Management and Leadership development (Are leaders born or made) Essay

Management and Leadership development (Are leaders born or made) - Essay Example The model has been identified but not applied to organisations How do you demonstrate that your idea in part one will actually work in a real life environment? Would this be a universal model? (Refer to paper one) There is no indication of this model being universal, include at the beginning or the end Prove that it works. The model hasn’t been proven to work Show how it works and in relation to your literature? Not enough Demonstrate my model or concept could work in a variety of sectors e.g. public sector, commercial sector, or how it would work in different sizes of organisations, e.g small, medium and large Identified organisations but not applied the model the way they operate in leadership development Pick out the main points on the organisations (critical information) and that have relevance to if leaders are born or made and remove the rest of the material as it is descriptive and irrelevant, (This paper is only meant to be (2200 words max) The essay has some valid poi nts on organisations – However, they need to be backed by theory and all related to whether leaders are born or developed and the suggested model in the introduction I have also highlighted some points below Investigate the Operationalisation of Management and Leadership Development into Practice, Based on the Key Ideas Identified in Part One Part one entailed exploring into the study of contemporary management and leadership development, focusing on the topic ‘Are Leaders Born or Developed over Time’. Apart from presenting an array of diverse literatures that reviewed both arguments, the outcome of the study indicated that no one is a natural born leader. The case studies now will be discussing on how these theories and practices are displayed in management and leadership styles in the real life working environment across various sectors. The model that would be applied is based on the theoretical framework that leaders are developed over time. Through the concu rrent collaborative applications of both Adair (2003) and House (1971) who argued that leaders don’t have to be born but can develop leadership skills (Adair, 2003) and leaders set goals with employees and find paths, takes action, and develop one’s knowledge, skills and abilities as leaders (House, 1971) towards the achievement of organisational goals. Research by Giber (2009) has proved that if we tie leadership development to business strategy to the need of the business, it results in excellent organisational growth. The pressure to integrate leadership development activities and initiatives in the overall strategic objective of the business is the most important and overarching trend in recent history. Discussion Rolls Royce is a technology leader which employes 36,000 people assigned in offices, manufacturing and service facilities operating in 50 countries. The company has long history of employee development but currently they are reexamining their development strategy. In 2005, a review of talent management has been conducted, which until now, was being managed locally within business units. Currently, a new concept of talent management at global scale has been introduced (Jane Yarnall, 2008). Rolls Royce has realized the importance of talent management and that it should not be a standalone approach. Leaders can only emerge by identifying the potential talent

