testimony in Rhetoric

Definition and Examples of Testimony in Rhetoric Testimony is a  rhetorical term for a persons account of an event or state of affairs. Etymology: from the Latin, witness Testimony is  of various kinds, said  Richard Whately in Elements of Rhetoric (1828), and may possess various degrees of force, not only in reference to its own intrinsic character, but in reference also to the kind of conclusion that it is brought to support. In his discussion of testimony, Whately examined the distinctions between matters of fact and matters of opinion, noting that there is often much room for the exercise of judgment, and for difference of opinion, in reference to things which are, themselves, matters of fact. Examples and Observations Four out of five dentists surveyed recommend Trident sugarless gum for their patients who chew gum! -(advertising claim made by Trident chewing gum)No wonder so many doctors now smoke and recommend King-Size Viceroys. -(advertising claim made in the 1950s by Viceroy cigarettes)One of the Soviet Georgias senior citizens thought Dannon was an excellent yogurt. She ought to know. Shes been eating yogurt for 137 years. -(advertising campaign for Dannon Yogurt)Extrinsic Proof as Testimony-  I define testimony as everything that is brought in and secured from some external circumstance for the purpose of gaining a conviction. The best witness, therefore, is one who has, or is perceived by the jury to have, authority. -(Cicero, Topica, 44 B.C.)- Cicero stated that all extrinsic proofs rely chiefly upon the authority granted by the community to those who make them (Topics IV 24). In other words, Cicero defined all extrinsic proof as testimony. In keeping with Ciceros remark, we might argue that facts are a kind of testimony since their accuracy depends upon the care taken by the person who establishes them as facts and upon his reputation in relevant communities, as well. -(Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students, 3rd ed. Pearson, 2004) George Campbell on Evaluating Testimony (The Philosophy of Rhetoric, 1776)Although [George] Campbell does not provide a detailed discussion of the guidelines to be used in evaluating the reliability of a rhetors testimony, he does list the following criteria that may be used in corroborating or invalidating the claims of a witness: 1. The reputation of the author and the manner of his or her address.2. The nature of the fact attested.3. The occasion and disposition of the hearers to whom it was given.4. The design or motives of the witness.5. The use of concurrent testimony. When these criteria are met, and are consistent with experience, a high level of persuasion may be achieved. -(James L. Golden et al., The Rhetoric of Western Thought: From the Mediterranean World to the Global Setting, 8th ed. Kendall Hunt, 2003)Testimony of Condoleezza RiceOn August 6, 2001, over a month before 9/11, during the summer of threat, President Bush received a Presidential Daily Briefing (PDB) at his Crawford, Texas ranch indicating that bin Laden might be planning to hijack commercial airliners. The memo was entitled Bin Laden Determined to Strike inside US, and the entire memo focused on the possibility of terrorist attacks inside the US. In testimony before the 9/11 Commission, Condoleezza Rice, National Security Advisor to President Bush, stated to the commission that she and Bush considered the August 6th PDB as just an historical document and stated that it was not considered a warning. -(D. Lindley Young, The Modern Tribune, April 8, 2004) Richard Whately on Matters of Fact and OpinionObserving that argument from testimony is related mostly to jurisprudence, [Richard] Whately [1787-1863] observes two kinds of Testimony that can be used to support the truth of a premise: testimony regarding matters of fact, in which a witness testifies to matters verified by the senses, and testimony regarding matters of opinion, in which a witness offers a judgment based on common sense or deduction. As a form of argument from signs, testimony convinces by presenting evidence of an effect from which a cause or condition can be inferred. -(Nan Johnson, Nineteenth-Century Rhetoric in North America. Southern Illinois University Press, 1991)The Testimony of WitnessesContemporary rhetoric includes a kind of testimony that was absent from ancient considerations: statements by persons who were physically present at an event. The authority of proximate witnesses derives not from their wisdom or their professional expertise but from the modern presumption that evidence provided by the senses is reliable and credible. . . .The worth of testimony offered by proximate witnesses must pass several tests. First, a witness must be in a position to observe the events in question. Second, conditions must be such that a witness can adequately perceive an event. Third, the witnesss state of mind at the time must be conducive to her accurate observation and reporting. If this is not the case, her testimony must be modified accordingly. Fourth, in keeping with modern faith in empirical evidence, testimony offered by a proximate witness is more valuable than evidence offered by someone who was not present. -(Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students, 3rd ed. Pearson, 2004) Pronunciation: TES-ti-MON-ee

