Journeys

Through my study of micehal gows novel away, the documentary Cinderalla Children and the novel Fight Club, i now agree with Marcell Proust that â€Å" We dont recieve wisdom we must discover it for ourselves after a journey that no one else can take for us†. The individuals in these texts gain wisdom from their journeys as a result of their experiences, perspective and personal growth, however some choose to use their wisdom more wisely than others. This proves that wisdom can not be received but rather we must discover it for ourselves.The character that is seen to undergo the most profound change within the text ‘Away’ , by Michael Gow in my eyes, is Coral. We are introduced to Coral to be in an emotionally fragile condition, grieving the death of her son. She is seen to have alienated herself from society, and has a strained relationship with her husband Roy, unable to conform to his expectations. Coral’s psychological state is clearly depicted in the so liloquy Gow has utilised in Act One – Scene Three.Through her speech we understand that she is in an unstable state, as suggested at the beginning of the soliloquy, where she states, â€Å"When that woman woke up and saw that donkey at her feet I thought my heart would break. † This line generally depicts her detachment and alienation from society, through the inconceivable language used. Throughout irene gleesons life ( before the thought of the cinderella children project even started ) she had experienced pain and truma due to her past but she had a very strong faith in Christ which she believed helped her through her drakest days.With her fatherless home and harsh childhood, he grew to become a motherfigure to her family, even though later down the track her marriage broke down which resulting in her leaving her faith in god for a spiritual search, but through trialing other religions she returned to her Christian faith even more determined to help. She grew to kno w jesus as the only husband she needed. So before she knew it she had sold her dream beach house and her possessions to afford the big move with her caravan over to kitgum, Uganda.This is where the idea that gaining wisdom through out past experiences or journeys it may not seem relevant at the time but fundememntally help you when your struggling. The main character in Fight Club is the narrator and the main themes of the story are loneliness, materialism, and freedom from society. Tyler was created because of the lack of connection the narrator had with the people around him. The narrator was lonely and attended so many support groups because of it. He was not rejected at the support groups because the members thought he was sick just like they were.Materialism is a reoccurring theme as the narrator mentions how he has worked his entire life for the Ikea items in his apartment. He tried to fill the void in his life by buying worthless, meaningless stuff. People spend too much time working for things they do not need. The narrator comes to the conclusion that, â€Å"You are not your job or your possessions. † Only once a person realizes that can he or she finally let go and start living. â€Å"It’s only after you’ve lost everything,† Tyler says, â€Å"that you’re free to do anything. † In order to be free, we must not care about the stuff we own.When Tyler states â€Å"The things you own, end up owning you† it really opens the narrators eyes too see what he has based his life around†¦ †stuff†. Our whole lives are spent working to pay for stuff. If we did not have stuff to pay for, we would not have to work as hard and our time could be spent doing something more meaningful. This idea is also conveyed through the character Gwen from Michael Gow’s Away. A major conflict near the end of the story is between Tyler Durden and the narrator. The narrator discovered Tyler was a figment of his im agination and he wanted to stop him.The narrator wanted to get rid of Tyler, end Project Mayhem, and all of the Fight Clubs. Tyler did not want to leave and this conflict was resolved with the narrator shooting himself and killing Tyler. Tyler was created as someone the narrator always wanted to be. Tyler was the narrator’s hero and the narrator envied everything Tyler stood for. The narrator started to lose his own conformist identity and become more and more like Tyler. As the novel progressed, the narrator grew more miserable while becoming Tyler. Becoming Tyler was emotionally and physically draining for the narrator.Throughout the novel, the narrator is battling his former self and Tyler. He tried to find a happy medium between the two extremes. Towards the end, the narrator found this to be an impossible task as Tyler began to take over more and more. The narrator could not allow Tyler to continue controlling his life and destroying society so he had to shoot Tyler and himself in the process. â€Å"We need a break. We need a change† (Act Two – Scene Four). Gow has applied short and direct sentences to correspond Coral’s obstinacy and determination towards change.The repetition of ‘we need a†¦Ã¢â‚¬â„¢ reflects how Coral has prioritised change, and her views of change being a necessity. These techniques effectively suggest Coral’s acceptance towards change. Coral conjuncts the connotation of the holiday with positive implications, evident through her statement; ‘We’ll have a wonderful, wonderful time’ (Act Two – Scene Four). Repetition is prevalent once again in this excerpt, and has been used by Gow to portray her positive attitude in regards to the opportunity to change.This is where the idea that transformation on a journey comes from acceptance and letting go of past hurts that control you. The explicit meaning of the story in Fight Club is that Tyler made Fight Club for a way for men to overcome the frustrations of their professional and personal lives. There are no rules or limits as to how far Tyler will go to fulfil his goal. The implicit meaning is that Fight Club was made as an answer to the rejection of a consumer society is with the use of violence. Fighting was a way to free a man from society.

