Interlanguage Theory Essay

It is a well-attested fact that learners commit errors when learning a second language. Errors are in fact considered inevitable in any learning process. For a very long time different authors (Corder, 1967; Richards, 1971; Dulay and Burt, 1972, as cited in Taylor, 1975;) see those errors not only as deviations of the rules but also as important sources for studying the process of learning a target language. The learner’s mental process and rules adopted by them at different stages are evidenced by those errors. (Fauziati, 2011). It is, therefore, the language of the learner that Larry Selinker (1972) would study and name interlanguage. He would consider interlanguage as follows: L2 learners construct a linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the target language. A learner’s interlanguage is, therefore, a unique linguistic system (as cited in Ellis, 1997, pag. 33). This system of the language is evolutional and dynamic, and its grammar is under construction and in constant development. It may have inconsistency errors but it will be changing and developing all the time. Selinker (1972, as cited in Taylor, 1975) claims that interlanguage is not merely the learner target language grammar that is filled with errors due to the learner’s L1 interference but, instead, it is a linguistic system that reflects the learner’s dealing with the deviations of the target language itself. Selinker also states that the perspective of Interlanguage considers the learning strategies which the learner employs in a task despite of their mother tongue or kind of training they receive. According to Selinker (1972), there are a number of processes or strategies that the learner adopts in order to help them acquire the target language. The first one is L1 Transfer, which is a learning strategy where the learner uses their own L1 as a resource. â€Å"[T]he learner transfers their knowledge of their native language into their target language attempts† (Taylor, 1975, p. 393). The second process is L2 Transfer, in which the learner works out the rules of L2 and challenges them. The third process is Overgeneralization; the learner uses an L2 rule in situations in which a native speaker would not use them. This can occur at different levels, namely, at the phonetic level, at the grammatical level, at the lexical level and at the level of discourse. Taylor (1975) defines overgeneralization as â€Å"a process in which a language learner uses a syntactic rule of the target language inappropriately when he attempts to generate a novel target language utterance†. The fourth process or strategy is General Learning Principles; the learner acquires strategies for learning the language, such as association or grouping. However, these strategies are not exclusive to language learning; they can be applied to any other kind of knowledge. Finally, the fifth process is Communication Strategies, which are actions that the learner carries out in order to compensate their lack of knowledge and also to reinforce or optimize communication. Among these strategies are body language, circumlocution, using a general term, resorting to L1, asking for help (the teacher or the dictionary), coining (making up a word) and avoidance. All of these five processes contribute to the development of the L2. Another important characteristic of Interlanguage is Fossilization, which is a term introduced also by Selinker in 1972. It refers to â€Å"the persistence of plateaus of non-target-like competence in the IL† (as cited in Fauziati, 2011, p. 25). Selinker (1972) provides a precise definition for fossilization: [A] mechanism that underlies surface linguistic material which speakers will tend to keep in their IL productive performance, no matter what the age of the learner or the amount of instruction he receives in the TL. (Selinker, 1972: 229, cited in Han, 2002) In other words, fossilization can be described as the interruption of the process of development of interlanguage. Learners are usually expected to achieve progress as their competence advances towards the target language system, and thus it contains fewer errors. However, some errors continue to occur and never disappear completely, and are, therefore, considered as fossilized. That is to say, such errors are permanent and defining characteristics of the learner’s language system (Fauziati, 2011). Among the factors that influence fossilization in the learner’s learning process, there are both external and internal reasons that are worth mentioning. Environment is an external reason that can influence the student’s performance and it can be due to the lack of exposure to the language or probably the level of the course the student is taking is either higher or lower than their level of the language. As regards internal reasons, the learner himself is considered to be a significant influence on their performance. His personality (insecurity, family background, uncertainty), motivation, demotivation and backsliding (the student unlearns things he already knows and goes back to previous stages) contribute to the mechanism of fossilization. Another important point to consider is that of interlanguage pragmatics, which has been defined by some authors, namely, Kasper and Dahl (1991), Kasper (1998) and Kasper and Rose (1999). However, in this paper, the concept of interlanguage pragmatics will be considered as follows: [T]he investigation of non-native speakers’ comprehension and production of speech acts, and the acquisition of L2-related speech act knowledge. (Kasper and Dahl, 1991:215, cited in Barron, 2001) Interlanguage pragmatics deals with use of the language as action and its research focuses on the learner’s use and acquisition of pragmatic knowledge. Although many studies on interlanguage have been based on spontaneous speech data, there is considerable difficulty in processing such data in order to tackle with problems persisting in the L2 learner’s initial state. One possible reason for this is that the speech utterances are gathered so early and may not exactly mirror the L2 initial state. Another perplexing problem is that the collection may be scarce and useless. (Lakshmanan and Selinker, 2001) A further problem is that language learners, especially young L2 learners, have been thought to undergo a ‘silent period’, during which they do not produce any utterance (Lakshmanan and Selinker, 2001). Although students may differ significantly with respect to the duration of their silent period since some of them undergo longer periods than others, it is not proven what is exactly happening in this stage. Moreover, it cannot be proved whether there is passive acquisition of some of the elements of the target language while undergoing the silent period. Consequently, an accurate account of the development of the language of the learner is difficult to provide. Another main argument concerning interlanguage is that of comparative fallacy. As Lakshmanan and Selinker (2001) state, criticizing the language learner’s speech utterances as ungrammatical without drawing first a comparison between the interlanguage speech utterances with the related speech utterances of the native speaker is not advisable since it leads to either underestimation and/or overestimation of the student’s linguistic performance. The interlanguage competence’s information should be obtained by examining the data of the interlanguage performance. Lakshmanan and Selinker (2001) suggest that in order to achieve this and not belittle or overvalue the student’s performance, it is necessary to compare consistently the interlanguage performance data with the native speaker’s performance. Taking everything into account, interlanguage is a theory that has been supported by a number of scholars because it helps educators know what their learner’s language is like. However, it is worth mentioning that it has some weaknesses that need to be addressed. As for teachers, it is not only important that they support this theory but they also should identify its flaws as well so as not to misjudge our language learner’s performance on the language. References * Barron, A. (2003). Acquisition in Interlanguage Pragmatics: Learning How To Do Things With Words In A Study Abroad Context. Amsterdam/Philadelphia: John Benjamins. * Ellis, R. (1997) Second Language Acquisition. New York: Oxford University Press. * Fauziati, E. (2011) Interlanguage and Error Fossilization: A Study Of Indonesian Students Learning English As A Foreign Language. (Vol. I No. 1, pp. 23-38). Indonesia: Indonesian Journal of Applied Linguistics. * Han, Z. (2002). Fossilization: Five Central Issues. Toronto, Canada: The Second Language Research Forum (SLRF), Teachers College, Columbia University. * Lakshmanan, U. and Selinker, L. (2001). Analysing Interlanguage: How Do We Know What Learners Know? (Volume: 17, Issue: 4, Pages: 393-420). Southern Illinois University at Carbondale and Birkbeck College, University of London: Second Language Research. * Taylor, B. (1975) Adult Language Learning Strategies and Their Pedagogical Implications. (Vol. 9. No. 4, pp. 391-399). USA: TESOL Quarterly.