platos republic essays

platos republic essays A basic outline for the reasoning behind this quotation is that justice should be given to the masses unpleasant class to enable the higher controlling classes who endow justice in return for being kept in a powerful place, however giving justice for the sake of giving justice without any reward for those guardians as in Platos Just City should be let alone at all costs. Using the word Cultivate in this quotation gives the impression that justice is being grown as in a field, surely if this were talking about true justice, justice should be a process that is being implemented or is not being implemented not a process that needs nursing and cultivation. Also the most important word justice which is implied here should be analysed; to be just is to follow the rules and regulation set down by your society. In Platos Republic Thrasymachus argues justice is nothing other than the advantage of the stronger. In each system of government from a dictatorship to a democracy the rules by which the rest of the population is governed is imposed on the members of that state, for example by the king in a dictatorship or the representatives in a democracy therefore whatever government a people has it is the same everywhere, namely, the advantage of the stronger. The concept of justice that Thrasymachus expresses is a relative concept, a concept that changes according to the situation. He finds that there is one kind of justice in a just society and another kind of justice in an unjust society, especially where the individual is concerned. In fact, Thrasymachus argues specifically that force makes right, that the group with the power is the puppet master therefore making the degree of justice determinable by their power. By this thinking it would be fair to assume that being just is applied differently to the individual than to the state, ...

Interview with an adolescent Case Study Example | Topics and Well Written Essays - 2500 words

Interview with an adolescent - Case Study Example She made sure that I went to church regularly and she taught me never to say lies. As for my father he didn’t care about anything like that. Puberty has not been too easy. I get quite annoyed that I do not have proper parents to take care of things because my grandparents are old and yet I have to depend a lot on them and it is very stressful. The interview with Michael’s dad was scheduled for another day. I asked Michael to arrange to meet with his dad at the same pond because it was quiet and peaceful here. Michael had telephoned his father and he arranged to meet us there on Saturday by 11:00 in the morning. From this interview I learned to show restraint in dealing with a young child. I also learned to be patient, understanding and the polite and show a lot of care. Listening to Michael’s story I empathized with him because I could understand the way he felt about his parents. This project gave me a lot of interest and kindled my curiosity. It also helped me to gain experience in engaging in a case history interview. This experience has encouraged me to shed some of my own inhibitions and impatience. The theory part of the project has helped me to gain new knowledge as well as improve my analytical and problem solving skills. Michael’s story made me realize how different parents, dealt differently with their children. In Michael’s case he had parents who were totally different not only in their outlook in life, but also in dealing with their son Michael. Michael seemed to love his mother with all his heart because she had been a kind, loving and understanding mother. But in the case of Michael’s dad he seemed to be aloof and did not seem to like him much because Michael had been a victim where he was concerned. Since Michael’s mother had passed away when he was very young, the parenting style of the father could be taken into consideration. Michael’s father was very strict

Management style Essay Example | Topics and Well Written Essays - 1000 words

Management style - Essay Example Tourism has been a main source of income for many countries. All such countries have set their strategies related to tourism. There are many factors which attract tourists. It includes attractive and beautiful sceneries, historical places and cultural attraction. But other things also influence the market flow of tourism including security, transports facilities in county and accommodation. If tourism business is well planned then it plays very important role in forming popularity of country and respectable image; plus it supports the country’s economy as well. That is why business tourism is an important factor to look upon. Therefore it should be well planned with good strategy. Tourist supply chain means all the people and factors which are involved in giving services and products to consumers (tourist). It involves all those services and factors which influence or run the business of tourism. Either they are direct or indirect they are the part of the supply chain. Private sector services are very important in tourism as they provide extra facilities to tourists and make the tourism plan complete. Private sectors are those sectors which are not run by the government. The main common services a private sector provides in tourism are such as tourist guides, travel agents, motels and accommodations, holiday packages and travel insurances. Government sectors are the main pillar of tourism business as it provides main base to the tourism of any country. They provide security, maintenance and care to tourist sites, make policies related to tourism and provide visa etc. Some government tourist sectors are national and regional tourist boards (NBTs and RBTs), tourist information centers (TIC), and visa and passport offices. Accommodation comes under both private and government sector programs as there are government funded motels and accommodations as well, which usually come under the national tourism schemes and other are private