The Role of Grammar in Language Teaching & Learning Essay Example for Free

The Role of Grammar in Language Teaching Learning Essay Introduction In this ever changing world, the barriers to communication and understanding must be lowered. The acquisition of linguistic skills requires that one must be able to master it and use it to communicate effectively to people who are using that same language, like English for instance. For learners of this particular language to communicate effectively, teachers in the language arts have a very important role to play in teaching every aspect of English, particularly its grammar and use. This is because, to understand and be understood, grammar is an important part of language and communication. The English Language The English language, a language belonging to the Germanic languages branch of the Indo-European language family, is widely spoken in six continents. It is the primary language of the United States, Britain, Canada, Australia, Ireland, New Zealand, and various Caribbean and Pacific island nations; it is also the official language of about 45 nations including India, the Philippines, and many sub-Saharan African countries. Other than this, it is the second most widely spoken native language in the world, the mother tongue of more than 350 million people, and the most widely taught foreign language (Britannica Concise Encyclopedia, 2006). The United Nations uses English not only as one of its official languages but also as one of its two working languages. The language is also the dominant international language in communications, science, business, aviation, entertainment, diplomacy and the Internet (The Columbia Electronic Encyclopedia, 2003). Usage English relies mainly on word order: usually subject-verb-object, to indicate relationships between words. But many, including native speakers of the language, are still finding it hard to use the language correctly. In the past, there have been those willing to provide guidance to the public on correct usage of the language. Americas most famous lexicographer, Noah Webster, for instance, published a dictionary and speller which taught not only spelling but also pronunciation, common sense, morals, and good citizenship. Other lexicographers have also attempted to produce material that would serve as guide for the public regarding correct use of the English language (Encyclopedia of American History, 2006). Like other languages, English has changed greatly. English easily borrows words from other languages and has coined many new words to reflect advances in technology. Changes of every sort have taken place concomitantly in the sounds (phonetics), in their distribution (phonemics), and in the grammar (morphology and syntax) (The Columbia Electronic Encyclopedia, 2003). English is the most widely learned and used language even in non-native English speaking nations. It is widely learned and used for communication purposes especially in the academe and in businesses. Because of this wide use of the language, it has often been referred to as the global language or the lingua franca of the modern era.   It is currently the language most often sought and taught as a second language around the world (Wikipedia, 2007). Grammar Today, use of formal Standard English is required in the workplace and in the academe. It is the language of most educational, legal, governmental, and professional documents. It is used in newspapers, magazines, and books. It is the English we hear from radio and television announcers and persons making formal speeches. It is the language spoken in international commerce. Hence, many schools are focused on teaching students proper English speaking and writing skills. English grammar is a body of rules specifying how meanings are created in English. Basically, English is a subject verb object (SVO) language, meaning, it prefers a sequence of subject–verb–object in its simplest, unmarked declarative statements. But word order is a complicated matter in English (Wikipedia, 2007). Standard English can vary in different situations, but certain conventions or rules within it are fairly constant, and well-educated people deem them worthy of being observed. That is why the name â€Å"standard† is applied to this variety of English. If a person wants to succeed in the academic and business worlds, as well as in many other pursuits, he or she must master the conventions of Standard English. Formal and Informal English Standard English is used in so many different situations. Its use may range from casual telephone conversations to formal speeches, that it would be impossible to name a particular kind of English appropriate for each situation. Two domains of Standard English may be distinguished, however, and that is formal English and informal English. Formal English, like formal dress and formal manners, is a language for special occasions. It is sometimes referred to as literary English. It is also the language used in serious writing. It is used in formal essays, essay answers to examination questions, formal reports, research papers, literary criticism, scholarly writings, and addresses on serious or solemn occasions. Formal English is likely to include words that are rarely used in ordinary conversations. The sentences are likely to be more elaborately constructed and longer than those of ordinary writing. Contractions are rarely used. Formal English pays close attention to refinements in usage and avoids slang. Informal English, on the other hand, is the language most individuals use most of the time. It is the language of most magazines, newspapers, books, and talks intended for general audiences. The conventions of informal English are less rigid than those of formal English. Sentences may be long or short, and they are likely to sound more like conversation than the stately rhythms of formal English. Contractions often appear in informal English, and sometimes a slang expression is used. Excellent Language Skills While individuals can generally speak about three kinds of English: formal standard, informal standard, and non-standard, the lines between them are not always easy to draw. One kind of usage shades into another. An expression that one may think of as being informal may turn up in a formal address. A slang word or colloquial that originates in non-standard English may become an acceptable part of the informal vocabulary. Many words and constructions which one may think of as belonging to standard speech may come into use among speakers of non-standard English. This essentially means that the great majority of words and one’s ways of putting them together are common to all three kinds of English. If the language conforms to the conventions of Standard English, one’s main concern will be to vary his or her specific word choices to meet a particular need. The need will be determined by the nature of the audience, whether one is speaking or writing. There will be times when one cannot be sure whether a particular word or expression is suitable for the occasion. One can get help with his or her decision by turning to a textbook on grammar and usage, by turning to a dictionary, or by consulting a special book on English usage. Most of all, one can pay closer attention to the preferences of people who speak the language with obvious care. With careful observation, one may also notice that the rules of grammar are useful but not an invariably reliable guide to usage. Grammar describes the system of a language. Usage, however, is concerned with appropriate forms of expression. The two – grammar and usage – are not always the same, for language is a living and growing thing, and life and growth are not always logical. The people who use a language are constantly changing it. Since the rules of grammar describe the way the language works, when the system changes, the rules also change. Importance of English Grammar Effective speaking and writing goes beyond mere acceptance of the most appropriate grammatical rules. It embraces such qualities as clarity, forcefulness of expression, honesty, originality, freshness, and often, brevity. Yet the conventions of Standard English should never be underestimated as the essential foundation of good speaking and writing. If one deviates from the conventions of Standard English, people will think more about how one is expressing himself or herself about what he or she is saying. Any language that calls attention to itself or strikes listeners as unsuitable to the situation gets in the way of communication. For instance, if an applicant speaks casually with a prospective employer, as he or she does with close friends, that applicant may ruin his or her chances of getting the job. Moreover, if a person jokingly uses non-standard language around strangers, then these people who hear the speaker may get the impression that he or she does not know Standard English. It is thus important to know the different forms of English to make wise choices from them. Language Teaching English is basically the medium of instruction in most schools all over the world. In teaching the English language, most teachers begin with the parts of speech, their identification and their function. For some students, the study of English may point to certain aspects that are already familiar, like grammar for example, but for others, especially for those who will learn the language formally for the first time, grammar will not be very familiar. Grammar is important. It gives learners the ability to talk about language by providing a terminology and a system of classification. Also by making a learner aware of the basic patterns of English sentences, grammar can help the learner develop a varied and interesting style in their speaking and writing. This is one of the main goals of the study of English. Teacher and Learner Roles One can hardly imagine a language learning situation in the absence of interaction between and among students, fellow students, the teacher and the textbook. Every time a student interacts with any of these sources, he or she makes various hypotheses about what is being learned, and accepts or rejects them, trying out new ones. In an attempt to learn a foreign language, the student-learner is dependent on other people with whom he or she can interact with, as he or she develops a wide range of strategies which will be tested only in a communicative context. According to Thanasoulas (1999), these strategies can be distinguished in three categories: production strategies, comprehension strategies and interactive strategies. These strategies will not be explored in this paper. However, what is being pointed at here is the importance of human interaction in the classroom or learning setting as a condition for successful language learning and intellectual, emotional and social development (Thanasoulas, 1999). The Teacher’s Role It has been suggested that language teaching is a complex issue, encompassing linguistic, psycholinguistic, socio-cultural, pragmatic, as well as instructional and curricular dimensions. There are numbers of factors contributing to the dynamics of the educational process, such as internationalism and the pragmatic status of the foreign language (e.g., English), teaching and learning styles, and program characteristics. For example, the general expectation by students, parents and teachers that learners should achieve a high level of proficiency in English when they leave school influences both language policies and how foreign language learning will evolve. Furthermore, the teaching-learning process reflects different cultural traits and traditions. In some cultures, students tend to feel more at ease in the classroom, expressing their viewpoints and agreement or disagreement; in others, a passive attitude towards the teacher and the target language is more common. For instance, Greek society and its educational system favour rote memorisation, while western countries, in general, do not value it. Instead, they practice and take tons of drills to perfect their study of grammar and the English language. Moreover, such issues as the degree of preparation of teachers and the validity of testing and evaluation procedures can have a tremendous impact on language learning (Thanasoulas, 1999). As is patently obvious, the task or act, one may say, of teaching encapsulates a lot more than merely providing instruction and guidelines for students. It presupposes a psychological and philosophical knowledge on the teachers part, so as to combine techniques in class, as well as sufficient command of the basic structure of human existence, with a view to assessing any situation accurately and appropriately (Thanasoulas, 1999). Clearly linked to the roles defined for the learner are the roles the teacher is expected to play in the instructional process. Teacher roles, too, must ultimately be related both to assumptions about content and, at the level of approach, to particular views of language and language learning. Some instructional systems are totally dependent on the teacher as the source of knowledge and direction; others see the teachers role as catalyst, consultant, diagnostician, guide, and model for learning; still others try to teacher-proof the instructional system by limiting teacher initiative and building instructional content and direction into texts or lesson plans. Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used. Teacher roles in methods are related to the following issues: the types of functions teachers are expected to fulfil (e.g., practice director, counsellor, model), the degree of control the teacher influences over learning, the degree to which the teacher is responsible for determining linguistic content, and the interactional patterns assumed between teachers and learners (Richards, 1994: 23). Undoubtedly, the teacher is called upon to perform several functions in foreign language learning. These are the following: teacher as director and manager; teacher as counsellor and a language resource; and teacher as a model and independent language user (Thanasoulas, 1999). The Teacher as a Director and Manager. One of the main concerns of the teacher as a director and manager is to create a warm, stimulating atmosphere in which the students will feel secure and confident. It is very important for learners to feel very much at home with both their teachers and fellow-learners, if they are to be expected to venture out into the deep waters of foreign language learning, to experiment with new and strange sounds, and to role-play in a language which they have barely begun to learn (Papaefthymiou-Lytra, 1993: 95). Apart from assisting in creating the right atmosphere, the teacher should also make decisions on the materials to be used, as well as the activities and games which will best accord with the learners needs and abilities. Inasmuch as learners do not necessarily share the same cognitive and linguistic abilities, or interests and motivation, it is incumbent on the teacher to choose a wide variety of materials and teaching techniques and strategies in order to respond to the students interests and capacities. To this end, the teacher is supposed to organize the class, deciding whether a specific role-play or game will be simulated in pairs or in groups. Bearing all this in mind, the teacher may help develop a learner-centred approach to foreign language learning, as he / she takes into account the learners preferences, tailoring the materials and strategies to their needs (Thanasoulas, 1999). The Teacher as Counsellor and a Language Resource. The second function that the foreign language teacher is expected to fulfil is that of counsellor and a language resource. In other words, the responsibility is on the teacher to provide the learners with the necessary input in order to foster understanding of the relation between grammar, language, and communication. In short, the teacher must modify and simplify the language used according to the needs arising in each communicative situation, and to the grammatical competence and language proficiency of the students. In addition to simplifying teacher talk, it is also the teacher’s prerogative to resort to miming and facial expressions (Thanasoulas, 1999). Learning and teaching is multi-sensory and everything in the classroom and method must imply that learning is relaxing, fun and possible to be attained (Papaconstantinou, 1991: 35). Moreover, the teacher as a language resource should help learners to acquaint themselves with, and acquire a taste for, the target language and culture. It is the teacher’s duty to make explicit that language is not to be held in a vacuum but should always be learnt in connection to its users and the uses to which it is put. In light of this, grammar, though it is very important, should not be the sole reference point in foreign language learning; the teacher has to draw his students attention to the socio-cultural and pragmatic aspects of the foreign language, in order to help them assess the accuracy and appropriacy of the language they produce, both at the sentence level and the discourse level. As J. C. Richards (1994: 157) notes, a focus on grammar in itself is not a valid approach to the development of language proficiency. The teacher as a counsellor and a language resource should see it as her goal to provide enough remedial work, in order to eradicate students errors, and encourage learners to develop their own learning strategies and techniques, so as to discover the answers to their own questions (Thanasoulas, 1999). The Teacher as a Model and Independent Language User. In order to become a successful communicator and model for learners, the teacher should promote a wide range of behaviours and psychological and social relationships such as solidarity and politeness. Often learners have difficulties in adopting these behaviours because of the psychological and social distance that there exists between learners and