Effective Reading Strategy for Efl Students in No.9 Middle School

Effective  reading  strategy  for  EFL  students in  NO. 9  middle  school  in  Beijing CHAPTER ? INTRODUCTION 1. 1 Background of study In China, English is a compulsory course, so in Chinese education system has an examination at the final end of each term in Junior or Senior high school. In the examination, it is mostly used as a way to test students’ English level, so English becomes an important course in school education. The exam will test students’ listening, reading and writing ability. Therefore teachers are paying more attention on students’ ability on reading, listening and writing.Based on researcher understanding about teaching reading, researcher wants to do some research about investigating what types of cognitive reading strategies are used in middle school in Beijing. Aim at cognitive reading strategy researcher wants to the researching about it. And which one is the most commonly used during the reading class. Through the res earcher tries to find some problems to teaching at the same time, it also referred in the research. Research paper is more focused on students learning strategy and teachers training process.For experienced teachers, who are good at summing up experience through their teaching then using in the teaching process. Through this study researcher gets more information about how to teaching reading and reading strategies. 1. 2 Statement of the Problem Researcher finds some problem when doing the research. In the real classroom, teachers have no enough time to give exercises for different level of students when they did reading class. In Chinese secondary school, English teacher should attention on arrange time effectively. Give enough time on eaching four basic skills: listening, speaking, reading and writing and doing exercises at the same time. Sometimes students can’t concentrate on these four skills, how to improve their ability in those four skills in the same time is the prob lem. As a researcher need research some teachers and related their teaching experiences they told some skills that teacher should change some basic teaching methods in their classroom . Teacher are not limited on traditional English teaching, but also created some new methods to adapt on different level of students in the classroom teaching. Effectively and improve their ability is important.Teachers are not only teaching knowledge but also pay attention on students’ attitude and taken in strategies in the classroom. The research is search about teaching reading strategy in Chinese middle school. Researcher chooses a famous middle school to finish the questionnaires. However the defect is all of participates are coming from same school. It can not full access to information and data. It is a problem for the research. To achieve the goals researcher should considers how to choose different level students to finish the questions and consider the teacher’s experiences to complete all questions.It is a challenge for researcher. 1. 3 Aims of the study This research is aimed to find out one useful cognitive reading strategy among the students used when they doing reading. It can enhance students reading ability when they doing exercises or in the examination. It also becomes a useful strategy when students do reading comprehension in the examination. Although there are many types of cognitive reading strategy in reading comprehension, how to choose one strategy when students doing reading is become a problem and it also can help students save time during their English examination. . 4 Research objectives At the end of the research, researcher will list of some reading strategies when teacher teaching reading in the class. After analyze the data, choose one strategy is used among students used. The research objectives are: 1 To investigate the cognitive reading strategies in a middle school students in Beijing 2. To investigate which type of cognitive r eading strategy is most commonly used among the students. 1. 5 Research questions The research will seek answers to the following questions: What are the cognitive reading strategies of middle school students in Beijing? 2 Which type is the most common used by the students? 1. 6 Rationale of the study Because the research is survey about reading strategies, so in the beginning of the research, researcher will list down what are the types of reading strategies of middle school students in the school teaching. â€Å"There are plenty of strategies for the beginner reader and many can be adapted to fit the needs of more advanced readers as well. † (Dorit Sasson, 2007).Then researcher chooses 45 students (15 students are attended in the pilot study) based on their different grades and gender to answer the question. Finally through analyze the data researcher chooses one common cognitive reading strategy is used in middle school students in Beijing. 