Congress Study Guide Essay

1.What is the paradox regarding Congress and public opinion? Congress is considered by many to be the system’s broken branch. It has probably been the object of more mass public distrust and more elite reform proposals than either the presidency or the federal judiciary combined. This is true although most incumbent members usually win re-election and congress has consistently expanded programs and adopted policies that most citizens favor. 2. How does the book describe partisan polarization in Congress? What is the explanation for why Congress today seems more polarized than it die up until the 1970s? The book describes partisan polarization as a vote in which a majority of voting democrats oppose a majority of voting republicans. Congress today seems more polarized than it was up until the 1970s because of social issues such as abortion. Democrats tends to be more liberal and republicans more conservative. 3. Summarize the differences between Congress and a parliament and ho w these fundamental differences influence the character of the U.S. Congress.What were the main issues in the development of the Senate and how were these issues settled? Make sure that you understand what these terms refer to: filibuster, cloture, Rule 22. A person becomes a candidate for representative or senator in the U.S. Congress by running in a primary election. Except in a few places, political parties exercise little control over the choice over who is nominated to run for congressional office. Voters select candidates in the primaries because of their personalities, positions on issues, or overall reputation. Parliament tends to be made up of people loyal to the national party issues. A congress tends to be made up of people who think of themselves as independent representatives of their districts who expect to vote as to their own constituents. Filibuster: The use of the Senate’s tradition of unlimited debate as a delaying tactic to block a bill. Cloture: shuts of the discussion on a bill.Rule 22: debate may be closed of on a bill if 16 senators sign a petition requesting it and if, after two days have elapsed, three-fifths of the entire membership vote for cloture. 4)Why is Congress a decentralized institution and why is Congress inevitably unpopular with voters. Members of Congress are more concerned with their own constituents and careers than with the interests of any organized party or program of  action. Congress doesn’t choose the president, they know that worrying about the voters they represent is much more important than worrying about whether the president succeed with his programs. Congress must worry about how voters feel, it’s inevitable that on controversial issues that Congress will engage in endless arguments, worry about interest groups, and work out compromise decisions. 5) Read through the six phases of the House of Representatives so that you are clear about the rules changes and the balance of power between the Speaker and committee chairmen. Briefly summarize phases five-six. (It is not important for you to learn the name of individual Speakers except for Newt Gingrich – unless you want to be a history major or quiz bowl whiz.) Phase 1- the powerful house – 1789-1820-under Washington’s administration the house was more powerful than the Senate, but still answered to Washington’s cabinet. Phase 2-The Divided House- 1820-1890- Jackson asserted his power over the house. Sectional tensions leading up to the civil war the House was again divided between Radical Republicans and Moderates and different opinions on Reconstruction. Phase 3- The Speaker rules- 1890-1910 GOP Thomas Reed, Speaker of the House obtained the power to name chairpersons. He decides what business would come up for vote. Phase 4- The House Revolts- 1910- 1911 Cannon replaces Reed as the Speaker but the House revolts against him. The Speaker can no longer name committee chairpersons or serve on the rules committee. The powers were given to Party Caucus. Phase 5 -The Members Rule- 1911-1965-Democrats take control of the House. Chairpersons kept civil rights from happening. Eventually, the committee rebelled. Phase 6 -The Leadership Returns- 1965-Present. Newt Gingrich takes power back from the House and gives it to himself as a speaker. Although voted on by Party Caucus, he dominated choices of the committee chairperson. 6) How has the history and structure of the Senate meant that it would be different from the House of Representatives? The Framers chose to create a bicameral legislature—with a House of Representatives, to be elected directly by the people, and a Senate, consisting of two members from each state, to be chosen by the legislatures of each state. Though all â€Å"legislative powers† were to be vested in Congress, those powers would be shared with the president, limited to powers explicitly conferred on the federal government, and subject to the power of the Supreme Court to declare acts of Congress unconstitutional. 7) What were the main issues in the development of the Senate and how were these issues settled? Make sure that you understand what these terms refer to: filibuster, cloture, Rule 22. The larger more populous states wanted a senate based on population. Of course the smaller states objected because they would have been severely outnumbered. So both sides compromised and made the House of Representatives (by population) and the Senate (everyone has 2 representatives) together these two bodies make up. Ben Franklin came up with the idea for Senate as a means of satisfying the small states. Filibuster: The use of the Senate’s tradition of unlimited debate as a delaying tactic to block a bill. Cloture: shuts of the discussion on a bill.Rule 22: debate may be closed of on a bill if 16 senators sign a petition requesting it and if, after two days have elapsed, 3/5 of the entire membership vote for cloture. 8)Summarize the points that Edmund Burke made in his speech to the Bristol Electors about the responsibilities of a representative to his constituents. He basically said that a representative should have good judgment and should be sacrificial to his constituents. He should also respect the opinions of his constituents and to always listen to the people’s problems. 9) Briefly summarize the trends in the sex and race of members of Congress. The House has become less male and less white since the 1950s. The Senate has been slower to change. In addition, Republican control of both houses prior to the midterm election of 2006 had reduced minority influence. How ever, the recent shift of control of both chambers to the Democrats resulted in African Americans and Hispanics becoming chairpersons of several important committees. 10) Why have more congressional districts become safer for incumbent reelection? Incumbents, with support and privileges of their status (such as franking privileges) have developed ways to make themselves popular by: using the mass media, making personal appearances with constituents, and sending newsletters, etc. These efforts have made more and more congressional districts become safer for incumbent re-election. 11) What are the possible explanations for why the Democrats dominated Congress from 1933-1994? Democrats tend to dominate Congress. This is mostly because Democrats tend to do better in low-turnout districts, while the Republicans do well in high-turnout districts. The advantages of incumbency became more pronounced during a time when Democrats controlled the Congress. Democrats generally  have more experienced congressional candidates, have more closely reflected district-level voters’ rights policy preferences, and have been able to fashion winning,district-lev el coalitions from among national Democratic constituencies. Democrats were the majority party in Congress when this happened. The anti-incumbent mood, coupled with the effects of redistricting after the 1990 census and the shift of the South to the Republican party, brought the Republicans into power in the House and Senate in the 1994 elections. In the past the Democratic party was more deeply divided than the Republicans, because of the presence in Congress of conservative Democrats from the South. Often these southern Democrats would vote with Republicans, thereby forming a conservative coalition 12)Why has Congress become more ideologically partisan since the 1980s? It has become more polarized than voters in terms of political beliefs. One result of this polarization is that members of Congress, especially those in the House, do not get along as well as they once did with members who disagree with them, and they are more likely to challenge one another 13) Summarize the three theories of how members of Congress behave. There are three theories about how members of Congress behave: representational, org anizational, and attitudinal. The representational explanation is based on the assumption that members want to be reelected, and therefore they vote to please constituents. The organizational explanation is based on the assumption that since constituents do not know how their legislator has voted, it is not important to please them. But it is important to please fellow members of Congress, whose goodwill is valuable in getting things done and in acquiring status and power in Congress. The attitudinal explanation is based on the assumption that there are so many conflicting pressures on members of Congress that they cancel each other out, leaving them virtually free to vote on the basis of their own beliefs. 14.Define malapportionment and gerrymandering. From the online article on Gerrymandering 101, summarize what Minority Gerrymandering and packing are. Malapportionment- drawing the boundaries of political districts so that districts are very unequal in population. Gerrymandering- drawing the boundaries of political districts in bizarre or unusual shapes to make it easy for candidates of the party in power to win elections in those districts Packing is to concentrate as many voters of one type into a single electoral district to reduce their  influence in other districts. 15.What is the sophomore surge? Why does it happen? What effects does it have? Sophomore surge is where the most newly elected members become strong in their districts very quickly. The reason for this surge is that members of Congress have figured out how to use their offices to run personal rather than party campaigns. They make use of their free privileges. They also cater to their constituent’s distrust of federal gov’t by promising to â€Å"clean things up†if reelected. If re-elected, they run for congress by running against it. 16.Summarize the issues involved and the resolution in Baker v. Carr and Wesberry v. Sanders Both Wesberry and Reynoldsdecisions were predicated on the landmark ruling in Baker v. Carr,369 US 186 (1962), in which the US Supreme Court decided reapportionment of state legislative districts was not a â€Å"political question† that should be resolved through legislation. The Court found legislative conflicts of interest raised justiciable issues that could be addressed and resolved by the Federal courts. 17)What are the principal jobs and responsibilities in the party leadership in the Senate? The majority party chooses one of its members usually the person with the greatest seniority to be president of the Senate. It is largely an honorific posit ion, required by the Constitution so that the Senate will have a presiding officer in the absence of the vice president of the United States. The real leadership is the hands of the majority leader (chosen by the senators of the majority party) and the minority leader (chosen by the senators of the other party). The senators of each party also elect a whip. The principal task of the majority leader is to schedule the business of the Senate. He has the right to be recognized first in any floor debate. The whip is a senator who helps the party leader stay informed about what party members are thinking, rounds up members when important votes are to be taken, and attempts to keep a nose count on how the voting on a controversial issue is likely to go. Each party also chooses a Policy Committee composed of a dozen senators who help the party leader schedule Senate business, choosing what bills are to be given attention and in what order. From the point of view of individual senators, the key party organization is the group that assigns senators to the standing committees of the Senate. These assignments are very important to newly elected senator. 18) What are the formal and informal powers of the Speaker of the  House? The Speaker is the most important person in the House. He is elected by whichever party has the majority, and he presides over all House meetings. He is the principal leader of the majority party as well as the presiding officer of the entire House. The Speaker decides who shall be recognized to speak on the floor of the House; he rules whether a motion is relevant; and he decides the committees to which new bills shall be assigned. He influences what bills are brought up for a vote and appoints the members of special and select committees.

Relationship between Shapes, i.e. line towards Wellbeing Essay

Relationship between Shapes, i.e. line towards Wellbeing - Essay Example Minds have shape and so do emotions and these two unseen parts of human being are themselves shaped by knowledge and experience so that it makes sense to ponder that while shapes widely exist in several regions of the earth and universe, it would bear less to acknowledge them apart from the essence of relations. In the field of art, shape proves to be an essential component that constitutes any piece of creation with a defined boundary. Its non-static property allows it to establish dynamic and flexible connection with other visual elements such as lines, curves, texture, and color (Definition of Shape – Art History Glossary). If not, how is it possible to imagine random lines or figures spread in space toward shapeless construction? Whether something is identified as regular or irregular, there certainly is a sensible ground of opting to view and feel what proceeds as definite rather than to dwell at the sight and thought of absence in dimensions which is as good as non-existence. Dealing with shapes means evolving with them in several aspects of life for they embody both the origin and shadow of form in everything at all times. Mathematicians have been able to synthesize concepts through Euclidian geometry, discovery of conic sections, and other relevant areas which to this point are of huge advantage due to man’s fundamental learning of shapes. Likewise, it has sparked the interest of humanity to examine graphical theories in order to grasp the symmetry and orientations that extend their significance to musical dimension where the shape of rhythm is comparable to a curvilinear flow that sculpts and refines manner of appreciative listening. Thinkers and composers can be naturally observed to have become unified by virtue of artistry in the process of shaping symphonic orchestration, literary endeavor of writing