materials. As a result, learners have a tendency to adopt the teachers language behaviours to indicate attitude and role relationships, rather than those presented in materials. This is understandable, of course, since the teacher is a live model, a real human being to whom they can more easily relate (Papaefthymiou-Lytra, 1993: 101). In short, the teacher should help learners to negotiate meaning in the target language through his or her own active participation in it, and act as a mediator between the linguistic and extra-linguistic context of foreign language learning, as these are reflected in the textbooks and audio-visual aids, etc., or literature, respectively (Thanasoulas, 1999). Teachers play an essential role in the foreign language classroom. Not only are they directors and managers of the classroom environment but they also function as counsellors and language resources facilitating the teaching-learning process. In addition, teachers can become models and independent language users in order to overcome the inherent shortcomings of the foreign language classroom environment (Papaefthymiou-Lytra, 1993:104). The Learners What roles do learners play in the design of educational programs and systems, and how much leeway are they left with in contributing to the learning process? In the last two decades or so, there has been a shift from Cognitive and Transformational-Generative Grammar Approaches to a Communicative view of learning. Learners, who were formerly viewed as stimulus-response mechanisms whose learning was the product of practice reminding one of the well-known dictum, Repetitio est mater studiorum are nowadays regarded as individuals who should have a say in the educational process. The role of the learner as negotiator between the self, the learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Breen and Candlin, 1980: 110, cited in Richards, 1994: 22-23). Three Factors Responsible for Student Learning Age, cognitive and learning factors. Age variation in foreign language learning and learning differences between children and adults are significant factors that must be taken into account in choosing the right approaches, design and procedures. Experiments have shown that there are a lot of biological factors at work in language learning. In young learners, both hemispheres of the brain are responsible for the language function, while at puberty it is only the left hemisphere that takes over, which makes language acquisition and learning more difficult. This process is called lateralisation and it may be responsible for learning differences between children and adults. Cognitive and learning styles, already acquired through mother tongue, may influence foreign language learning. According to Papaefthymiou-Lytra, â€Å"Of all personality characteristics attributed to individuals, certain cognitive and learning variables have been researched to determine the degree of their influence on successful foreign or second language learning. These are: field-dependence and field-independence, formal operations, the monitor and foreign language aptitude† (Papaefthymiou-Lytra, 1993: 84-85). Field-independent individuals are more analytical by inclination and tend to learn through reasoning faculties, whereas field-dependent individuals view learning in toto, acquiring knowledge subconsciously. Piagets formal operations theory relates to adults more mature cognitive capacities as opposed to the unconscious automatic kind of learning (Genessee, 1977, 148, cited in Papaefthymiou-Lytra, 1993: 85) that characterizes young learners less mature cognitive system. According to this theory, adults are thought to deal with the abstract nature of language more easily than young learners; it is very often the case, though, that young people may prove better learners in the long run. Another factor that influences language learning is the monitor use employed by learners. Three types of monitor users have been identified: over users, under users and optimal users. Over users are associated with analytical conscious learning†¦On the other hand, under users are associated with subconscious learning and extrovert personalities†¦Finally, the third category is that of optimal users who seem to be the most efficient (Papaefthymiou-Lytra, 1993: 85-86). Social and affective factors. Successful foreign language learning calls for an examination of the social and affective factors at work. First of all, the teacher should take into consideration the social proficiency which learners have attained. By social proficiency we mean the degree to which the learner employs, or taps into, the foreign language in order to communicate and negotiate meaning or achieve certain social goals. Some learners, for example, may complain when their classmate uses their pens or pencils because they have not learnt to use language in a socially accepted way. For instance, they cannot cope with making requests, asking permission, giving condolences, etc. It is worth noting that different cultures favour different attitudes on the part of the learner and, as a result, it is very probable that most of these situations do not necessarily reflect lack of social proficiency. Apart from social factors, affective factors also play an important role as they may facilitate or preclude learning. It is a commonplace that an atmosphere that fosters and promotes confidence and emotional stability will produce better students. Harmony in the classroom helps relieve tension and keeps the door to language processing open. A teachers task is like that of an orchestra conductor, who tends to fly into higher spheres, and has a tendency to fly and pull himself and the others above everydays problems towards a more creative reality (Papaconstantinou, 1991: 65). In this reality the learner may easily identify with the teacher and venture out into new aspects of the target language, dealing with it in her own, individual way. Unless she feels at ease with her teacher and her fellow-students, she will not learn. If she feels rejected and is afraid of being told off or scoffed at whenever she makes a mistake, she will withdraw from the educational process and lag behind, both cognitively and emotionally. Consequently, the content of materials for classroom use as well as classroom practices should be compatible with the affective variables influencing learners (Papaefthymiou-Lytra, 1993: 90). Learner’s needs and interests. Indubitably, a successful course should consider learner needs. For this reason, the concept of needs analysis has assumed an important role in language learning. Needs analysis has to do with the aims of a course, as these are determined by the uses to which the target language will be put on completion of the programme. For example, is our aim to achieve a high level of language proficiency or are we called upon to respond to the needs of, say, adult learners who need to master specific skills, such as academic writing or note-taking? All these parameters will have to inform the methods and techniques we use in class, as well as the materials design we are supposed to implement in order to achieve the best results. With regard to learners interests, it is worth noting that we, as teachers, should be cognizant of the differences between children and adolescents. For instance, the former are interested in body movement and play, whereas the latter want to learn about human relationships in general and achieve a deeper understanding of their abilities, with the aim of developing a sound personality and character. It has become evident that foreign language learning is far from a simple, straightforward process where teachers are the purveyors of knowledge and students the passive subjects who receive that knowledge. For successful foreign language learning, students must have both the ability and desire to learn. Otherwise, the objectives we set are doomed to failure. Foreign language teachers, therefore, must be flexible enough and sensitive enough to respond well to the individual learning preferences, interests and needs of their learners in terms of materials, techniques, classroom methodology and teacher talk. After all, language learning is not a monolithic process since not all personality and environmental factors can be kept under control in a foreign language situation (Papaefthymiou-Lytra, 1993: 94). Grammar in Communicative Language Teaching Linguists define grammar as a set of components: phonetics or the production and perception of sounds; phonology or how sounds are combined; morphology, which refers to the study of forms, or how elements are combined to create words; syntax referring to how words are strung together into sentences; and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (Musumeci, 1997). Musumeci (1997) asserts however, that grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar. Communicative language teaching has brought a renewed emphasis on the role that semantics plays in the definition of language. Communicative language teaching is fundamentally concerned with making meaning in the language, whether by interpreting someone elses message, expressing ones own, or negotiating when meaning is unclear. Viewing grammar with all of its components helps learners as language teachers understand the complexity of what it means to know the grammar of a language. Clearly, the goal of language learning in the communicative classroom is for learners to acquire the grammar of the second language in its broadest sense, to enable them to understand and make meaning; that is, to become proficient users of the second language. Research and experience have shown that explicit teaching of grammatical rules, even if linguists were able to formulate them all, does not produce such competence (Musumeci, 1997). Adnan (n.d.), however, disagrees with this contention of Musumeci and asserts that there are many aspects of SLA such as the strategy of learning, the role of communicative language teaching, the role of formal grammar teaching etc. Adnan (n.d.) attempts to study the role of formal grammar teaching for two reasons: First, this has generated a great debate in second language teaching and a lot of research has been done on it. Second, there is an indication that grammar teaching has been neglected in English teaching in favour of developing communicative competence in language which results in students having poor knowledge of grammar. Now, some people have called for the return of grammar teaching into the English class to solve the problem. It was noted that similar problems occurred in the immersion program in Canada. Although Krashen (1982) praises the program for producing learners with very high levels of second language proficiency, many researchers have for some time recognised that immersion learners fail to recognise some grammatical distinctions (Ellis, 1994). According to Adnan (n.d.), the Indonesian language teaching circle are beginning to use the communicative approach and he is concerned that if this circle gets affected by the strong view that only communicative activities are important in developing second language proficiency, and therefore, grammar teaching is of little importance, this may lead to the same problems. He stresses in his study that he is not advocating a grammar dominated classroom or a return to grammar translation method. Nor is he trying to advocate that communicative activities are not important either. It is stressed that they are also very important. What is being done is discuss the research findings on the role of grammar teaching so as to have a good understanding of what it can offer and what problems it has (Adnan, n.d.). It was determined that there were some problems that occurred in grammar teaching. And these were: it can have deleterious effects, e.g. avoidance of certain grammar points which once traumatised the learner (Pienemann, 1987), it can de‑motivate if the teaching is not interesting, it can lead to wrong generalisation (Lightbown, 1983; Felix, 1981), and it can be ineffective if the learners are not ready. (Pienemann, 1987). Nevertheless, the advantages are the following: formal grammar teaching can improve accuracy Ellis (1989); Pica (1985); Lightbown and Spada (1990), it can accelerate acquisition when learners are ready (Pienemann, 1987) it can help eliminate inappropriate use of expressions (Adnan, 1994), and it can result in new knowledge (Pienemann, 1984). In light of this, it is clear that to improve learner acquisition of a second language, there is a need to consider teaching grammar at an appropriate time. Spada (1987) suggests that formal instruction may work best when it is combined with opportunities to engage in natural communication. Ellis (1990) explains how formal instruction works. According to him, the main mechanism by which instruction works is by developing explicit knowledge of a grammatical feature which subsequently helps learners to acquire implicit knowledge (which in his mind is responsible for actual performance). Pienemann argues that grammar should be taught only when learners are ready for it. In an extensive review of research in the second language acquisition, Ellis (1994) suggests that the ideal approach to teaching is the combination of both formal teaching and engaging students in communicative activities. This is also supported by research findings in good learners studies which generally concluded that successful learners pay attention both to forms and functions i.e. engage in communicative use of the language. Pienemanns argument, namely teaching grammar when learners are ready, that is, when they begin to use it and ask about it, is appealing. This is also in line with Krashens hypothesis of comprehensible input. However, most have not had a standard sequence of the acquisition order of a different language like say Adnan’s language which is Indonesian, by foreign learners though it is noted by Adnan that this is being done as they do in English and German. Before the learners are ready, grammatical explanation is kept to a minimum or presented indirectly through games or other types of exercises. Learners at tertiary levels (or perhaps adults in general) appear to need grammatical explanation from an early stage. But it is believed that time should not be sacrificed to develop communicative mainly oral skills in favour of detailed grammar teaching. Their needs should be met by providing grammar books which explain grammar in language that they can understand. References Adnan, Z. (n.d.). The Role of Formal Grammar Teaching on Second Language Acquisition: A Review of Research and on Views. Retrieved on March 5, 2007 from http://intranet.usc.edu.au/wacana/2/grammar.sla.html Crystal, David (1997). English as a Global Language. Cambridge: Cambridge University Press. Dendrinos, B. (1992) The EFL Textbook and Ideology. Athens: N. C. Grivas Publications Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press English language. (2006). Britannica Concise Encyclopedia. Encyclopà ¦dia Britannica, Inc. Retrieved on March 7, 2007 from http://concise.britannica.com/ English language. (2003). The Columbia Electronic Encyclopedia, Sixth Edition. Columbia University Press. Retrieved on March 7, 2007 from www.cc.columbia.edu/cu/cup/ English Language. (2006). Encyclopedia of American History. Encyclopedia of American History through a partnership of Answers Corporation. Retrieved on March 7, 2007 from http://www.answers.com/topic/english-language English Language. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_language English Grammar. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_grammar Felix, S. (1981). The effect of formal instruction on second language acquisition. Language Learning. 31: 87‑112 Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford: Oxford University Press Lightbown, P. (1983) Exploring relationship between developmental and instructional sequences in in L2 acquisition in H. Seliger and M. Long (eds.) (1983) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass: Newbury House. Lightbown, P. and Spada, N. (1990). Instruction and the Development of Questions in L2 Classroom SSLA. Vol. 15, pp. 205‑224 Lixin Xiao. (2006). Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-Cultural Perspective. Teaching English as a Second or Foreign Language. Volume 10 Number 3. Retrieved on March 6, 2007 from http://tesl-ej.org/ej39/a2.pdf McArthur, T. (ed.) (1992). The Oxford Companion to the English Language. Oxford University Press. Mora, J. K. (1999). Major components of the study of syntax and grammar: Teaching grammar in context. San Diego State University. Retrieved on March 5, 2007 from http://coe.sdsu.edu/people/jmora/Grammar.htm Musumeci, D. (1997). The role of grammar in communicative language teaching: A historical perspective. The McGraw-Hill Companies. Retrieved on March 5, 2007 from http://www.mhhe.com/socscience/foreignlang/conf/grammar.html Papaconstantinou, A. (1991) Suggestopedia: An art of Teaching, an art of Living. Athens: Hellinika Grammata Papaconstantinou, A. (1997) Creating the Whole Person in New Age. Athens: A. Kardamitsa Papaefthymiou-Lytra, S. (1993) Language, Language Awareness and Foreign Language Learning. Athens: The University of Athens Press. Pienemann, M. (1987) Learnability and Syllabus Constructions. In Hyltenstam, K. and Pienemann, M. (Eds.) Modelling and Assessing Second Language Development. Clevedon: Multilingual Matters Pienemann, M. (1984). Psychological Constrains on the Teachability of Languages. SSLA, 6 (2), pp. 186‑214 Richards, J. C. (1994). The Context of Language Teaching. Cambridge: Cambridge University Press. Spada, N. (1987). Relationship between Instructional Differences and Learning Outcomes: A Process‑product Study of Communicative Language Teaching. Applied Linguistics, Vol. 8, pp. 137‑61 Thanasoulas, D. (1999). Classroom: Forum or Arena? Retrieved on March 7, 2007 from http://www.englishclub.com/tefl-articles/classroom.htm