7. Limitations of the study Rese arch questionnaires are based on the No. 9 middle school students. Limited is both of the students and teachers are in the same school and numbers is the problem. Although their students’ levels are different but the whole English levels are not too low.And choose the students’ number is less than get enough data. Both the quantity and quality are not exactly. So these are the limitation about the research. CHAPTER ? LITERATURE REVIEW 2. 1 Introduction The first part of this section deals with the definitions of reading. Secondly it will discuss about Issues relating to English in the secondary curriculum in China. Thirdly is reading strategies. The last part will focus on the types reading strategies. Both of the contents are mainly concerned in the real classroom in Beijing. 2. 2 Definitions of ReadingReading is a huge topic, potentially beset with myriad difficulties not easily addressed in a book of this length. Brindley (1994) in her introduction to the ‘Rea ding’ section of Teaching English offers a helpful starting process: Reading is a complex area. We can use the term to mean the process itself, or a response to literary text. It is means reading is combine with other knowledge that used in the teaching English. Use the technical term to explain what is meaning and give the answers. Andersen et al. (1985) has shown that ‘Reading is the process of construction meaning from written texts.It is a complex skill requiring the coordination of a number of interrelated sources of information. ’ His opinions is talking about reading is a process which connected the writer’s writing skills and writing content. It needs reader has own reading skills or strategies to understand the meaning of reading materials. What the content is and writer wanted conveyed the information to reader. It is a difficult thing between the writer and reader. There is a book By Joan Brooks McLane, Gillian Dowley McNamee, in one chapter is described that â€Å"Reading can be compared to the performance of a symphony orchestra.This analogy illustrates three points. First, like the performance of a symphony, reading is a holistic act. † It stands for when reader reading an article, they must focus on all contents and used different reading strategies, mobilize all positive factors that you have when they reading. â€Å"Second, success in reading comes from practice over long periods of time, like skill in playing musical instrument. † Everyone known that want to be successful man, they must persist in one thing that they choose.Like a player play the wonderful music, they used lots of playing skills and they need long time to practice well. Reading is the same thing like player. If they want to master the reading strategies, they should study how to read and need lots of time to practice and improve their reading comprehension. â€Å"Third, as with a musical score, there may be more than one interpretatio n of a text. The interpretation depends on the background of the reader, the purpose for reading, and the context in which the reading occurs. † It needs reader give their opinions after they reading the text.Because of there are many different between everyone, so after they read the text their understanding is also different. 2. 3 Issues relating to English in the secondary curriculum in China Course Description â€Å"In describing the role of a foreign language, the 1993 syllabus emphasized its instrumental value for ‘acquiring cultural and scientific knowledge, gathering information, and conducting communication with the world’ (Ministry of Education 1993: 1). † In the Chinese principle of curriculum, English as an important role in the secondary school teaching.The purpose is â€Å"foreign language teaching in China was ‘to meet the needs of the Open Door Policy and to speed up the socialist modernizations’ (Ministry of Education 1993: 1) . † It stands for China should study how to become a modern country among all over the world. And welcome foreigners come China to do the business or study. The new curriculum is changed. â€Å"Using English for the acquisition of knowledge and recognizes the humanistic value of a language in the transformation of the learners’ cognitive and personal development beyond its instrumental value in knowledge acquisition. English is becoming a popular course in the new principle of curriculum. Students should learn more knowledge not limited in the grammar or the acquisition, but also for the human value’s benefit and personal development. â€Å"English language learning, as described in the 2003 curriculum guidelines, can help students develop ‘intelligence, affect, attitudes, values, and character’ (Ministry of Education 2003: 1). † The Ministry of Education is more attention on students’ to built good educate environment and provide full y development space for