Strategy Plan for American Airlines Co Research Paper

Strategy Plan for American Airlines Co - Research Paper Example The company’s top priority is to meet or exceed the needs and expectations of their customers by giving them the best travel experience upon boarding, on-board, and upon arrival. This could be done through route network optimization, competitive pricing, cost structuring, safety and security, and many more. The main trust of this paper is to provide a strategy plan for American Airlines Inc. This plan would incorporate competitive strategy that would help the company become the market share leader and largest air carrier in the world. 2. American Airlines, Inc. A. Business Overview i. Company history. American Airways was founded last 1930 through the consolidation of 85 subsidiaries airlines of The Aviation Corporation. American Airways was renamed to its current American Airlines Inc. under the appointment of the new CEO, C.R. Smith; the airline is headquartered in Fort Worth, Texas. For several years, AA had managed to introduce improvements in terms of technology, fliers p rogram, quality service, etc. making AA the largest in passenger miles and passenger fleet size. AA had maintained its strong presence particularly in the U.S. domestic market, and in 2009, â€Å"about 38.85 of Americans flying were international- Latin America and Caribbean, 18.7%; Europe, 15.6%; and Pacific, 4.5%† (â€Å"AMR Corporation,† 2010). Since then, AA had been successful and considered to be one of the biggest global airlines that served one-third of the U.S. population (85.7million) and more than 300,000 tons of cargo in a year. On a daily basis, the carrier transported an approximately 275,000 passengers between nearly 250 cities in over 40 countries with average daily flights of 3,400. ii. Worldwide operator. AA is one of the largest operators worldwide with a total of 623 active aircrafts as of 2010 and the largest number of international destinations. The carrier has scheduled domestic flights throughout North America, South America, Central America, an d other extensive international network in East and South Asia, and Europe. It has been more successful and gain competitive advancement after combining network fleet with AmericanConnection and American Eagle as its regional affiliates. B. Organizational Structure i. 655 Aircrafts/ 260 Destinations/ Dallas Hub AA is wholly owned subsidiary of AMR Corporation which is a publicly-traded company. The accountability and responsibility structure of AA is often disseminated in the organization through the board of directors and a chief executive officer. A large commercial airline like AA has hundreds of smaller stations to points all over the world, and hub airports that include: Chicago, Miami, New York, Los Angeles, and Dallas/Fort Worth International Airport - the largest hub. To send passengers to these hubs, AA employed various aircrafts such as Boeing, and ATR, ERJ, Bombardier for American Eagle. Currently, AA has 623 aircrafts with more than 621 fleet size and 250 destinations ac ross 40 countries around the world. C. Business Segments i. Domestic (U.S.). The U.S. domestic market is dominated by AA with a market share of 13.7%. The regional carriers of AA, American Eagle and AmericanConnection served as an advantage to the company as the affiliation acquired 7.5% of the total domestic market (Vasigh, Fleming, & Tacker, 2008, p. 14).

The History and Journey of the Navajo Indian Tribe Essay

The History and Journey of the Navajo Indian Tribe - Essay Example There is an overwhelming source of works written, researched, viewed by people from all walks of life on the Navajo Indian Tribe. The enormity of information and data would already reveal the abundance of valuable wealth this tribe have shared to the history and culture of the American people. Who exactly are the Navajos? How come so many historians, anthropologists and scholars have been interested to know them and to be part of their cultural heritage? Where have they originated? What were their challenges and successes as a people? How are they now? The objectives of this essay are briefly summarized as follows: 1.To gain knowledge on the Navajo Indian Tribe: their attributes and characteristics, way of life, culture, livelihood and religious practices. 2.To explore their history and journey with them through time. 3.To determine their contribution to the human race. It is the objective of this essay to present their historical path and determine their legacy to the future. II. THE NAVAJO INDIANS The Navajo Indians are the largest tribe of North America. According to articles on the Navajo People found in Wikipedia, â€Å"the name ‘NAVAJO’ comes from the late 18th century via the Spanish (Apaches de) Navajo, Apaches of Navajo, which was derived from the Tewa navahe, ‘fields adjoining a ravine’†. It is interesting to note that the Navajo call themselves DINE, which means, â€Å"the people†. They now occupy a large area of cultivated land, named NAVAJO, in what is now Arizona and New Mexico.

Take a position...Are Animals Conscious Essay Example | Topics and Well Written Essays - 1250 words

Take a position...Are Animals Conscious - Essay Example Inanimate things and organisms such as plants have limited capability to demonstrate such control of actions since the absence of a brain in their makeup eliminates chance for knowingness. It is a difficult affair to demonstrate the various levels or consciousness as possessed by various animals since the emergence of the debate on whether there is consciousness in animals. However, it is agreeable across both sides of the debate that consciousness exists in human beings. Debate therefore appears to revolve around the issue on whether consciousness exists in animals, and up to which level of organism organization. Debate has since emerged about the possibility of animals possessing consciousness as would elevate them to the same status with human beings (Schà ¶nfeld, 1). This discourse addresses the standoff on paradigms, aware of the fact that earlier versions support consciousness in human beings alone while emergent thoughts support existence of consciousness in animals as well. The first section explores older schools of thought that restrict possession of consciousness in humans while the second section explores the paradigm shift occasioning the inclusion of animals among those creatures possessing consciousness. A personal reflection is contained in the ending of the discourse, giving a position on the debate. Making an account of animal consci ousness debate, it is clear that current thinking about animal consciousness is a mess as Dennett brands it. A comparison of the old and the new paradigms and scientific propositions on the consciousness debate affirms the view that there has been a generally perception that animals are not like human beings regarding several aspects. Among the aspects that seemingly existed without much questioning and doubt is the issue of animal consciousness. As it appears, Schà ¶nfeld holds the opinion that the there was a feeling that it was not scientifically indulge research into

Managing your identity Essay Example | Topics and Well Written Essays - 250 words

Managing your identity - Essay Example A single real time identity may act several under different identities over the internet. The presentation of an individual in real time may vary from association with positivism to that of negativism. Social sites are rampant for deceitful identity, for instance. Most internet users express the desire to receive positivism attached to their identity while using the internet. However, some internet users prefer negative identity to positivism for vested reasons. Some internet uses involve professionalism and need high level of identity that displays the reality. Others, on the contrary, require low levels of reality of the internet user. The true characteristics of the internet user are subject to a degree of manipulation, in the later case. The media of preference dictates the personality of an individual while using the internet. Communication media that use semantics of language require low levels of identity. It requires a temporary real time personal identity. For choice of media that require that, personalities should have a vivid identity, including webcams for highly engaging interactions, a nearly true personality is

Nursing intervention Personal Statement Example | Topics and Well Written Essays - 1000 words

Nursing intervention - Personal Statement Example In this regard, the complaints of the patient must be meticulously explored through obtaining a complete ophthalmic history, careful assessment of the patient's eyes and performing a relevant diagnostic procedure like the slit-lamp examination. As regarded above, obtaining a complete ophthalmic history, careful assessment of the patient's eyes and performing a relevant diagnostic procedure like the slit-lamp examination are essential aspects in making a sound judgment on the patient's case. According to Vader & Krouse (2001), an ophthalmic history encompasses the obtainment and utilization of the client's demographic data, current clinical manifestations, past health history or past medical history (PMH), psychosocial history and lifestyle, and family health history. These facts are deemed vital and important because they can certainly assist the health providers to have an accurate evaluation and understanding about the patient's condition. Demographic data, particularly the age and s... On the other hand, clinical manifestations, or signs and symptoms, such as loss of vision and glare must be suggestive of a particular visual disturbance like glaucoma or refractive errors. So, it is also important to take note of these manifestations as well as the complaints of the patients for further assessment and evaluation. Further, the patient's past medical history (PMH) can also provide valuable facts in relation to the ocular manifestations. For instance, the presence of ocular disorders is commonly seen in persons who have existing diabetes mellitus and thyroid diseases. In addition, histories of allergies to medications and substances that can precipitate ocular reactions or eye irritations are also investigated to determine how these factors affect the client's ocular/ophthalmic health. Moreover, psychosocial history and lifestyle, including the patient's occupation and daily activities, can also aid in the assessment as they provide information about the predisposing f actors related to the patient's condition such as exposure to substances that can irritate the eyes and other practices that affect ocular health. In this way, as a student nurse, it is important to ask the client about his/her recreational activities and occupational history, and whether the client wears glasses to protect his/her eyes or not, in order to establish relevant facts (Potter & Perry, 2001). In the same manner, family history provides data on the likelihood of having eye disorders that are hereditary, or genetic, which can run through generations. These familial disorders include strabismus and refractive errors such as myopia, or