The New Blue :: essays research papers

About IBM: The Big Blue IBM's history dates back decades before the development of electronic computers – Big Blue was officially born in 1911 as the Computing-Tabulating-Recording Company, a conglomeration of other companies that started in the 1880s. Since then, the company has been instrumental in the development of mainframes, calculators, personal computers, networking, software, and several scientific breakthroughs. Four IBM researchers have won Nobel prizes. In 1990, IBM had its most profitable year ever. By 1993, the computer industry had changed so rapidly the company was on its way to losing $16 billion and IBM was on a watch list for extinction – victimized by its own lumbering size, an insular corporate culture, and the PC era IBM had itself helped invent. Since that time, IBM has made major changes in its business activities, shifting its focus significantly away from components and hardware and towards software and services. In 1993, Lou Gerstner was brought in to run IBM. He moved the company's focus to services, and re-established IBM as the biggest computer consulting and services company in the world. However, nearly after a decade, Big Blue was still losing money on PCs, a market it helped launch. Gerstner was succeeded by Samuel J. Palmisano in 2002. The New Blue under the Leadership of Palmisano The style of Sam Palmisano may be understated compared to his predecessor, Louis Gerstner. But the strategy moves the 52 year old has made since he became the chairman and chief executive of IBM less than two years ago have been bold, even risky. If successful, his strategy promises to redefine not only IBM, but also what it means to be a computer company. IBM is no longer content to be merely a supplier of hardware and software, and seeks to become more a side-by-side partner with businesses - helping them improve their marketing, planning, procurement and customer service. The aim is to create a very deep connection between IBM and its customers, and at that level it is a very powerful strategy. But it's making IBM more like a service business with technology thrown in than a technology business. To pursue this strategy, Palmisano needed to add expertise in business consulting and software. In 2002 the largest purchases came when he acquired PricewaterhouseCoopers Consulting for $3.5 billion and Rational Software for $2.1 billion. More fundamental changes have come in 2003, and some are just now falling into place.

Daisy Miller :: Henry James, Daisy Miller

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Daisy Miller is a story related by a young, American man named Winterborne, who lives mostly in Europe. Winterborne meets a lovely young lady named Daisy Miller at a Swiss resort in Vevey. He notices her naivetà ©, having no reservations about talking to strangers. He befriends this young girl very quickly. He would love to introduce her to his aunt, but she thinks that Daisy is common, vulgar, and refuses to meet her. Daisy and her family decide to leave the resort and visit Italy. Several months passe until Daisy speaks to him again. She invited him to Italy. He finds Daisy with an Italian man named Giovanelli. Winterborne notices that Giovanelli is not what he considers a gentleman. After finding Giovanelli and Daisy at the Coliseum late one night, Winterborne thinks of Daisy as â€Å"a young lady whom a gentleman need no be at pains to respect';. Daisy, unfortunately dies of Roman fever a week later. In some messages Daisy sent to Winterborne from her deathb ed, he realizes that she was still a very innocent girl and desired his respect. Winterborne realizes that he has indeed lived â€Å"too long in foreign parts.'; He has been so influenced by conservative European social conventions that he was unable to appreciate Daisy’s free and natural spirit.   Ã‚  Ã‚  Ã‚  Ã‚  The theme of the novel focuses on the harm that is done when an individual is rejected by society for unconventional behavior. Non-conformists are type cast in a negative way and their individuality is devalued. James presents Daisy as the â€Å"free, spontaneous, independent, natural'; (Fogel p.3) American girl who is stereotyped as â€Å"disreputable'; (Fogel p.9) by the highly conventional Europeanized Americans she meets in Vevey and Rome. At the same time, James shows how Daisy’s â€Å"utter disregard for convention prevents her from successfully relating to others'; (Fogel p.9) and leads to her death when she disregards warnings not to go the Coliseum at night.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  James conveys the poetic dimension of Daisy Miller by using symbolism in the names of the characters in the novel. Daisy’s name suggests her innocence and freedom. â€Å"Etymologically, daisy means ‘the day’s eye’ suggesting Daisy’s radiance, her fresh ‘morning’ quality, and beautifully fitting into the further symbolism that flowerlike Daisy closes up and then dies after Winterborne cuts her.'; (Fogel p.38) Thrice, Winterborne met Daisy in a garden, a place where flowers grow, once in Vevey and the second time in the Pincian Garden in Rome, and the third, and final time he saw her was at her grave, which was â€Å"beneath the cypresses and the thick spring flowers.