students.Course Objectives â€Å"The 1993 syllabus stressed two basics: basic linguistic knowledge and basic language skills. † It is traditional and easy syllabus for students to do before 2003. However in 2003, The Ministry of Education published new syllabus objectives is ‘to help students further clarify the purpose of learning English and develop autonomous learning and cooperative learning abilities; to help students develop effective English learning strategies’ (Ministry of Education 2003: 2).Students’ language use ability is based on ‘a mastery of knowledge, skills, affect, learning strategies, and cultural awareness’ (Ministry of Education 2003:2). Students should master one language when they learning in the classroom. According to the new curriculum, â€Å"An English course should help develop students’ ‘critical thinking ability, information gathering and analysis ability, problem solving abil ity, and a world vision’ (Ministry of Education 2003: 2), which are essential for a citizen in the twenty-first century (Pasch and Norsworthy 2002). English is become a course in the classroom teaching and popular in China. It develops students’ ability in all aspects. All these reflect a humanistic approach, which, according to Johnson and Johnson (1998: 158), â€Å"respects the integrity of learners, allowing for personal growth and responsibility, taking psychological and affective factors into account and representing whole-person learning, going significantly beyond the use of English as a conduit of knowledge acquisition. † It needs learners has own opinion’s and some factors will change based on their experiences and reality.Course Design The 1993 syllabus required only one compulsory module. There were no specifications for the teaching aims and demands for Grade 1. Grade 2 and Grade 3 shared one set of aims and demands in general and distinctions were made only in some aspects of listening, speaking, reading and writing for the two grades. It means there is no specific teaching aim between three grades. And how to distinguish by some aspects on four teaching skills, there are listening, speaking, reading and writing.The new curriculum offers two modules (one compulsory and one elective) and grades the aims and demands with a four-band system according to learners’ language use ability, and describes each component at different bands in detail. From the new curriculum syllabus, it has targeted for each grades of students and the aims of teaching aid. The ability-banded framework can help solve such problems as the unbalanced development of the curriculum in different regions, the learning gaps between different stages (primary, junior secondary and senior secondary), and the waste of resources as a result of repetition in the curricula.Based on different backgrounds and others, teacher used different methods. The abil ity-banded design also provides more flexibility and openness in the curriculum, making it more possible to teach students with diverse competences. Students can learn special technical skills provide the needs of social. Teaching Aims and Demands For teaching aims and demands, the 1993 syllabus emphasized the development of two basics: basic linguistic knowledge and basic language skills. It isolated linguistic knowledge into discrete items, for example, word class, sentence structures.And confined linguistic skills to classroom application, for example, ‘students can understand classroom English and the explanation of new language points with language learned, do question and answer on the text, and retell the story orally or in writing’ (Ministry of Education 1993: 2-3). The new 2003 curriculum gives meaning to both knowledge and skills and integrates the two by engaging students in active use of the language with what they have learned as knowledge and developed as skills and by describing the language ability as what they can do with the English language.For example, students know language forms and their functions in real communication, under- stand and master the ways to describe people and objects, to describe the development of events. For students’ all round development, the new curriculum stresses the development of their affect, learning strategy and cultural awareness along with their linguistic knowledge and linguistic skills, and defines specific teaching aims and demands for these components at different bands. Implementation Guidelines The implementation guidelines help to reach the goals set for a curriculum.The guidelines in the new curriculum, as compared with those in the 1993 syllabus, are more concrete, hence playing a stronger guiding role. Ministry of Education (2003: 23-25): The guidelines for teaching include â€Å"focusing on all learners and helping them lay a solid foundation for lifelong development; attendin g students’ affect and creating a pleasant, democratic and harmonious learning atmosphere; reinforcing the guidance for students’ learning strategies and helping them develop autonomous learning ability†.These guidelines represent the learner–centeredness philosophy in curriculum development (Nunan 1988: 2003). For teachers’ better understanding of the teaching methods, model teaching plans are provided. Ministry of Education (2003: 40- 42) â€Å"For assessment, the stress is put on the explanation of the underlying rationale. It emphasizes that ‘both formative assessment and summative assessment be used and attention be paid to the motivating and facilitating roles of assessment in students’ learning’†. 