Life Philosophy Essay Example for Free

Life Philosophy Essay The meaning of life is to give life meaning Do not let what you cannot do interfere with what you can do. Life Philosophy of John Wooden Even a fool knows you cant reach the stars, but that doesnt stop a wise man from trying. You cant make someone Elses choices. You shouldnt let someone else make yours. Life Philosophy of Gen. Colin Powell Man is not the creature of circumstances, circumstances are the creatures of men. We are free agents, and man is more powerful than matter. Life Philosophy of Benjamin Disraeli. When an affliction happens to you, you either let it defeat you, or you defeat it Life Philosophy of Rosalind Russell A life lived in fear is a life half lived. To live a creative life, we must lose our fear of being wrong. It is better to be hated for what you are then to be loved for what your not There are always two choices. Two paths to take. One is easy. And its only reward is that its easy. Positive thinking will let you do everything better than negative thinking will. Life Philosophy of Zig Ziglar You will never achieve what you never begin The measure of a man is the way he bears up under misfortune. Dont wait for your ship to come in, swim out to it. Man cannot discover new oceans unless he has the courage to lose sight of the shore. Philosophy of Life by Andre Gide If one seeks advice, give them direction, not correction. Sooner or later, those who win are those who think they can. Philosophy of Life by Richard Bach Do the things you know, and you shall learn the truth you need to know. Philosophy of Life by George Macdonald Let us not be content to wait and see what will happen,  but give us the determination to make the right things happen. Philosophy of Life by Peter Marshall It is better to fail in originality than to succeed in imitation. Dont take life too seriously. no one gets out alive, anyways. Before you talk about what you want appreciate what you have. A man either lives life as it happens to him, meets it head-on and licks it, or he turns his back on it and starts to wither away. Life Philosophy from Gene Roddenberry You see, in life, lots of people know what to do, but few people actually do what they know. Knowing is not enough! You must take action. Life Philosophy from Anthony Robbins If you believe you can, you probably can. If you believe you wont, you most assuredly wont. Belief is the ignition switch that gets you off the launching pad. Life Philosophy from Denis Waitley You can do what you think you can do and you cannot do what you think you cannot Life Philosophy from Ben Stein Find something you love to do and youll never have to work a day in your life. Life Philosophy from Harvey Mackay You can do what you want to do. You can be what you want to be. Life Philosophy from R. David Thomas Philosophies in Life PHILOSOPHY may be defined as the study and pursuit of facts which deal with the ultimate reality or causes of things as they affect life. The philosophy of a country like the Philippines is made up of the intricate and composite interrelationship of the life histories of its people; in other word, the philosophy of our nation would be strange and undefinable if we do not delve into the past tied up with the notable life experiences of the representative personalities of our nation. Being one of the prominent representatives of Filipino personalities, Jose Rizal is a fit subject whose life philosophy deserves to be recognized. Having been a victim of Spanish brutality early in his life in Calamba, Rizal had thus already formed the nucleus of an unfavorable opinion of Castillian imperialistic administration of his country and people. Pitiful social conditions existed in the Philippines as late as three centuries after his conquest in Spain, with agriculture, commerce, communications and education languishing under its most backward state. It was because of this social malady that social evils like inferiority complex, cowardice, timidity and false pride pervaded nationally and contributed to the decay of social life. This stimulated and shaped Rizal’s life phylosophy to be to contain if not eliminate these social ills. Educational Philosophy Rizal’s concept of the importance of education is clearly enunciated in his work entitled Instruction wherein he sought improvements in the schools and in the methods of teaching. He maintained that the backwardness of his country during the Spanish ear was not due to the Filipinos’ indifference, apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. For Rizal, the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. Since education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination. Rizal’s philosophy of education, therefore, centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal. Religious Philosophy Rizal grew up nurtured by a closely-knit Catholic family, was educated in the foremost Catholic schools of the period in the elementary, secondary and college levels; logically, therefore, he should have been a propagator of strictly Catholic traditions. However, in later life, he developed a life philosophy of a different nature, a philosophy of a different Catholic practice intermingled with the use of Truth and Reason. Why the change? It could have been the result of contemporary contact, companionship, observation, research and the possession of an independent spirit. Being a critical observer, a profound thinker and a zealous reformer, Rizal did not agree with the prevailing Christian propagation of the Faith by fire and sword. This is shown in his Annotation of Morga’s Sucesos de las Islas Filipinas. Rizal did not believe in the Catholic dogma that salvation was only for Catholics and that outside Christianity, salvation was not possible even if Catholics composed only a small minority of the world’s religious groups. Nor did he believe in the Catholic observation of fasting as a sacrifice, nor in the sale of such religious items as the cross, medals, rosaries and the like in order to propagate the Faith and raise church funds. He also lambasted the superstitious beliefs propagated by the priests in the church and in the schools. All of these and a lot more are evidences of Rizal’s religious philosophy. Political Philosophy In Rizal’s political view, a conquered country like the Philippines should not be taken advantage of but rather should be developed, civilized, educated and trained in the science of self-government. He bitterly assailed and criticized in publications the apparent backwardness of the Spanish ruler’s method of governing the country which resulted in: 1. the bondage and slavery of the conquered ; 2. the Spanish government’s requirement of forced labor and force military service upon the n natives; 3. the abuse of power by means of exploitation; 4.the government ruling that any complaint against the authorities was criminal; and 5. Making the people ignorant, destitute and fanatic, thus discouraging the formation of a national sentiment. Rizal’s guiding political philosophy proved to be the study and application of reforms, the extension of human rights, the training for self government and the arousing of spirit of discontent over oppression, brutality, inhumanity, sensitiveness and self love. Ethical Philosophy The study of human behavior as to whether it is good or bad or whether it is right or wrong is that science upon which Rizal’s ethical philosophy was based. The fact that the Philippines was under Spanish domination during Rizal’s time led him to subordinate his philosophy to moral problems. This trend was much more needed at that time because the Spaniards and the Filipinos had different and sometimes conflicting morals. The moral status of the Philippines during this period was one with a lack of freedom, one with predominance of foreign masters, one with an imposition of foreign religious worship, devotion, homage and racial habits. This led to moral confusion among the people, what with justice being stifled, limited or curtailed and the people not enjoying any individual rights. To bolster his ethical philosophy, Dr. Rizal had recognized not only the forces of good and evil, but also the tendencies towards good and evil. As a result, he made use of the practical method of appealing to the better nature of the conquerors and of offering useful methods of solving the moral problems of the conquered. To support his ethical philosophy in life, Rizal: 1. censured the friars for abusing the advantage of their position as spiritual leaders and the ignorance and fanaticism of the natives; 2.  counseled the Filipinos not to resent a defect attributed to them but to accept same as reasonable and just; 3. advised the masses that the object of marriage was the happiness and love of the couple and not financial gain; 4. censured the priests who preached greed and wrong morality; and 5. advised every one that love and respect for parents must be strictly observed. Social Philosophy That body of knowledge relating to society including the wisdom which mans experience in society has taught him is social philosophy. The facts dealt with are principles involved in nation building and not individual social problems. The subject matter of this social philosophy covers the problems of the whole race, with every problem having a distinct solution to bolster the people’s social knowledge. Rizal’s social philosophy dealt with; 1. man in society; 2. influential factors in human life; 3. racial problems; 4. social constant; 5. social justice; 6. social ideal; 7. poverty and wealth; 8. reforms; 9. youth and greatness; 10. history and progress; 11. future Philippines. The above dealt with man’s evolution and his environment, explaining for the most part human behavior and capacities like his will to live; his desire to possess happiness; the change of his mentality; the role of virtuous women in the guidance of great men; the need for elevating and inspiring mission; the duties and dictates of man’s conscience; man’s need of practicing gratitude; the necessity for consulting reliable people; his need for experience; his ability to deny; the importance of deliberation; the voluntary offer of man’s abilities and possibilities; the ability to think, aspire and strive to rise; and the proper use of hearth, brain and spirit-all of these combining to enhance the intricacies, beauty and values of human nature. All of the above served as Rizal’s guide in his continuous effort to make over his beloved Philippines.

Role of Media in School Children Education Essay Example for Free

Role of Media in School Children Education Essay Media is invading our personal lives with the scale and power given to those who are involved in the activities related to this mass information provider. When you can make a choice, you are free to control what data or information you believe in and how you can use it for your own purposes. In some situations and for some people, however, the choice is not that simple and preliminary knowledge is not extensive enough to make right and logical conclusions. When I say this, I mean the choice and conclusions that kids make from the media programs and information that it provides them with. In modern society with, to some extent, excessive information supply, information filters and control becomes an important and difficult challenge for individuals as well as social cells of the communities. It is a privilege of families to enable access of children to the information that will influence their development positively. On the other hand, it is a joint responsibility of parents and society to limit and reduce negative effects that the same media sources have on the young and developing minds of the school-aged children. Lack of personal experience and knowledge make children absorb and generalize information they receive from their closest relatives and social environment, and in case they do not have examples for particular behavior patterns around them, they will start searching for them in other sources, such as media. If cruelty and violence are exposed through media channels, it can obviously create very negative effect on children. It is extremely difficult to agree on the level and degree to which media is solely responsible for these consequences. The level of responsibility should be shared with family and society in order to achieve the equilibrium point. It is, thus, important that both sides are held responsible and are clearly aware of the consequences that â€Å"wrong† information can have in a long run.