Hiv Prevention Strategy In Nigeria Health And Social Care Essay

Nigeria ‘s population of 140 million is the largest in Africa with 1 in 6 Africans being Nigerian. The information from the 2005 HIV study indicates that approximately 4.4 % of Nigerians are infected with HIV. The prevalence exhibits province broad disparity of between 1.6 % in Ekiti province ( south West ) and 10 % in Benue province ( north cardinal ) . ( Figure 1 ; NACA, 2007 ) While the infection rate is slower than some other African states, issues about HIV are still high on the docket because of the states high population. ( Figure 2 ; Jennifer Kates, Alyssa Wilson Leggoe, 2005 ) The Antenatal information shows that immature grownups appear most affected with 3.6 % amongst pregnant 15-19 twelvemonth olds and 4.7 % amongst 20-24 twelvemonth olds ( Figure 3 ; Technical Report National HIV/Syphilis Sero-Prevalence Sentinel Survey, 2005 ) This fact highlights the demand for a good co-ordinated National HIV/AIDS bar plan to farther decelerate down the infection rate and cut do wn incidence. ( NACA, 2007 ) Figure 1: HIV Prevalence by State ( 2005 ) www.naca.gov.ng Figure2 a ) Percentage of Adults estimated to be populating with HIV/AIDS and B ) Number of People estimated to be populating with HIV/AIDS. Beginning: HIV/AIDS Fact sheet, 2005 Figure 3: HIV Prevalence by Age group ( Old ages ) 2005 www.naca.gov.ng Drivers of the HIV Epidemic in Nigeria Informal Transactional Sexual activity: While commercial sex workers ( CSWs ) have long been identified as critical in impacting the spread of the HIV/AIDS epidemic rubber usage among them is high. A cardinal driver nevertheless is informal commercial sex among the general population ( J. Robinson, 2008 ; NACA, 2007 ) Low Risk Percept: 67 % of Nigerians perceive themselves to be at no hazard of undertaking HIV while 29 % perceive themselves to be at low hazard and merely 2 % rated their opportunities of infection high ( NARHS, 2005 ; NACA, 2007 ) Multiple Partnerships: In Nigeria, spiritual beliefs tend to back up the publicity of common fidelity ; NDHS ( 2003 ) nevertheless proved that multiple sexual partnerships are common particularly amongst sexually active work forces. About 30 % and 24 % single and married work forces severally reported holding more than one sexual spouse in the past twelvemonth ( NDHS 2003, NACA 2007 ) . While work forces with multiple spouses have a 60 % increased hazard, adult females are 10 % higher than work forces. ( NARHS, 2005 ) Lack of established STD Programming for Most at Risk Population ( MARP ) : Package of services provided to MARPs is limited. Linkages to HIV guidance and testing, STD direction and intervention are weak and have relied chiefly on referrals. Continuing Risky Behaviour of males in General Population: Hazardous behavior in the general population is more prevailing among work forces than adult females. 26 % of work forces report holding more than one sex spouse in the last twelvemonth as against 2 % in adult females. ( NARHS, 2005 ) Gender Inequalities: Underliing causes and effects of HIV/AIDS infections in work forces and adult females varies reflecting differences in biological science, sexual behavior, societal attitudes, economic power, exposure, and cultural attitudes that discourages safe sex dialogue. ( NACA, 2007 ) Economic Drivers: HIV impoverishes persons and communities through losingss of human resources. Poverty brings about low degrees of instruction associated with illiteracy and by and large hapless wellness position. These conditions result in hapless acceptance of behavior alteration which exposes the population to HIV infection. ( NACA, 2007 ) Equally shortly as an epidemic of HIV/AIDS was noticed in the state, Nigeria mounted a national response, which was expanded in 2000 with the constitution of the Presidential Council on AIDS ( PCA ) and the National Agency for the control of AIDS ( NACA ) . This allowed for a co-ordinated attempt to supply bar, intervention, attention and support services through policy preparation, development of programs and execution. NACA ‘s authorization provinces that: -A A 1.A A A Coordinate and prolong protagonism by all sectors and at all degrees for HIV/AIDS/STD expanded responses in Nigeria.A 2.A A A Develop the model for coaction and support from all stakeholders for a multi-sector and multi-disciplinary response to HIV/AIDS in Nigeria. 3.A A A Develop and present to the PCA, all programs on HIV/AIDS in Nigeria for policy determinations. 4.A A A Develop and joint a strategic program for an Expanded National Response to HIV/AIDS in Nigeria.A 5.A A A Coordinate, proctor and measure the execution of the Strategic National Plan for the control of HIV/AIDS/STDs in Nigeria and all other approved policies.A 6.A A A Coordinate and ease the mobilisation of resources for an effectual and sustainable response to HIV/AIDS/STDs in Nigeria.A 7.A A A Undertake any other responsibilities as assigned by the PCA from clip to clip. ( NACA, 2007 ) The National HIV/AIDS Strategic Framework for Action ( 2005-2009 ) provides a strong and comprehensive model for bar attempts including a balanced â€Å" ABC † attack. In this model, in-school young persons were marked as a mark population group. Sexual activity instruction is a major constituent of bar and one of the tools in minimal bundle required for HIV bar. Political issues environing it include Resistance to arouse instruction and rubber publicity by Faith Based Organizations ( FBO ) , Religious leaders and other stakeholders Inadequate accomplishments on rubber usage and dialogue Misconception about sex instruction and low credence Availability, handiness and affordability Lack of policy environing sexual instruction in secondary schools ( NACA, 2007 ) A survey done in Nigeria analyzing the sexual behavior of secondary school striplings showed that the average age at first intercourse was 12 old ages with a scope of 6-19 old ages ; many of the participants had multiple sexual spouses and a hapless perceptual experience of the hazard of STD including HIV. It was recommended that a structured sexual instruction course of study be instituted for all schools get downing at an early age. ( A.T. Owolabi, A.A. Onayade et Al, 2005 ) Other surveies have examined how instructors feel about go throughing their cognition on HIV / AIDS bar steps to their pupils in the context of their cultural and societal norms that restrict unfastened treatment of sex.A The consequences showed a high degree of cognition about HIV / AIDS bar among teachers.A Nevertheless, instructors do non go through on this cognition because of cultural and societal taboos.A In add-on, instructors do non have proper preparation and motive on information, instruction and communicating on HIV / AIDS and sex instruction. ( Daniel C. Oshi et Al, 2005 ) It is hence necessary to increase handiness of sexual wellness services, create societal support for sex instruction in schools and build capacity on appropriate sex instruction. Previous efforts at supplying sex instruction were interfered by spiritual and cultural resistance. In 2000 a new course of study was introduced for comprehensive sex instruction for 10-18 twelvemonth olds which concentrated on bettering pupil ‘s cognition and attitudes to sexual wellness and cut downing hazardous sexual behavior. However the execution of the undertaking was a entire failure and has since been abandoned. ( Avert, 2010 ) In a state where issues such as confidentiality around HIV proving is non covered by statute law, where no action is taken when human rights are broken in relation to HIV infection and stigmatisation. It seems the destiny of the immature people are in their custodies, owing to the absence of generative wellness ( RH ) institutes and deficiency of separate Torahs or statute law for immature people in relation to HIV bar. ( United Nations Global Coalition on Women and AIDS, 2004 )POLICY AGENDA SettingTo accomplish this wellness policy, one must see the histrions that would be involved and analyze all stakeholders- so as to understand their behavior, purposes, inter-relations and involvements: and to measure the influence and resources they bring to bear on decision-making or execution procedure. ( Varvasovszky Z. , Brugha R. 2000 ) Stakeholder/ Actor analysis will place the type of people to interview, utilizing sweet sand verbena techniques, reappraisal questionnaires etc. It is of import to plan a semi-structured/ condense interview inquiries. Interviews will let comparison across cultural groups and faith ; and yet be sensitive to specific contexts. Stake holder ‘s position has to be transformed into one that utilizes indexs to exemplify the extent of the job. They need to be informed of graduated table, tendencies and likely future class of HIV epidemic in their part or territory and within specific subgroups of the population. Table 1: Stakeholders AnalysisStakeholdersEngagement in the issueInterest in the issueInfluence/ PowerPositionImpact of issue on histrionParents Participate in Child Sexual Education and can act upon their kids ‘s determination Medium Low Non-mobilized High Media Industry Promote stakeholder ‘s positions and can act upon determination shapers by supplying dependable information High High Supportive Low Ministry of Health Promote healthy generative picks, direction of STIs and HIV related unwellnesss High Medium Supportive High Presidential Council on AIDS Survey policy proposals and do determinations on them Medium High Non-mobilized Medium School Administration Participate in policy Execution High Medium Opposed High Ministry of Education Ensure sex instruction is integrated in national course of study and implemented Training of staff Policy Implementation and Evaluation High High Supportive High Bilateral Organizations Provide support and proficient support High High Supportive High Religious Leaderships Influence the population through spiritual, moral and cultural beliefs High High Opposed Medium Importers, Manufacturers and Sellers of the merchandise e.g. rubbers, text editions Provide low-cost and high quality merchandise Engagement in distribution High Low Supportive High NACA Develop and present to PCA all programs on HIV/AIDS in Nigeria for policy determinations High High Supportive High Documentary/ Content analysis would be undertaken to place the grade of consistence between the present policies in the state. It would besides cover how far policy shapers draw on research findings in addresss during policy preparation and execution phases. The information beginnings would include research publications and studies, statute law, administrative/executive ordinances or orders, reimbursement agreements, guidelines and advice, meeting studies and proceedingss, policy statements, addresss, and articles. An economic rating will be considered to measure and construe the value of this wellness intercession. This will mensurate the results in pecuniary footings every bit good as in wellness units. For this policy a cost effectivity analysis ( CEA ) will be more good in order to besiege the quandary of puting pecuniary value on human lives. It will compare the value of resources spent on the intercession to the measure of wellness gained as a consequence. ( David Wonderling et Al, 2005 ) A thorough apprehension of consistence of old policies with research findings, the grade of influence of research on policy docket scene, preparation and execution would be needed to guarantee a high degree of wellness research use in the determination devising of this wellness policy. CLARITY OF MESSAGE HIV bar, peculiarly sex instruction demands strong grounds in order to be recommended for consideration and broad spread execution. Hall ‘s theoretical account of docket puting claims that the strength of this grounds depends on the issue ‘s Legitimacy, Feasibility and Support. ( Kent Buse, 2005 ) The issue at manus is legitimate as the HIV epidemic continues to harry the state, heterosexual sex being the most reported signifier of transmittal and high rate among immature people. It is executable since the policy will be implemented logistically through already bing systems, cost and resources will hence be reduced. Support can be generated through act uponing the population with the usage of media, raising consciousness and advancing rubber usage, affecting FBOs in policy execution. There is besides no grounds that sex instruction or rubber handiness in schools will increase promiscuousness or cut down the age of first sexual intercourse of in school young person, hence this policy has no potency for inauspicious consequence. This policy ‘s acceptableness might be of concern, as there will be resistance from spiritual leaders and other involvement groups. This policy besides has other societal and wellness benefits, as the usage of rubbers will besides cut down other STIs, cut down unwanted gestations and the complications from illegal abortions, thereby cut downing maternal mortality. Previous work in Nigeria has shown that equal instruction works in HIV bar and this is soon being used to advance abstention and be faithful intercession plans. Kingdom ‘s Model proposes that there are 3 watercourses of policy procedure and they need to cross for policies to be considered. ( Kent Buse, 2005 ) Problem watercourse: High prevalence of HIV among in school young person, with the highest signifier of transmittal being heterosexual sex Politicss watercourse: The National HIV bar work program promotes condom scheduling and there have been ongoing arguments around this issue. In 2000, sex instruction was integrated into National course of study but was ne'er implemented. Meanwhile the prevalence amongst in school young person since so has increased. Policy watercourse: Following the 2005 National HIV/Syphilis Sero prevalence lookout study for pregnant adult females go toing Ante-natal clinics in Nigeria. NACA has mounted more response to HIV bar. More support for HIV bar is being provided by bilateral organisations and NACA has become unfastened to execution of policies through FBOs and CSOs. Interventions are now being chosen and funded based on scientific grounds research.POLICY FORMULATION AND IMPLEMENTATIONLegislators are influenced by media and runs, cultural beliefs, lobbyists, political parts and support every bit good as grounds based research. It is hence of import to guarantee they have adequate information from researches, prevalence of HIV and alternate solutions. The function of the media and other organisations can non be over emphatic. This policy proposes the debut of structured sex instruction with condom publicity in secondary schools across Nigeria It aims to cut down the prevalence of HIV/AIDS among in-school young persons Aims To better the cognition about HIV/AIDS amongst young person To raise the age of first sexual brush amongst in-school young person by 5 old ages in 10 old ages To promote rubber usage among in-school young person To increase the figure of in school young person seeking intervention and attention for other STIs by 20 % in 5 old ages To cut down teenage gestations by half in 5 old ages Resistance to this policy ‘s credence could be limited by ab initio influencing policy alteration in southern urban parts where it will be more acceptable and if successful, scaled up to other less urban countries utilizing traditional and spiritual leaders to act upon credence. A broad web and model of HIV/AIDS bar is soon on land in Nigeria, a assorted scanning attack will be ideal. A rational attack for explicating policies and go throughing the measure, which will be instantly diffused through the Ministry of Health to all schools An incremental attack by ab initio increasing the cognition of in-school young person on HIV/AIDS by presenting sex instruction into the school course of study, presenting text editions and stuffs that educate pupils on HIV/AIDS and subsequently up-scaling to include RH clinics to turn to early intervention and bar of STIs. Formation of in-school HIV nines and groups will supply a forum for pupils to aerate their positions on abstention, sexual exposure and bar patterns and eventually condom handiness and distribution. Cost will be reduced by utilizing bing resources and adult male power. Increased cognition of HIV/AIDS in the population with capacity edifice for instructors and in school young person will let for easy execution. A elaborate and careful pilot testing could be done in the relevant mark group to let for appropriate rating and alteration before broad spread execution. A underside up attack should besides be used to let for more engagement by implementers and uninterrupted rating and redefining of aims or schemes.EvaluationHIV bar intercessions are complex. There are legion intercessions and schemes to take from. The content and quality of intercessions may differ well from one another and intercessions may be implemented in different ways by different people. Specific intercessions may be interactive or even counter and yet most programmes will unite several intercession schemes, doing rating of the effects of specific intercessions or constituents within the programme bundle hard or impossible to extricate. ( UNAIDS, 2008 ) In measuring the effectivity of the policy, elaborate grounds on the existent procedure of bringing of the intercession that establishes the extent and quality of bringing will be gathered. Facility audit is besides of import to supply information on adequateness of substructure, equipment, proficient and operational guidelines. The success of the policy execution will besides be evaluated utilizing the five key United Nations General Assembly Special Session ( UNGASS ) ends. ( WHO Technical study series, 2006 ) Provide appropriate information to immature people and grounds of betterments in their resulting cognition Provide appropriate accomplishments developing to immature people and grounds of their ability to show these accomplishments, and utilize these accomplishments to diminish their hazard of going infected Supply appropriate skills-based preparation, equipment and supplies to implementers and grounds of this ensuing in increased bringing of effectual, high quality wellness services to immature people. Provide grounds of reduced exposure of HIV among immature people, such as alterations in the attitudes and behaviors of immature people Provide grounds of a decrease in HIV prevalence among immature people that can be attributed to the intercession Donabedian ‘s model for measuring health care conceptualizes â€Å" Inputs, Process and Outcome † . ( Kent Buse et Al, 2005 ) Table 2: Policy Implementation and EvaluationUndertaking IMPLEMENTATIONUndertaking EVALUATIONINPUT/RESOURCESACTIVITIES/INTERVENTION SERVICEEnd productOUTCOME/IMPACTMEASUREMENT METHOD/INDICATORSStaff Monitoring and rating preparation for plan directors and implementers Training of school nurses and instructors Training of spouses and stakeholders on young person and HIV Media preparation on Sexual activity instruction and Condom publicity Capacity edifice for implementers Change in supplier behavior in relation to school young person Change in supplier behavior in relation to describing systems Improvement in administrative and describing systems Experimental surveies Number of instructors and school nurses trained in supplying sexual instruction and wellness services to school young person Number of stakeholders trained on HIV and the young person Quality appraisal of describing systems Media support Awareness creative activity for rubber publicity to interrupt barriers Commission and air jangles on the impact of sex instruction on school young person. Media run aiming socio cultural issues disaggregated by age, sex and location. Media run on inter-generational sex Harmonization of stuff development, distribution and usage Increase consciousness on sex instruction and rubber rebranding Sexual activity instruction and sex literacy as a societal norm Condom usage as a societal norm Behavioural surveillance study Condom handiness and handiness Stigmatization around sex instruction and rubber usage Number of jangles aired on sex instruction and rubber usage among school young person Education Production and distribution of IEC Materials Production of text editions integrated with cognition of STI and HIV Development and version of course of study on sex instruction Sexual instruction Sessionss in schools Condom dialogue accomplishments developing for school young person Improve school young persons consciousness on HIV/AIDS Improve rubber negociating accomplishments among school young person Improve rubber usage among school young person Reduce STI incidence Reduce HIV morbidity and mortality Reduce teenage gestations and it ‘s complications Reduce maternal mortality associated with teenage gestations Annual National HI/AIDS sero-prevalence lookouts study among in school young person Prevalence of STI and HIV among school young person Number of teenage gestations and maternal deceases related to them No of rubber distributed No of school young person who used rubbers in their last sexual brush Facilities Handiness of friendly accessible service Centres for school young person within and outside the school Build effectual linkage/referral systems for STI direction in communities Establish regional offices through the Ministry of Education to supervise disposal and M & A ; E Increase entree to RH services Promote dealingss among assorted organisations involved Allow easy monitoring and rating of execution School young person will be able to entree RH services without stigmatisation Provide utile information on execution procedure and success Behavioural surveillance study No of young person accessing RH services before and after intercession No of RH services available to youth No of young person referred through linkage systems Research Population based study on Sexual activity instruction, rubber usage and publicity in school young person Increase cognition base on sex instruction and rubber scheduling Increase cognition on the young person ‘s sexual hazard behavior Making future sex instruction programming policies based on grounds based scientific research Experimental surveies Number of research proposals and surveies carried out on sex instruction, hazard behaviors, rubber scheduling and usage among school young person Community Mobilization Battle of FBOs, CSOs, community and spiritual groups and parents on HIV/AIDS cognition Skills and services community mobilisation for HIV Sensitization of community leaders against stigmatising or opposing sexual instruction among school young person Increase consciousness of FBOs, NGOs and parents on HIV and the young person Promote rubbers as a double method Rebrand rubber usage as a positive thing Engagement of policy execution at grass root degree Improve community consciousness and integrity in the battle against HIV/AIDS Enable societal and cultural credence about sex instruction Constitution of young person groups Experimental surveies Number of young person groups on HIV/AIDS advancing sex literacy and rubber usage Number of community stakeholders involved in young person groups Number of outreach events advancing sex instruction Advocacy/policy Recommending for policy reforms on socio-cultural and economic issues that promote HIV transmittal, stigma and favoritism among young person Increase consciousness of stakeholders on HIV and young person HIV and youth issues get on the policy docket Laws on HIV and young person, stigma and favoritism enacted Experimental surveies Nature and type of issues incorporated into the National Youth policy No of public hearings on the bill of exchange measure and Young person policyDecisionThe immature can non talk for themselves in doing lawful determinations that impact their ain lives. Their determinations are influenced by parents, the community, equal force per unit area, and their personal cognition. It is hence of import that the cognition they have is sufficient and diverse to enable them do informed determinations refering their sexual wellness. Surveies done have shown adequate grounds that sexual instruction addition in-school young person ‘s consciousness of HIV/AIDS and can act upon their attitude or do behaviour alteration. Health system research findings in the Nigeria will stay impotent unless translated into public wellness action through effectual public policy-making. ( Shamsuzzoha B Syed et al.,2008 ) Policy docket scene, preparation, execution and rating are all necessary phases in achieving policy alteration. In world, they all happen at the same time and can be revisited and changed while the procedure is ongoing. Stakeholder ‘s influence is really important in policy devising and acceptance. The media is a really powerful tool which should be used suitably. Policy execution should be done carefully without rigidness utilizing bottom up attacks. Evaluation is necessary in order to mensurate the success of the plan and larn more for future policy executions. Reducing HIV/AIDS prevalence amongst in-school young person goes a long manner in cut downing prevalence in the general population and promises a healthier brighter hereafter, free from HIV/AIDS.