2. 4 Reading StrategiesThe best definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text. Reading is important and necessary for human especially a t the present day which technology is growing rapidly. D. C Mitchell (1982:1) wrote that â€Å"reading is the way to express meaning from writer to reader. It is the way to exchange ideas of writer according to his/her styles. The ability to grasp these ideas is depending on reader’s experience, language knowledge and attitude as a fundamental basis. Reading is a Rebecca L. Oxford (1991:1-163) classified reading strategies into four categories: 1. Memory Strategies 2. Cognitive Strategies 3. Compensation Strategies 4. Social Strategies 1. Memory Strategies are personal strategies that depend on skills and ability of each person by using something close-by as a tool for understanding, learning and memorizing that passage. This is the definition of memory strategies. It means users use memory to remember the reading contents. 2. Cognitive Strategies are essential in learning a new language.Cognitive strategies are typically found to be the most popular strategies with language learners. Based on the reader’s comprehension, they use their cognitive to understanding the reading materials. 3. Compensation Strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. Compensation strategies are intended to make up for an inadequate repertoire of grammar and, especially, of vocabulary. 4. Social Strategies is a term of social behavior; it is communication, and communication occurs between and among people.Learning a language thus involves other people, and appropriate social strategies are very important in this process. 2. 5 Teaching Reading Strategies Teaching reading strategies will increase students on reading skills in the core subject areas; this will also improve the student’s level of achievement. When Student's are lack of knowledge will affect their ability to learn, read or write in all subject areas. Furthermore, helping students learned to read and write in the core subje cts-areas will increase a student's ability to read in all core subjects.A student's reading comprehension skills will improve at the same time. That’s why teaching reading strategies is important in the classroom teaching. The teacher can use reading strategies that connect the students' interest in core subject areas, this can help a student maintain their focus, improve their ability to understand and then apply what they read to the real world. . Reading is a blend of word recognition and comprehension. This involves the response of printed motivation but the growth of sense or knowledge, is the real meaning of reading.The reading process is a mix of finding words and comprehension that involves recognition of printed incentive however, the development of meaning or understanding is the core of reading about meaning. The reader should think and talk about what they are reading and the meaning of the passages, and connect them to what makes sense. Teachers and parents shou ld assist the student by having them begin underlining the most important words in the reading material. The process of pre-reading teaching strategies will help improve reading comprehension.Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include five different types. There are Previewing, Predicting, Skimming and Scanning, Guessing from context and Paraphrasing. Next researcher will list down some characteristics about each reading strategies.First type is previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. Second type is predicting: using knowledge of the subject matter to make predictions about content a nd vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content. Third type is skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions.Fourth type is guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. The last type is phrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text. 2. 6 Conclusion This chapter is related some review about the definition in reading, compare between old syllabus and new syllabus in China Education system, reading strategies and how to teach reading strategies in the classroom.These four parts provide more information about reading comprehension an d it is very useful for teachers training. CHAPTER ? METHODOLOGY 3. 