Disadvantages Of The Open Cycle Configuration Environmental Sciences Essay

Disadvantages Of The Open Cycle Configuration Environmental Sciences Essay The main problems of todays society are; the ever increasing demand in energy, a possible resource shortage and environmental pollution. Therefore a lot of money is spent in research to find alternative ways of producing energy using Earths natural resources like wind, sun and the ocean. This report is a study on Ocean Thermal Energy Conversion (OTEC) which might be the answer to the energy and environmental problem our world has to face. A basic description and an introduction to the types and principles of operation of closed cycle, open cycle and hybrids of OTEC technology is given in this report. Emphasis is shown on the hybrid cycle which has advantages compared to other single purpose plants for fresh water production or power generation. The process of desalination of sea water can prove vital for countries which have water shortage. This report is focused on the technology that would be suited for a hybrid cycle OTEC plant situated in Cyprus. Contents Table of Figures 1. Aims and Objectives The aim of this project is to investigate the characteristics of a dual purpose plant for simultaneous production of desalinated water and electric power. An attempt will be made to state the conditions and criteria for adjusting the ratio of desalinated water to power production and also how this ratio is affected by a variation in seawater temperature and pressure. In addition, different design considerations of the hybrid cycle particularly suitable for an OTEC plant operating in Cyprus will be discussed. 2. Introduction The ocean surface absorbs more heat from the sun in one square mile than could be produced by burning 7000 barrels of oil (Avery Wu, 1994). Therefore the solar energy absorbed per day by the surface waters can be used to provide a green, zero-emission production of electricity. Ocean Thermal Energy Conversion or OTEC is the technology that meets the technical requirements and is economically viable for harvesting the solar energy absorbed by the ocean. OTEC plants make use of the thermal gradient that exists between the surface of the ocean and the deep cold waters to initiate a power producing cycle. The warm tropical surface waters (at a temperature of à ¢Ã¢â‚¬ °Ã‹â€ 22 °C) and the deep ocean waters (at a depth of 1000m a temperature of à ¢Ã¢â‚¬ °Ã‹â€ 4 °C) are used as a source of thermal energy to vaporize and condense the working fluid of a turbine-generator system. The thermodynamic cycle for this heat engine is the called the Rankine cycle. OTEC systems maybe either clos ed cycle, open cycle or a combination of the two also known as hybrid systems. In the closed cycle, seawater is used to vaporize and condense a working fluid, such as ammonia, which drives a turbine-generator in a closed loop, producing electricity. In the open cycle, surface water is flash-evaporated in a vacuum chamber. The resulting low-pressure steam is used to drive a turbine-generator. Cold seawater is used to condense the steam after it has passed through the turbine. The open cycle can, therefore, be configured to produce fresh water as well as electricity. The hybrid cycle consists of both the closed cycle system and the open cycle system. The system is interconnected and arranged in such a manner that the former cycle provides electricity and the latter yields desalinated water. Such a system has promising potential in countries which have issues with lack of water. 3. Literature Review 3.1 Closed Cycle OTEC System 3.1.1 Principle of Operation The closed cycle was first proposed in 1881, by DArsonval in France, and was demonstrated in 1979, when a small plant mounted on a barge off Hawaii (Mini-OTEC) produced 50 kW of gross power, for several months, with a net output of 18 kW (Vega, 1992). The principle of operation of the closed OTEC system is demonstrated in figure 1 below. Figure : Principle of operation of a closed cycle OTEC system (National Renewable Energy Laboratory) In the closed cycle, the OTEC system utilizes the warm surface seawater to vaporize a working fluid, such as ammonia, which flows through a heat exchanger (evaporator). The vapor expands at modest pressures and drives a turbine which is coupled to a generator that produces electricity. The vapor then passes through another heat exchanger (condenser) where it is condensed back into a liquid using cold seawater from pumped from the oceans depths through a cold water pipe. A pressurizer or feed pump is used to pump the condensed working fluid back to the evaporator to complete the cycle, producing continuous power generation as long as the warm water and cold water continue to flow. The closed OTEC cycle is basically the same as the conventional Rankine cycle employed in steam engines, in which the steam is condensed and returned to the boiler after driving a piston or steam turbine, OTEC differs by using a different working fluid and lower pressures and temperatures (Avery Wu, 1994). The four processes of the ideal Rankine cycle are listed below: 1. Isentropic expansion (Turbine) 2. Isobaric heat rejection (Condenser) 3. Isentropic compression (Pump) 4. Isobaric heat addition (Evaporator) 3.2 Open Cycle OTEC System 3.2.1 Principle of Operation The open cycle concept was first proposed in the 1920s and demonstrated in 1930, off Cuba by its inventor, a Frenchman by the name of Georges Claude (Vega, 1992). In the open cycle, the warm seawater is the working fluid. The warm seawater is pumped into a vacuum chamber where it is flash- evaporated to produce steam at an absolute pressure of about 2.4kPa. The steam passes through a low pressure turbine which in turn drives a generator to produce electricity. The steam exiting the turbine flows is condensed by cold seawater pumped from the oceans depths through a cold-water pipe. In this open cycle configuration a surface condenser can be used and therefore the condensed steam remains separated from the cold seawater and provides a supply of desalinated water. Figure 2 below shows the principle of operation of the open cycle OTEC system. Figure : Principle of operation of an open cycle OTEC system (National Renewable Energy Laboratory) 3.2.2 Disadvantages of the Open Cycle Configuration This type of configuration produces less power than the closed cycle alternative but it is attractive in places where water shortage is an issue. In addition, the very low pressure at which the system operates means that connections must be carefully sealed to prevent atmospheric air from entering the system, which could bring the operation to a halt. Another disadvantage compared to the closed cycle system is that the specific volume of the low-pressure steam is very large compared to the pressurized working fluid used in the closed cycle system. Therefore the components must have large flow areas to ensure that steam flow does not reach a high enough velocity which could damage the turbine. Also, a large turbine is required to accommodate the very high volumetric flow rates of the low-pressure steam in order to generate a sufficient amount of electrical power. 3.3 Hybrid Cycle OTEC System 3.3.1 Principle of Operation A hybrid cycle combines the features of both the closed-cycle and open-cycle systems. In a hybrid OTEC system, warm seawater enters a vacuum chamber where it is flash-evaporated into steam, which is similar to the open-cycle evaporation process. The steam vaporizes the working fluid of a closed-cycle loop on the other side of an ammonia vaporizer. The vaporized fluid then drives a turbine that produces electricity. The steam condenses within the heat exchanger and provides desalinated water. Figure 3 is an illustration of the hybrid cycle OTEC system. Figure : Principle of operation of a hybrid cycle OTEC system (National Renewable Energy Laboratory) The electricity produced by the system can be delivered to a utility grid or used to manufacture methanol, hydrogen, refined metals, ammonia, and similar products. 3.4 OTEC Components The main components of an OTEC system are described below- namely, heat exchangers, evaporators, turbines and condensers. 3.4.1 Heat Exchangers for Closed Cycle OTEC Systems The design of heat exchangers to meet industrial requirements for efficiency, durability, ease of manufacture, packaging, system integration reliability and cost has led to an extensive technology devoted just to this subject. The special requirements of OTEC can be met by heat exchangers with different operating characteristics than conventional designs. Also, research has been done to increase the overall heat transfer coefficients in ways that will reduce the heat exchanger costs per kilowatt of net power generated. This has led to the investigation of various potential types of heat exchangers with features designed to be optimal for OTEC applications. Some of these are briefly described below. Shell and Tube Heat Exchangers: This is the most widely used type of heat exchanger for industrial evaporator and condenser applications. As the name implies, this type consists of a shell and a bundle of tubes inside it. Specifically for OTEC applications, water flows through the tubes and the working fluid flows across the tube bank in the middle section. In conventional ones, seawater flows through the tubes, and the working fluid evaporates or condenses in a shell around them. This design can be enhanced by using fluted tubes: the working fluid flows into the grooves and over the crests, producing a thin film that evaporates more effectively. Plate Heat Exchangers: Another type of heat exchanger that would offer advantages in performance and cost is the plate heat exchanger. The plate type heat exchanger is more compact than the shell and tube configuration. In this type, the seawater and the working fluid flow in alternate channels separated by parallel plates. Suitable manifolds are used to guide the fluid into the proper channels. With this type of heat exchanger the gains in heat transfer coefficient can be up to 100-200%, compared with the conventional shell and tube designs. The material which heat exchangers are made of is very important in terms of cost and performance. Titanium was the original material chosen for closed-cycle heat exchangers because it resists corrosion. However, it is an expensive option for plants that use large heat exchangers. Therefore other cheaper materials such as corrosion-resistant copper-nickel alloys can be used to protect platform and cold-water pipes, but are not compatible with ammonia, the most common working fluid. A suitable alternative is aluminium which performs well under marine conditions and results indicate that selected aluminium alloys may last 20 years in seawater (Thomas Hills, 1989). Marine organisms and slime can quickly grow on surfaces exposed to warm seawater- a buildup known as biofouling- and this reduces the heat transfer efficiency. Laboratory experiments indicate that the addition of chlorine in the pipes can prevent biofouling (Panchal, Larsen-Basse, Little, 1984). 3.4.2 Evaporators for Open Cycle OTEC Systems Open-cycle flash-evaporators include those with open-channel flow, falling films, and falling jets. These conventional evaporators typically perform to within 70% to 80% of the maximum thermodynamic performance at acceptable hydraulic losses. The technological development led to a vertical-spout evaporator that can perform to within 90% of the thermodynamic limit (National Renewable Energy Laboratory). In this evaporator, water is drawn upward through a vertical pipe (a spout) and violently sprayed outward by escaping steam (Bharathan Penney, 1984). To enhance performance, the spray may fall on screens that further break up the droplets and increase the evaporation rate. To avoid pressure loss, the evaporator has simple intake and exit systems that separate the steam from the discharge. Steam continues through the system, and the remaining seawater is discharged from the bottom of the evaporator. Violent flashing in a spout evaporator causes seawater droplets to be entrained by the steam. If they are not removed, these droplets can cause erosion and stress-corrosion cracking in turbine blades and contaminate the desalinated water discharge as well. Passing the steam through the commercially available mist eliminators used in the process industry removes a sufficient quantity of these seawater droplets (Bharathan Penney, 1984). 3.4.3 Turbines In the open cycle process, after the droplets are removed, steam flows through large, low-pressure turbines, entering at a pressure of about 2.4 kPa. These turbines must be able to handle the large steam flows necessary to produce a significant amount of electric power. Multistage turbines used in nuclear or coal-fired power plants are already available. The low-pressure stages of these turbines typically operate at conditions close to those needed in an open-cycle OTEC plant. In close cycle OTEC systems the turbine needs not be so large because it works with vapor at elevated pressures. 3.4.4 Condensers for Open Cycle OTEC Systems Once the steam passes through the turbines, it can be condensed in direct-contact condensers or surface condensers. A surface condenser consists of an intermediate solid wall, which is absent in direct-contact condensers and therefore the latter provides more effective condensation (Bharathan, Parsons, Althof 1988). In one design-a two-stage condenser (see figure 4 below) developed at Solar Energy Research Institute-cold seawater is distributed through two open-ended vessels filled with a commercially available structured packing material. About 80% of the steam is condensed as it flows through the first vessel in the same direction as the cold seawater. The remaining steam is routed into the bottom of the second vessel and flows through it in the opposite direction to the seawater. At the top of the second vessel, a vacuum system pumps out the non-condensable (inert) gases along with any uncondensed steam (National Renewable Energy Laboratory). Figure : Illustration of a two stage condenser (National Renewable Energy Laboratory) Surface condensers keep the cooling seawater separate from the spent steam during condensation. By using indirect contact, the condensers produce desalinated water that is relatively free of seawater impurities. The surface condensers considered for use in OTEC systems are similar to those used in conventional power plants; however, these surface condensers must operate under lower pressures and with higher amounts of non-condensable gases in the steam. These non-condensable gases which are present in the open cycle system are released from the seawater when it is exposed to low pressures under vacuum and are namely oxygen, nitrogen and carbon dioxide. Air can also enter the open cycle vacuum chamber through leaks therefore decent construction techniques can reduce the rate of air leakage to very low levels. These gases, if are not removed from the vacuum vessel, they can build up enough pressure to stop evaporation. An exhaust compressor is usually used to remove these non-condensab le gases. The compressor however requires about 10% of the total power generated by the system (Parsons, Bharathan, Althof, 1985). 4. Methodology In this section, pending work and project plan summary will be described. For the final project, the literature review might be expanded a bit more to include the various types of working fluids that can be used. Furthermore, a section explaining the thermodynamics behind the operation of the OTEC cycle (Carnot efficiency and Rankine cycle) will be added, followed by a more realistic calculation on the OTEC actual thermal efficiency, net power output and production of desalinated water. Once these calculations are carried out, a reasonably concise section on the application of solar heating on OTEC will be written. Then an investigation on the effect of increasing water inlet temperature on power generation and fresh water production will be carried out. In addition, the effect of an increase in pressure on power generation and fresh water production will also be included. Computational software such as Wolframalpha or Matlab will help in determining the relationship between variable temperatures and pressures on power generation and desalinated water production. If time allows it, simulation software such as Simul8 will be used to find the optimum conditions for the hybrid cycle OTEC plant. A section of discussion and analysis of results will follow explaining the obtained results, including suggestions for improving the design. Finally, a segment explaining by what means the proposed hybrid cycle OTEC plant is suitable for operation in Cyprus. This segment will include the economic factors involved (need for finance, government subsidies etc.), drawbacks and benefits such a plant will have on the island. 5. Gantt Chart The Gantt Chart below represents the plan for completion of the project including important deadline dates for presentations and submission of the report. Figure : Figure showing the Gantt Chart 6. Conclusion Water and energy are essential for human life. A steady supply of energy and water is indispensable for improving the living standard and economic stability of any country, especially countries which face water shortage problems like Cyprus. The goal of this report is to demonstrate the characteristics of a dual purpose OTEC plant and through various design considerations find the optimum conditions for such a plant to be as productive and as efficient as possible and at the same time be economically viable to attract investors.