Labor vs. Belabor

Labor vs. Belabor Labor vs. Belabor Labor vs. Belabor By Maeve Maddox A reader asks, Can you tell me which is preferred, labor the point or belabor the point. Ive heard them used interchangeably. The Google Ngram Viewer indicates that â€Å"labor the point,† (â€Å"to continue to repeat or explain something that has already been said and understood†) has been around for about 100 years longer than â€Å"belabor the point.† A Web search suggests that the two versions are now used interchangeably: The vice president was apologizing for being long-winded and belaboring points, even as he continued to  belabor  long-winded  points. Not to  belabor the point, but writing for publication is hard. The speaker labored the point  so long that we lost interest. I will not labor the point that the power company doesn’t have many fans in Kenya. The verb belabor has other applications. Literally, â€Å"to belabor† is â€Å"to thrash or buffet with all one’s might,† as in this description from Uncle Tom’s Cabin: Legree was provoked beyond measure by Tom’s evident happiness; and riding up to him, belabored him over his head and shoulders. Figuratively, â€Å"to belabor† is â€Å"to assail with words.† In this quotation from The Red Badge of Courage, the officers are urging their men to move faster: Belabored  by their officers, they began to move forward. When applied to prose, belabored applies to a type of writing style characterized by long sentences and inappropriately erudite or archaic vocabulary: [â€Å"The Turn of the Screw† by Henry James] may have created and sustained tension and horror when it was written, but now it is mostly belabored, overextended prose. While popular criticism struggles to find its bearings, academia keeps on producing mountains of belabored prose for the sake of sustaining the small but diverse group of important thinkers still doing important work.   [A]n unreasonable fascination with how spare one can make a sentence can have an equally destructive effect on the readers experience and draw just as much attention to the authors skill in restraint as belabored prose draws to his cleverness or intelligence. Both extremes are destructive to the overall health of a story. The Bailee translation captures the lyrical flavor of Hegels highly belabored prose.   Ian M. Banks and China Mieville write rings around Herbert’s belabored prose. Sometimes the writer’s use of belabor leaves the reader wondering about its intended meaning in the context: No need to belabor the  awfulness of this film, a romantic comedy devoid of romance.  Ã‚   I dont mean to belabor the discussion of Royals GM Dayton Moore. He had been  belaboring Rockefeller  for many years.   In 2007, the year that NCLB was evidencing belabored breathing, Colemanstarted a new, national-standards-writing company (which turned nonprofit in 2011), Student Achievement Partners.† This event did not belabor the federal intrusion on education but did introduce realities of FedLedEd rearing its head. No primary votes are lost by  belaboring the opposition. Note: A person who is having difficulty breathing is said to exhibit â€Å"labored breathing.† Here are some alternative words and expressions for belabor that may be clearer in some contexts: dwell on overdo overdramatize make too much of Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Format a UK Business LetterTop 11 Writing Apps for iOS (iPhone and iPad)Advance vs. Advanced