1 Introduction This chapter provides detailed information regarding the process of collecting the data for this research. The aspects of the research method that are being focused are the subjects, instruments, questionnaires, method of data analysis and also research procedures. 3. 2 Research Design This research is a procedure for collecting and analyzing quantitative data access the research problem.The questionnaire is for Chinese students. It is a survey in No. 9 middle school in Beijing. This design has chosen because it really suits with how the study is carried out. 3. 3 Research Population For the pilot study and the questionnaire part, the population is all Chinese students and teachers are come from No. 9 middle school. The pilot study researcher chooses 15 students because there are totally three grades and each grade has three students to answer the pilot study. All together the questionnaires give the 30 students to answer it.Another part is the teachers’ part, there are three teachers attended in the pilot study and another six teachers are answering the teacher’s questionnaire. 3. 4 Research Sample The samples that had been taken into consideration consist of 30 different grades students of No. 9 middle school in Beijing. The samples are from same school and the school is well-known in Beijing. The samples are also from different level, their learning background also different. In the samples, it also included 6 teachers are teaching three grades of No. 9 middle school in Beijing.Their teaching experiences are different, because two of them are new teachers. Their teaching experiences are not enough. It can contrasts in different teachers and get the different data during the research. 3. 5 Research Instrument To meet the purpose of this study, the researcher looks at the types of reading strategies and which type is more common among students used and teacher tea ching in the classroom. To conduct the process of this study the researcher uses questionnaires for the students and teachers. This questionnaire forms are distributed to the students.This is to gather information of the student’s background and their learning and the teachers’ teaching experiences and methods about reading strategies. The students are given answers and elicit responses regarding the research question. Teachers answer the research question based on their teaching experiences. 3. 6 Pilot Study It is to check the reliability and validity of results. In the research paper, in order to make sure the questions and data are stable and consistent in the questionnaires. The researcher distributed the questionnaire form to 15 other Chinese students from No. middle school in order to get feedback about the questions, and then revise the survey 16 based on the written comments. The researchers will analyze their answer and data which is focused on the types of re ading strategies. After they answer the questions, the researchers will discuss with the sample and analyze the questions. Will make sure each item is clear. The questions are aligned to the researcher to get the research purpose. As a result of the analysis, there are 15 items which are of the questionnaire. From my statistics the =0. 79 3. 7 Data Collection Procedure About the questionnaire, researcher followed the procedure of searching information, constructing the questionnaire, inviting the participants, E-mailing the questionnaire, waiting for response, asking back the completed questionnaire. 3. 8 Data Analysis Procedure The researcher analyzed questionnaire data by using descriptive statistics. The procedure includes input data, summed score method to analyze data, report by using tables and summary of the major results. CHAPTER ? FINDINGS 4. 1 IntroductionThe main aim of this chapter is to investigate the types of cognitive reading strategies and cognitive reading strategi es in the classroom among the middle school students in Beijing. In order to achieve these, data are obtained from a questionnaire that provides answers for the following research question: 1. What are the cognitive reading strategies of middle school students in Beijing? 2 Which type is more common among the students used in the classroom? 4. 2 Questionnaires Two set of questionnaires are distributed to two different groups of subject: the students and the teachers.The first set of questionnaire is distributed to the three grades students who are in No. 9 middle school. The questionnaire is distributed to gather information about student’s reading strategies and through their reading process, which type is used more widely among students in the classroom. The second set of questionnaire is distributed to six English teachers from the same school to find out about teachers teaching reading strategies in the classroom. The information and data gather from the questionnaires ar e calculated using the ‘percentage’ method. . Set 1: Student’ s questionnaire There are three sections in the student’s questionnaire. First section is background information. Table 4. 