A poem and a loaded gun Essay -- essays research papers fc

A Poem and a Loaded Gun The post civil war era was wrought with sexism and backwards thinking. Emily Dickinson was born in 1830, wrote 1800 poems in her lifetime. She has become known for unfolding the social boundaries surrounding women in this time period. Most of her life was shrouded in seclusion and mystery. In the realm of poetry, authors are creative with their usage of literary techniques in order to illustrate their point of view to the reader. Emily Dickinson is especially known for her precise diction, powerful imagery, and obscure timing or rhythm. In her poem â€Å"My life had stood – A loaded Gun,† she is heavily dependant on the use of images, eloquent diction and tone to convey both the literal and symbolic meaning or themes to the reader.   Ã‚  Ã‚  Ã‚  Ã‚  The author’s use of certain images is important to the theme of the poem because they define the setting and they set the mood for the different parts of the poem. The first image introduced to the reader is that of the loaded gun. This is one of the most powerful images throughout the poem as it is, as we find, out also the speaker. A the first thing that is brought to the readers mind is the aurora of potential. The sheer potential for destruction and death that is associated with a loaded gun sets the mood for the rest of the poem to build from. The next image that is introduced is that of the â€Å"Corners.† This can be understood in multiple contexts. The first being a crossroads, a corner is an intersection between two walls or metaphorically two paths. The second interpretation is that of a dark and shadowy place for someone to lye in wait. Both of the interpretations are equally significant and the authors diction here was surely intentional. This image is particularly important because it defines the opening setting of the speaker. The following images such as â€Å"Sovereign Woods,† â€Å"Doe,† and â€Å"Mountains† serve to change the setting. In the next stanza images such as â€Å"cordial light,† â€Å"valley glow,† and â€Å"Vesuvian face† serve to change the mood to an eerie almost frightening allusion to power. The next images â€Å"Yellow Eye,† and â€Å"emphatic Thumb† are incorporated into the poem to further the setting of this mood.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The author’s diction and tone in the second stanza move the poem thematically forward by building rhythm. This cha... ... the gun speaks â€Å"for† the master, which is to say she perceives her function as an extension of his power: his will and figuratively, his voice.† The paradox here is that the speakers role is not feminine at all, it is almost the dominant figure serving as the protector and the one who does the killing, yet she is still the possessed or owned item in the relationship. This conflict is resolved in the last stanza with the speakers final words. She declares her independence and singularity from her master with the realization that she has the power to die. She says â€Å"for I have but the power to kill, without – the power to die –,† or â€Å"I would only have the power to kill, if I did not have the power to die.† By this statement she affirms her own significance even though her only true act of autonomy is her own death.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited 1. Rich, Adrienne Vesuvius at Home: The Power of Emily Dickinson 2. Miller, Chistanne: Dickinson and the Boundaries of Feminist Theory; 1991 3. Gelpi, Albert; Emily Dickinson and the Deerslayer: The dilemma of the Woman Poet in America; 1979 4. Yukman Claudia; Breaking the Eschatological Frame: Dickinson’s Narrative Acts; 1992

Grapes Of Wrath :: essays research papers

Okies Vs. Californians   Ã‚  Ã‚  Ã‚  Ã‚  The Grapes of Wrath, by John Steinbeck, is a novel depicting the Okies migration to California during the period in history known as The Dustbowl. In this novel Steinbeck attempts to display the tensions between the Okies and the Californians. This display can be closely compared to today’s tensions between citizens born in the US and the Immigrants. Great pieces of literature are timeless in the lessons they teach and the controversy they portray.   Ã‚  Ã‚  Ã‚  Ã‚  The tensions between the Okies and the Californians were heated, as are most tensions dealing with land and immigration. The Okies wanted only two things: food and land. â€Å"†¦the new barbarians wanted only one thing – land and food: and to them the two were one.† The â€Å"barbarians† only moved out to California to escape the treacherous conditions of Oklahoma and surrounding states suffering from the Dustbowl; the were attempting to create a better life for their families. The Californians wanted all the luxuries in life, they were living in a land free of Dustbowl worries. â€Å"†¦the Californians wanted many things, accumulation, social success, amusement, luxury, and a curious banking security†¦Ã¢â‚¬  The Californians had already established the conditions that the Okies were in search of. They were now attempting to attain extras, and feared that the arrival of the Okies would halt this endeavor. The Okies motives wer e much nobler than the Californians’; but the Californians still felt that the Okies had no right to invade their land. â€Å"And whereas the wants of the Californians were nebulous and undefined the wants of the Okies were beside the roads, lying there to be seen and coveted†¦Ã¢â‚¬  The Californians did not know what they wanted; their dreams were very unclear. The Okies intentions, on the other hand, were very clear and important.   Ã‚  Ã‚  Ã‚  Ã‚  This tension still exists today between Immigrants and US born citizens. Immigration is a constant topics of discussion among politicians, and the US population as a whole. US born citizens become tense with the arrivals of Immigrants; the US citizens are attempting to achieve their American Dream; these Immigrants are, in their minds, and obstacle on their path to success. Like the Californians in the Grapes of Wrath; the Americans have already attained their needs and are attempting to secure luxuries.