Continuing Disability Reviews

Continuing Disability Reviews What You Need to Know About Continuing Disability Reviews When you are awarded your Social Security Disability (SSD) or Supplemental Security Income (SSI) you may believe the benefits are guaranteed for a lifetime. However, it is important to know that the Social Security Administration conducts periodic reviews of those receiving benefits, called a Continuing Disability Review (CDR).As long as you are continuing to see your doctors and receive treatments, your condition has not improved and you are not working, there is virtually nothing to worry about. These reviews are typically only conducted every three or every seven years, depending on the severity of your condition. The process begins with a form from the Social Security Administration, and it may be determined you do not need a full CDR until the next time you are up for an evaluation.When Can You Expect a Continuing Disability Review to Happen? If the SSA decided your condition is likely to improve, you can typically expect a review every three years. If your condition is likely n ot going to improve, the continuing disability review would be every 7 years. However, some may be conducted sooner than 3 years. In the award letter for benefits, the SSA should have indicated when your first CDR will likely occur.There are some exceptions to the rule, including if medical evidence is found that determines your condition has improved or you go back to work. In these cases, the SSA can conduct a CDR at any time.What Will You Receive from the SSA to Begin the Process? For the review, you will be mailed either the short Disability Update Report or the longer Continuing Disability Review Report, depending on the circumstances of your condition. If you receive the short form, you will be asked questions about your condition, whether you are working or not, and any doctors’ visits or hospitalizations.Up to three months later, you will receive information in the mail from the SSA, which could conclude that you do not need a CDR at this time. Yet, if the SSA decides from the information you provided that your condition should be reviewed, you will receive the Continuing Disability Review Report.What is the Continuing Disability Review Report? For those receiving benefits whose conditions are expected to improve, you will automatically receive a longer Continuing Disability Review Report. The form includes questions about your condition, employment status, doctors visits and even your daily tasks.What Happens if You are Chosen for a Full CDR? It can take up to five months to receive a decision from the SSA. The majority of those who send in a Continuing Disability Review Report will not be selected for a CDR. However, if you are chosen, you must fill out and submit another form and from there, the SSA will conduct a review of your medical records.Can Your Benefits Be Stopped? Ater a full CDR is the only time benefits can be stopped, if it is determined that your medical condition has improved enough for you to be able to work. You may appeal th is decision, and you will want an experienced disability attorney on your side.Is There Anything You Should Be Doing to Help Ensure the Review Goes Smoothly? As mentioned, as a person who has won disability benefits based on the strong medical evidence you and your lawyer have provided, you should not be overly worried about a CDR. However, it is extremely important that you follow these tips below.Make sure you do not stop medical treatment. Keep regularly seeing your doctors and ensure your medical records are up-to-date.Continue to follow your doctor’s instructions in terms of treatments and medicationsEnsure you have all copies of important documents, including the SSA’s decision and medical records, handy.We Can HelpIf you are disabled and unable to work, call  Disability Attorneys of Michigan  for a free confidential consultation. We’ll let you know if we can help you get a monthly check and help you determine if any money or assets you receive could i mpact your eligibility for disability benefits.Disability Attorneys of Michigan  works hard every day helping the disabled of Michigan seek the  Social Security Disability benefits  they need. If you are unable to work due to a physical, mental, or cognitive impairment, call  Disability Attorneys of Michigan  now for a free consultation at  800-949- 2900.Let Michigan’s experienced Social Security Disability law firm help you get the benefits you deserve.Disability Attorneys of Michigan, Compassionate Excellence. continuing disability review, Detroit disability attorney, disability attorney, disability lawyer

Breast Milk Substitutes Ethical Issue

Breast Milk Substitutes Ethical Issue Issue The ethical issue here is whether formula-milk companies such as Nestle are committing an offense by pressing for their products to be bought and substituted for breast milk.Advertising We will write a custom essay sample on Breast Milk Substitutes Ethical Issue specifically for you for only $16.05 $11/page Learn More Rule In order to emphasize the significance of breast-feeding, the World Health Organization (WHO) came up with the International Code of Marketing of Breast milk Substitutes in 1981. The Code, together with other decrees, advocates for the control on the advertising of breast milk substitutes. This is aimed at encouraging mothers to breastfeed their babies and avoids improper use of the substitutes, for example, infant formula. The elements of the Code prevent companies from advertising breast milk substitutes that have an effect on mothers, health workers, and health care systems. In addition, labels on the products must uphold the impo rtance of breast milk. Some key points of the Code include prohibition of the advertising of the products in hospitals, shops, or to the public, prohibition of giving free samples to mothers and health workers, and prohibition of giving inaccurate information. The Code has made exceptions allowing nations to implement it fully or partially as part of their own law. Therefore, the International Code is only legally enforceable when it has been incorporated into the law of a country. Application/ Analysis Nestle has been implicated to be involving in less-than-perfect practices concerning the marketing of their breast milk substitute products, especially in developing countries such as Bangladesh. In 1977, campaigners called for an International boycott of Nestle’s products because of this practice. This prompted the enactment of the International Code. Despite the passing of the Code, campaigners are still flagging up the boycott. They claim that Nestle, as the market leader, and other related companies, have failed to adhere to the statutes of the Code. Analyzing the facts in light of the provisions of the Code will reveal this. The International Code, which was enshrined in Bangladesh law in 1984, stipulates that information given to mothers by the companies should be objective, stress on the relevance of breast milk, and should not refer to any brand name of a product. However, the situation is different in the country. The formula manufacturers give health workers tear-off pads featuring pictures of their products, for example, Nestle has leaflets with pictures of Lactogen. More so, they do not give any useful information on the importance of breastfeeding.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In contrast to the elements of the code, mothers in Bangladesh are given free product samples and gifts, the companies engage in direct contact wi th the mothers, and they engage in unfair promotional strategies such as giving of discounts. The Code obliges health professionals to encourage and shield the habit of breastfeeding; however, this is not the case in Bangladesh since they prescribe breastfeeding to mothers without taking care of the future consequences. Conclusion Nestle, and other manufacturers, have violated the provisions of the International Code in developing countries such as Bangladesh. Therefore, the campaigners are right in pressing for the boycott of Nestle products that has existed for over thirty years now. The WHO should step up efforts to ensure that the companies adhere to the statutes of the Code. Finally, since Bangladesh has incorporated the Code in its law, the formula companies should not take advantage of its grey areas in supplying breast milk substitutes to the mothers in the country.

Thesongs of Fatherhood by William Wallis Essay Example | Topics and Well Written Essays - 250 words

Thesongs of Fatherhood by William Wallis - Essay Example The child’s community celebrates its birth. The child takes the first breath as soon as its head shows up to confirm it is alive. The child notices the difference of the external environment with that inside the womb and, consequently writhes (Wallis 1). The second poem So, Little Rabbit symbolizes the childhood stage in the father’s life. The poet compares childhood playful stage to that of a rabbit’s. The child is unaware of the life events that await him in adulthood (Wallis 1). His curiosity, naivety, and playfulness will vanish because soon he will be too old for that. The third poem Awaken symbolizes the adolescence stage. The adolescents develop feelings of intense love for members of opposite sex. The childhood innocence vanishes at this point and the childhood stories lose sense. The adolescents also seek attention from peers. The fourth poem Fly Free By Day, Swim Deep By Night indicates the busy and involving adulthood life. The adult revisits the stages missed during development. He is always moving to work at distant places leaving behind a sorrowful family sad because of his departure. The fifth poem Eternal Laughter ironically symbolizes the agonizing death that terminates life. His son’s love for him turns to sorrow (Wallis 1). However, his son learns to live without him. The fact that he also shall one day die consoles him. His father’s picture remains the only source of remembrance for his father. Wallis, William. The Songs of Fatherhood. 1st Premiere ed. Seattle, Washington: University of Presbyterian Church, 2012. Accessed on 16th, May 2015

Implication of planning Essay Example | Topics and Well Written Essays - 500 words

Implication of planning - Essay Example ill Neighborhood Association, can bring the suit, for the claim or action that the decision by the City Council to rezone land that was previously zoned for single-family development on three-acre lots is invalid since the are no conditions or changes in conditions in the surrounding area warranting it. They should argue that the subject land was suitable as had been previously owned. They must try and convince the court in their application that the rezoning by the City Council somehow do not have any substantial bearing or relationship to safety, general welfare, public health, morals or preserve and protect cultural and cultural areas and places. Additionally, the Willow Hill Neighborhood Association needs to convince the court that the decision to rezone by the City Council severely affect to a large extent upon surrounding lands, by arguing and asserting that, the rezoning is in a way inconsistent with the zoning in the neighboring lands. It would be worth if The Willow Hill Nei ghborhood Association, in addition, argues that, the rezoning may result in substantial detriment to the neighboring lands (Mandelker). As mentioned earlier, The Willow Hill Neighborhood Association, should claim for the action that the City Council acted arbitrarily in making the decision to rezone. It is worth mentioning that, action or decision by the City Council, which should be considered as spot zoning, is a preferential action that in some sense defeats the already existing comprehensive plan. If and when the Willow Hill Neighborhood Association win the suit against the City Council for rezoning one edge and across the street of the previously existing Ordinance that designated the land for single-family development on three-acre lots, to a multifamily residential development, they are likely to get a relief such as the court issuing a judgment declaring the decision of the City Council as constituting a spot zoning this is not in any way warranted by any conditional

Public resource management Essay Example | Topics and Well Written Essays - 3000 words

Public resource management - Essay Example The Council plays a strategic role which is beyond the constricted confines of acting merely as providers of social housing. The Westminster Council Management has on the other hand, continually recognized the importance of local authority by getting involved in an outward looking approach and being part of the broader roles that range from social to economic perspectives (Hyman, 2010). The Westminster Council has at all times acted in various capacities as a facilitator, co-coordinator and as a financial source and delegate in acquiring the needed service from other stakeholders. In particular, the Planning and Housing Departments have worked well together by using their powers, part of which includes compulsory purchase aimed at attaining the match needed effort of reduced housing shortage outcomes. Beyond service delivery, Westminster is the centre of national government. This is reflected in the number of workers in the public sector, in the city. Tourism activities and entertain ment related industries have been identified as potential employers. To this extent, serving as the economy’s driver, considering that Westminster is well known for its ever growing sector in the West End region. Market forces that are experienced globally have an impact on valuation, and availability of accommodation and this is well replicated in this city. This can be viewed in the way government regulations set to control council practices. To a large extent, they have been instrumental as they have worked beyond management of the Westminster Council as well as adopted policies of the Greater London Authority in determining the desired quality of affordable housing. Decisions made by the private sector landlords and investors can be influenced by limited extent by the local authority itself in seeking solutions to housing ills. It therefore, remains clear for the commission to direct its recommendations to these other targets within the Great London but in particular focu s on Westminster City Council (Palmer, Kenway and Wilcox, 2006). Background Information Westminster was incorporated in 1911. The city’s progressive council is recognized for excellent performance in management and full delivery of services to businesses and the neighboring community. All this is achieved without additional help from either districts or taxing authorities (Hyman, 2010). The report explores layers of complexity that undermine the good intentions in solving housing problems. Apart form handling housing issues, Westminster Council is responsible in providing parking space, recreational venues, and library and water services to the residents aw well as waste collection services and security to the city dwellers. Budget Development Objectives Westminster, as any other organization, has its own consideration that has been behind repeated success and growth of the council. This has been an influential means of raising the council’s operational efficiency in t he previous years. However, it is vital to realize that not any of the recognized ideas can be accomplished if there are no clear financial limitations built in the budgeting process from the beginning. In formulating a realistic budget, Westminster’s strategies are often based on four major dimensions. These are: The council management, planners and interested stakeholders have to identify

Aerodynamic Drag Reduction in Modern Consumer Automobiles Dissertation

Aerodynamic Drag Reduction in Modern Consumer Automobiles - Dissertation Example Within the course of their experiments, they uncovered many different types of aerodynamic drag on vehicles. In addressing these disparities, they came up with various modern designs to also help to reduce drag. Moreover, it can be seen that dissimilarities existed in the differences between racing car design and road car design, which had led them to explore the reasons why road vehicles did not look like racing cars. This paper will investigate other factors, such as European legislation, that influences the appearance of road vehicles. In addition, it will discuss how and why the appearance of modern cars changed in recent years through the use of texts, pictures, graphs, equations and diagrams. Moreover, the role of Bernoulli relationship on the flow around an object will be explored as well as an explanation of boundary layer properties. Finally, it will analyze flow control using passive methods like vortex generators. Clearly, researchers in their investigations had devised in novative ways to reduce the aerodynamic drag of modern road vehicles. Bettes (1982) defined aerodynamic drag as occurring when a car moved through air and the energy that opposed its direction and slowed down its movement. Another more comprehensive definition of aerodynamic drag was: †The resistance of the air to forward movement, sometimes called "aerodynamic drag". This is a factor of the shape of the vehicle, the objects which stick out (i.e., mirrors, mufflers, bumpers), the amount of turbulence at the rear of the vehicle, the nature of the vehicle's skin surface, and the amount of air going through the vehicle for cooling and ventilation. The faster you go, the greater the air friction (proportional to velocity ²). At the same time, the power to overcome such friction is proportional to velocity ³.† (www.f1technical.net/glossary/). ... Moreover, the role of Bernoulli relationship on the flow around an object will be explored as well as an explanation of boundary layer properties. Finally, it will analyze flow control using passive methods like vortex generators. Clearly, researchers in their investigations had devised innovative ways to reduce the aerodynamic drag of modern road vehicles. II. Aerodynamic Drag of Vehicles a. Drag and the Different Types of Aerodynamic Drag on Vehicles Bettes (1982) defined aerodynamic drag as occurring when a car moved through air and the energy that opposed its direction and slowed down its movement. Another more comprehensive definition of aerodynamic drag was: †The resistance of the air to forward movement, sometimes called "aerodynamic drag". This is a factor of the shape of the vehicle, the objects which stick out (i.e., mirrors, mufflers, bumpers), the amount of turbulence at the rear of the vehicle, the nature of the vehicle's skin surface, and the amount of air going t hrough the vehicle for cooling and ventilation. The faster you go, the greater the air friction (proportional to velocity?). At the same time, the power to overcome such friction is proportional to velocity?.† (www.f1technical.net/glossary/). Bettes (1982) examined the fuel use required to offset the aerodynamic drag of road vehicles, but it served as one of many factors affecting cars. Lift force and the side force comprised other factors as well, which were referred to in non dimensional coefficients used in a broad speed array. Moreover, these forces and their associations with their axes (pitching, yawing, and rolling) relied upon the square of the speed of the

Should driver's be allowed to use cell phones while driving Essay

Should driver's be allowed to use cell phones while driving - Essay Example NHTSA) survey reports that 44 percent of drivers have a phone with them when they drive, 7 percent have e-mail access, and 3 percent have facsimile capabilities. Those numbers are likely to increase. Other technologies that increase possible distractions will also be added to new vehicles, such as easily accessing the internet, getting directions electronically, and receiving real-time information on traffic patterns. With the growing use of modern mobile telephony among the world population, there has been fear of carelessness among users especially when driving. The fear is further compounded by the fact that the majority of mobile telephone users are the youthful generation. Another worrying aspect is that the growing middle class, whose population is also youthful. The growing middle class is associated with the increase in the number of vehicles on the roads. The youth have been described as relatively careless as compared with their older counterparts. The significant costs of mobile phone usage while driving is the increased risk of vehicle accidents, some leading to serious injury or death. It is estimated that up to 41,000 people die in vehicle accidents each year in the United States, with a bigger percentage being caused by drivers who use their mobile phones while driving. These concerns have led to increased call for a ban on the use of mobile phones while driving. This paper is inte nded to provide a cost-benefit analysis of a ban on mobile phone while driving. According to Cohen & Graham (2003), if there is total compliance to a ban on the use of mobile phones while driving, both the benefits and costs of using mobile phones while driving would be eliminated, therefore resulting to a zero-sum game. They also argue that the proportion of property-damage-only crashes, injuries and fatalities attributed to mobile phone usage are equal. Their study further argues that incremental crash risk is proportional to the time spent on the phone. This third

Aerodynamic Drag Reduction in Modern Consumer Automobiles Dissertation

Aerodynamic Drag Reduction in Modern Consumer Automobiles - Dissertation Example Within the course of their experiments, they uncovered many different types of aerodynamic drag on vehicles. In addressing these disparities, they came up with various modern designs to also help to reduce drag. Moreover, it can be seen that dissimilarities existed in the differences between racing car design and road car design, which had led them to explore the reasons why road vehicles did not look like racing cars. This paper will investigate other factors, such as European legislation, that influences the appearance of road vehicles. In addition, it will discuss how and why the appearance of modern cars changed in recent years through the use of texts, pictures, graphs, equations and diagrams. Moreover, the role of Bernoulli relationship on the flow around an object will be explored as well as an explanation of boundary layer properties. Finally, it will analyze flow control using passive methods like vortex generators. Clearly, researchers in their investigations had devised in novative ways to reduce the aerodynamic drag of modern road vehicles. Bettes (1982) defined aerodynamic drag as occurring when a car moved through air and the energy that opposed its direction and slowed down its movement. Another more comprehensive definition of aerodynamic drag was: †The resistance of the air to forward movement, sometimes called "aerodynamic drag". This is a factor of the shape of the vehicle, the objects which stick out (i.e., mirrors, mufflers, bumpers), the amount of turbulence at the rear of the vehicle, the nature of the vehicle's skin surface, and the amount of air going through the vehicle for cooling and ventilation. The faster you go, the greater the air friction (proportional to velocity ²). At the same time, the power to overcome such friction is proportional to velocity ³.† (www.f1technical.net/glossary/). ... Moreover, the role of Bernoulli relationship on the flow around an object will be explored as well as an explanation of boundary layer properties. Finally, it will analyze flow control using passive methods like vortex generators. Clearly, researchers in their investigations had devised innovative ways to reduce the aerodynamic drag of modern road vehicles. II. Aerodynamic Drag of Vehicles a. Drag and the Different Types of Aerodynamic Drag on Vehicles Bettes (1982) defined aerodynamic drag as occurring when a car moved through air and the energy that opposed its direction and slowed down its movement. Another more comprehensive definition of aerodynamic drag was: †The resistance of the air to forward movement, sometimes called "aerodynamic drag". This is a factor of the shape of the vehicle, the objects which stick out (i.e., mirrors, mufflers, bumpers), the amount of turbulence at the rear of the vehicle, the nature of the vehicle's skin surface, and the amount of air going t hrough the vehicle for cooling and ventilation. The faster you go, the greater the air friction (proportional to velocity?). At the same time, the power to overcome such friction is proportional to velocity?.† (www.f1technical.net/glossary/). Bettes (1982) examined the fuel use required to offset the aerodynamic drag of road vehicles, but it served as one of many factors affecting cars. Lift force and the side force comprised other factors as well, which were referred to in non dimensional coefficients used in a broad speed array. Moreover, these forces and their associations with their axes (pitching, yawing, and rolling) relied upon the square of the speed of the