Kate Chopin as a Feminist Writer

Kate Chopin is a feminist writer in the sense that she vigorously advocated and hankered after female spiritual liberation. She did not emphasize her beliefs and conceptions in her writings but she has taken into account the ideas of feminine individualism and personal autonomy at the start of twentieth century. Her feminist approach was quite different from the contemporary feminist writers who primarily concerned about the social elevation of women but she craved an understanding of individual sovereignty by penetrating into the conventional needs and wants in the male domain of social life. Helen Taylor proposes, â€Å"†¦shared her concerns with questions of sexuality, bourgeois marriage and woman's role (p.157). All these facets of women life is comprehensively discussed by her.Moreover, Chopin’s idea of feminist emancipation is not limited and of debase nature. Her approach is not restricted to physical liberation but she broadened it to intellectual as well socio-p olitical autonomy. She was of the view that psychological and intellectual emancipation is the primary requisite that would bring forward the social and physical freedom.Social standing of females was a favourite subject to the writers at the start of 20th century. Society was dominated by patriarchy, male chauvinism and supremacy whereas women were perceived as fragile and dependant. In â€Å"The Story of an Hour,† Kate Chopin manifests these themes by means of imagery and characterization. She had enough literary skills and intellectual strength to express these ideas in her writings at a time when writing about these issues was considered a taboo. In her anthology, she clearly illustrate that women are quite accomplished at showing strength and independence. Chopin skilfully utilizes imagery and vigour of her female characters to track female pains to flee from the debase character that societal compulsions have mandated to agree to. She takes into account their pathos and miseries implying that social compulsions are profound, rooted into the intellectual and institutional make-up of human beings and thus can not be easily swayed.In the leading story of her anthology, The Story of An Hour, she begins with portraying the socio-psychological afflictions of her protagonist, Louise. She describes her as â€Å"afflicted with a heart trouble† (Chopin, 170), symbolizing the feebleness and fragility attributed to females at the turn of the last century. But as the story progresses, her characterization turns from feebleness to potent one. For example, when her sister discloses death of her husband in â€Å"†¦veiled hints that revealed in half concealing† (Chopin, 170), she shows strength. Her relief at the news further manifest the fulfilment of her longing for emancipation, both physical and psychological. Contemporary society and reader do not presuppose this outcome i.e. a woman being capable of dealing with such ruthless realities of life, due to their pre-conceived notions. But Louise thinks that â€Å"There would be no powerful will bending her in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature† (Chopin, 172).All short stories in the anthology give an idea about the social particularly male response to each difficult situation that a woman faces. Society is too myopic that it only takes a stereotypical view of the situation. To remove or minimize the stereotypical effect, Chopin instigates a elementary change in her disposition as society fixes firmly to its typecasts, disinclined to admit change easily.ReferencesChopin, Kate. The awakening and other stories. New York, Holt, Rinehart and  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Winston. 1970.Taylor, Helen. Gender, Race and Region in the Writing of Grace King, Ruth McEnery  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stuart and Kate Chopin. Baton Rouge and London: Louisiana State UP, 1989

Duties of your own work Essay

Ensure all children are safe and happy within the setting. Keeping walk ways, fire exits and doorways clear. Doing regular risk assessment checks throughout ­Ã‚ ­ the day (bye eye). Risk assessment check of the garden before going out. Making sure none of the toys are damaged or broken. EYFS Making sure the EYFS is followed when carrying out monthly spot obs, and when having input in the planning. 1.2 Explain expectations about own work role as expressed in relevant standards. As a practitioner my expectations should be to become a valuable practitioner, to be reliable and be able build good relationships with children and parent carers. Encourage the children in the setting to play whilst learning, and have our children’s best interests at heart for example physical activities and outings will help them to enjoy their growth in knowledge and assist them to expand on their development as a whole. Also I to be able to work with other staff members and parent/carers to support the children, so that the children will feel confident and able boost up their  self-esteem, and this will also help them in their future, and prepare them for when they move onto school or in my case the next room up. Also the expectations that are to be done in my setting at a relevant standard is to supervise the children this plays a big role in child protection Act and health and safety policy. As a practitioner I should always watch the children closely to prevent and reduce any type of injury to the children. Children often challenge their own abilities but are not always able to recognise the risks involved, as a practitioner I should always supervise the children to be able to identify any risks and minimise injury at all times while still encouraging the children to take their own risk. 2.1 Explain the importance of reflective practice in continuously improving the quality of the service provided. It is important to use reflective practise as it can improve your own work and make you consider ways of improving the things you do on a day to day basis. In order to reflect on your own practice, you need to be able to question what you do and think about it rather than just doing it. You can do this by observing how the children react to the activity, and how other have had input. Where you feel you have done well you should consider what skills, knowledge or practice you have used to help you achieve this. You can also ask others for example you room leader for input and ask what they think you did well and what you can improve on. Once you have been give this input you should think about what you need to do to improve. The way you might approach reflecting on your own practice could be to observe the children before you do an activity this can enable you to learn from the children and help you get a good idea of what the children are interested in and also the way they engage wi th other children. You should also be aware of and focus on the issues in hand for example things cannot be running smoothly because of issues as small as the daily routine having a minor issue such as the timings been just out, we should work on these problems as a setting rather than seeing them as just a small problem. Seek out alternatives, if you do not have something you need then don’t panic there is always an alternative you can use. Panicking can cause the children to feel distress and this in turn can cause the children to leave the activity. Also viewing things from a different perspective can help, if you view  things from the children’s perspective can help you experience how the children view the activities, also standing over Someone else’s activities can help you view the way you see how your own activity or went wrong. 2.3 describe how own believes, values and experiences may affect working practices. Your own believe systems, values and experiences can affect your working practices in a good and bad ways for example I believe that no matter what race, religion or background a child comes from they should all be treated as equals and we should follow what the parents would like us too, this can include dietary requirements, clothing, sayings before and after meals for example in my nursery we have some parents that would like us to say please and thank in Punjab. Whereas your own experiences can have an adverse effect on your working practice, for example as a child I was never aloud pudding until i had finished my meal, whereas at work I have to give the child their pudding regardless as to whether the child eats the main meal or not. 4.1 Identify sources of support for planning and reviewing my own development. The sources of support for planning and reviewing my own development are Nikol – manager Nikol helps me review my own development by giving me feedback on a daily basis. Nikol helps me by reviewing my practice and speaking to me when she sees something aren’t quite right and telling me how to handle things the next time round. I also have monthly appraisals with nikol when we talk about how I feel in the work place and how Nikol thinks I could improve and what I’m doing well in, Ema – Room Leader Ema helps me with my development by allowing me to set out my own activities and giving me giving me feedback after each activity. Ema allows me to put up displays and have input into the planning. Ema also gives me praise on a  daily basis. Ema also helps me when I’m unsure on something like what to write for observations or how to link the planning to the EYFS. Hayley – Tutor Hayley helps me with my own development by reviewing my work and giving me feedback on how to make it better. Hayley also plans observations to observe my work within the setting. Parents My parents help me to plan my future steps like uni and talk to me about where I want my studies to take me. My parents also push me to achieve my goals It good to have more than one source of support as everyone’s advice is different and some sources can provide more support in certain areas than others. It’s also good to have more than one source of support as that one source of support is not always available to help. When I was doing a display at work I was struggling to write the EYFS for the display I had just done I asked Ema for support on how to write this. Ema gave me the EYFS Someone else had done as a guide she also showed me which aspects of the EYFS to use to guide me. I felt a lot better after asking for help it made me feel that I could always ask for help when needed and that there was the support I needed.

Interpersonal Communication Through URT Essay

Everyday we encounter people unknown to us. There are times when we are totally no interested in meeting and introducing ourselves to them. In certain situations we are forced or are voluntarily placing ourselves within there area of consciousness, like in a class or in our office, we disclose information about ourselves in order for a complacent relationship to transpire. This new connection will either grow or dissipate based on the disclosed information. Researchers say that interpersonal communication occurs only between two people who have known each other for quite some time (Borchers). This can be attributed to the contextual factors, such as psychological, relational and cultural, present in interpersonal discourses. The attainment of these factors signify that the two people conversing already know well of each other (King, 2000). At first, when we are asked by our late seatmate at first day of school who our professor is, or when we ask our office secretary who to call to fix a down network system, the interaction that occurs implies only an impersonal exchange between two people who ask for information because of external needs and is most likely to end that same moment. When you answer the above questions with â€Å"he’s the head of the department, we live in the same neighborhood† or â€Å"i know a little on systems troubleshooting but it isn’t my job, i’ll call one immediately,† the interaction introduces information related to the speaker and are affective to the receiver. This exchange becomes personal and may give way to a more gratifying relationship through following disclosures. These disclosures in turn reduces uncertainty, a considerably large blockage to a desirable relationship. Berger and Calabrese’ uncertainty reduction theory in 1975 presents steps on how we can achieve a fully ineractive personal relationship with other people. This theory explains why people tend to be information seekers and reduce the unpleasant effects of uncertainty in an introductory conversation and in the whole attainment of a relationship (Oregon State University). The theory discusses three stages of disclosure in interpersonal development. These stages are entry, personal, and exit (University of Twente). The interaction given above can be considered within the entry stage. By giving information on where you live or what your skills are(demographic), the receiver obtains also some point of conformity or agreement that sparks an interest for a relationship. Eventually we reveal our values, attitudes, and beliefs and we are taken now taken to the personal stage of disclosure. These somewhat â€Å"deeper† information suggest the existence of a relationship between two people. The exit stage relates to discourses on the shared values, beliefs, and attitudes which lead to actions or decisions where both interests are unified. Since interpersonal communication is based on two interrelated people’s discourses, this not specified only on verbal exchange, uncertainty reduction theory is an effective tool in determining interpersonal relationships and communications. By focusing on the information exchanged by two individuals we can predict the stage of their relationship – whether on entry, personal, or exit stage. Certainly, the information shared will not be as substantial in terms of personal relevance necessary for the attainment of interpersonal communication. Given the difficulty of initiating contact and conversation aimed at establishing a relationship, we are most likely to shy away and be frightened. If this happens, proceeding conversations are terminated. One basic method in squeezing out information from another person is to reveal your own personal information. Self-disclosure gives way to information not normally revealed through ordinary conversations. It requires an initiative to know and be known. Also, it is a way to know how the other people react and determine the topics under their interests. Furthermore, the voluntarily disclosure of personal information gives an impression of the willingness of a person in entering a relationship. In uncertainty reduction theory, self disclousre acts as the most effective way in removing the barriers of mistrust and non-complacency. By analyzing the information you reveal, one notices your values, beliefs, and emotional and moral tendecies accompanying your disclosures. These are considered to be a pattern for compatibility looked after by uncertain people. The situation above is common to almost everyone, given that the educated still dominate in number those who haven’t been to school or had work. I have experienced introducing myself to someone I am interested to. Most of the time I am replied with suspicion and mistrust which make me feel in need of proving myself. By self-disclosure I get their attention and know further what interests them and on fortunate times they react with personal disclosures too. Eventually the barrier of uncertainty dissipates and we are now getting ready for a more personal relationship. By reducing uncertainty we increase trust, thus more information is exchanged. Uncertainty reduction theory explains the systematic yet unsure disclosures toward interpersonal communication. Through complete understanding of the three concepts, uncertainty reduction, disclosure, and interpersonal communication, we can attain desirable relationships that can outlast time itself. References: Uncertainty Reduction Theory. 2006. Oregon State University. Retrieved 2 April 2008. http://oregonstate. edu/instruct/theory/ur.html King, Donnell. (2000). Four Principles of Interpersonal Communication. Pellissippi State Technical Community College. Retrieved 2 April 2008. http://www. pstcc. edu/ facstaff/dking/interpr. htm Borchers, Tim. (1999) Interpersonal Communication. Allyn & Bacon. Retrieved 2 April 2008. http://www. abacon. com/commstudies/interpersonal/interpersonal. html Uncertainty Reduction Theory. 2004. University of Twente. Retrieved 2 April 2008. http://www. tcw. utwente. nl/theorieenoverzicht/Theory%20clusters/Interpersonal

The Functional to Matrix Transition

The Functional to Matrix Transition Karen R. J. White, PMP RECENTLY PARTICIPATED IN A CONSULTING ASSIGNMENT WHICH INVOLVED MOVING A LARGE ITS ORGANIZATION from an old-style functional-department organization structure towards one more friendly to proj- Common Pitfalls ects. The project faced the sorts of challenges that are common when trying to realign organizational structure with the new realities of managing by projects. In addition, there were added cultural barriers because the company was in the financial services sector-a very traditional industry, known for conservatism in management approaches. Project management consultants were called in because, for the first time, the organization was undertaking a multi-year enterprise-wide development program that cut across multiple functional departments, instead of following their old pattern of doing projects within departments. Within the program, several major related projects were being carried out. Clearly, business as usual would not suffice. BASELINE: A FUNCTIONAL/WEAK MATRIX STRUCTURE A Functional/ (Weak) Matrix organizational structure, such as our client company had in place, works well when the focus is on quality and technical expertise. Under this structure, functional managers are responsible for products created within their areas of expertise. The downside: In the company on which this case study was based, it just wasn't working. And their experience was not uncommon. The functional-based organization structure tends to undermine the authority and decision-making capability of project managers, making project success more difficult. The functional or weak matrix form of organization does have some advantages. In this case, first of all, it was the currently existing state in the client organization. Change is always traumatic in organizations and, to the extent that we could preserve existing processes and systems, the upheaval-and resistance to it-would be minimized. Functional â€Å"stovepipe† organizations take a beating in discussions of optimal organizational structure, but the fact is that they are familiar to people, and thus comfortable for them. In addition, within this structure, IT and IS departments are fully empowered to complete isolated projects within their own â€Å"stovepipes. The client organization already possessed well-established communications processes and authorities within the functional areas. From a purely logistical point of view, the staff work locations were already centralized around functional department assignments, making information sharing among team members more straightforward. There are also serious drawbacks to this organizational structure, however. For instance, communications and decision-making processes existed outside the p rogram structure, contributing to schedule and budget issues. For the same reason, true accountability rested outside the programs, somewhere in the traditional hierarchy of the corporation. For example, executive functional management, who were in fact somewhat removed from the actual conditions of the programs, made all the important decisions. Budget and contracting authority was reserved for the CIO level. Under this very traditional structure, only formal authority-something the project managers did not have-was recognized as a source of power. The client organization had made some strides in moving past a purely functional hierarchy, towards a matrix organization. A Project Management Office (PMO) had been implemented the year before my involvement began-a year after the program was launched. Unfortunately, this meant that proper attention had not been paid to project management issues during the initial planning stages of the program. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 2 of 4 Instead of creating a PMO to manage the program, the existing program was inserted into a PMO. However, since the PMO lacked authority for decisions and communications, accountability was problematic. As an example, program budgets and staffing decisions were made within functional organizations, not within the programs themselves and resources were not accountable to programs for deliverables. Programs were initiated by functional departments, making any kind of strategic alignment or project prioritization (portfolio management) problematic. And because project teams ithin programs were organized by functional department, not by deliverable, the physical and organizational barriers between project teams impeded communications. THE OTHER EXTREME The Project (Strong) Matrix organization, at the other end of the organization-structure spectrum, works well for crash efforts, where the focus is on cost and, especially, schedule. These types of project-based organizations are sometimes n icknamed â€Å"Skunkworks† after the Lockheed-Martin aerospace project that made this approach famous. The Strong Matrix is an organizational form beloved of project managers and organizational design theorists. To be sure, this model offers many advantages from the project management standpoint:  · It concentrates complete authority for decisions affecting a project or program within the project or program itself, which simplifies decision-making.  · Program budgets and staffing decisions are made within the programs.  · Staff members have a single manager to please and answer to.  · Resources are accountable to program for deliverables and performance.  · Clear communications paths exist. However, in the real world of our client organization, the Project/Strong Matrix model carried several disadvantages. Limited resources in certain key technical and business areas meant that there simply were not enough people to create dedicated program or project teams, and it was deemed too time-consuming to recruit and/or train additional staff. The existing staff was in dispersed geographical locations with staff not able to relocate. All in all, moving to this form was just too drastic a change for the organization. THE MIDDLE GROUND Thus, our choice in establishing a more project-friendly environment was the â€Å"Balanced Matrix† structure . This structure strives to hit all the bases. Cost, schedule and quality are considered of equal importance. The balance between these considerations is achieved through continuous negotiations and tradeoffs. Given the resource limitations existing within the client organization, we deemed it the best model as well as the most practicable, despite certain inherent disadvantages, such as the need for increased communications and resource negotiations between project managers and functional managers, the added complexity in status reporting and staff management activities, and the need for modified roles and responsibilities in IT and business functional departments. The most significant impact of the new model was the extent to which we revised Roles and Responsibilities. IT functional management now shared joint staff management with program management and had to coordinate with program management in the areas of standards and process implementation. Business functional management also shared joint staff management with program management. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 3 of 4 Program management staff had far more â€Å"hands-on† involvement in program activities, as well as increased accountability for staff performance and coordination of related issues with functional man agement. Program Team Members now had multiple managers with whom to coordinate absences. TRANSITION STEPS 1. Assign Project Managers. We introduced project managers from the PMO to replace functional man agers with project management responsibilities, except in those cases where we retained functional leads as part of matrix. We did this when the department managers or supervisors were the ideal choice for supervision project activities because they were the strongest technical person in that area. Once the project leaders were assigned we identified deliverables and associated accountabilities for each project team. 2. Re-define Roles and Responsibilities. We established a policy statement and matrix document that clearly identified the project manager and functional manager roles and responsibilities. 3. Revise Resource Staffing Processes. By involving functional management in project initiation activities-recognizing that functional managers often have the best insight into the skills and limitations of staff members-we made the process of assigning resources to roles more collaborative. We also instituted a formal requisition process for internal resources. 4. Revise Performance Management Processes. We implemented revised performance management processes. Project managers were added to the performance development process training classes and required to provide periodic performance-related information to functional managers. At the same time, functional managers now shared individual goals and objectives with project managers, seeking to align project assignments with objectives. Functional managers continued to administer performance development processes. 5. Establish a Communications Plan. We developed a comprehensive program communications plan identifying who reports what to whom, and when. We acknowledged the information needs of the functional management team by including them in the communications plan. Project websites were established to facilitate communications. 6. Obtain Senior Executive Support. Senior executive support for changes was secured. We instituted an active steering committee. In addition, we established clear support at the CIO level for the Program and Project Manager roles and their authorities. These steps ensured alignment of functional and program goals: functional managers support the programs, which in turn implement the business goals. LESSONS LEARNED The matrix organization will meet resistance; plan for it. Lesson #1 – Program Organization. Make deliberate decisions about program and project organization when chartering the program. Determine the important constraints for the program, know the different organizational structures available and deliberately select the one that best fits your situation. Consider geographical locations when forming teams; try to maintain team integrity within a single location. Lesson #2 – Roles & Responsibilities. Clearly define the roles and responsibilities of all vested parties, including functional managers providing resources to projects. Obtain agreement and sign-off on individual roles and responsibilities as part of each project chartering activity. Phone: 610. 853. 679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 4 of 4 Lesson #3 – Communications Plan. Develop a comprehensive plan that considers communication needs both inside and outside the program. Consider horizontal communication flows in addition to vertical communication flows. Do not ignore the information needs of the organization as a whole. Le sson #4 – Continuous assessment. Reinforce the transition by continually monitoring the processes and climate of the organization. This is an ongoing challenge, not a one-time event. When a crisis arises, the organization will tend to lapse back into functional management accountability, as opposed to staying within program structure. Pay close attention to the communications and collaboration aspects of the program; reinforce use of the agreed upon communications plan. Remain sensitive to the communication needs of multiple geographic sites, if any. You will need to provide continuous learning and reinforcement, since functional managers are still learning to include project managers in staffing decisions, while project managers are still learning to include functional managers in problem resolution activities. Don't be afraid to change! Question how you are organized; make sure the status quo fits with the work that needs to be done. Maybe you won't change everything, but little regular tweak at organizational structure will keep it vital. Every six months or so, ask â€Å"Does it make sense today? † Prepared for presentation at ProjectWorld, October 2001 Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527