1 shows the students background information. TABLE 4. 1 Student’s background information 1. Gender |Gender |Male |Female |Percentage | |Students |15 |15 |50% | 2. Grade Grade |1 |2 |3 |Percentage | |Students |10 |10 |10 |33. 3% | The data collected shows the total students are 30. Male and Female percentage are equal in the table. And there are three grades in the No. 9 middle school, the percentage of each grade also the same reached at 33. 3%. The data is suitable to analysis. TABLE 4. 2 Types of Reading Strategies TABLE 4. . 1Skimming and Scanning Item NT UNT ST UT AT (%) (%) (%) (%) (%) B1: I briefly skim the 1 5 5 7 12 text before reading (3. 3%) (16. 7%) (16. 7%) (23. 3%) (40%) B2: I skim/ scan to get 3 2 6 10 9 the main idea (10%) (6. 7%) (20%) (33. 3%) (30%) F rom the table, 60% students like skimming reading strategies before reading the text. Only 4 students or 13. % never use this strategies when they reading the text. Therefore they like skimming reading strategies very much, and some would rather remain neutral attitude on this strategy. Students can get main idea through they skim/scan the reading materials. The percentage is very high in these reading strategies. Illustration 4. 2. 2 Previewing [pic] The bar chart shows the percentage of the students who use previewing reading strategies in the classroom. The middle of blue and yellow bars means that the majority of people keep in neutral about these two questions, Section B question 3 and 4.It reflects that 9 students or 30% and 12 students or 40% not always use it in the classroom reading. Only 3 students or 10% strongly agree use previewing strategies during their reading. And 2 students or 6. 7% never use it. The data is average in this bar chart. TABLE 4. 2. 3 Predicting Item NT UNT ST UT AT (%) (%) (%) (%) (%) B5: I usually make 4 11 11 2 2 predictions as to what (13. 3%) (36. 7%) (36. 7%) (6. 7%) (6. 7%) will follow text. The table of 4. 2. is about students use predicting reading strategy in the classroom. Number of each option is average. Four students or 13. 3%, they never use it during the classroom reading. Most of students are thinking it is â€Å"usually not true of me† or â€Å"Somewhat true of me†, percentage of it reach 36. 7%. Contrast it the students who choose â€Å"Usually true of me† or â€Å"Always true of me† has 4 students only. They prefer use it during their reading. TABLE 4. 2. 4 Guessing from context Item NT UNT ST UT AT (%) (%) (%) (%) (%) B6: While I am reading,I reconsider and revise 5 8 9 5 3 my prior questions (16. 7%) (26. 7%) (30%) (16. 7%) (10%) about the text based on the text’s content. B7: While I am reading, I consider and revise my background 6 7 11 4 2 knowledge about the (20%) (23. 3%) (36. 7%) (13. 3%) (6. 7%) subject based on the text’s content. Question 6 and 7 are related with the fourth type of reading strategy: Guessing from context. The students are also keeping the neutral attitude about this strategy. For question 6, there are 13 students or 43. % they don’t like use it. It takes up most of time doing reading comprehension. Only have 8 students or 26. 7% they always use it in the classroom reading. However the question 7 has some related with question 6. Already almost half of student they choose â€Å"never or usually not true of me† this option. Another 11 students or 36. 7% choose â€Å"Somewhat true of me†. Last 6 students they like use it very much in the classroom reading. Item NT UNT ST UT AT (%) (%) (%) (%) (%) B8: While I am reading,I try to determine the 1 11 11 7 – meaning of unknown (3. 3%) (36. 7%) (36. 7%) (23. 3%) – words that seem critical to the meaning of the text. B9: As I am reading, I eva luate the text to determine whether it 3 8 12 6 1 contributes to my (10%) (26. 7%) (40%) (20%) (3. 3%) knowledge/ understanding of the subject. Two questions are also about â€Å"Guessing from text†. From the data analyses about this two questions, students who choose the same options with Question 6 and 7.There are 12 students or 40% who never use this strategy. 11 students sometimes use it, but there are only 7 students often use it. No one always use this strategy during their reading. Some data are the same with question 9. There are 11 students or 36. 7% who never use guessing from text strategy in the classroom. 40% students use it seldom. And only 7 students or 23. 3%, the number of students who choose this options is same with question 8. TABLE 4. 2. 5 Paraphrasing Item NT UNT ST UT AT (%) (%) (%) (%) (%) B10: I summarize/ araphrase the material that I am 3 8 7 3 9 reading in order to (10%) (26. 7%) (23. 3%) (10%) (30%) remember the text. B11: After I have read 2 8 13 4 3 a text, I review it. (6. 7%) (26. 7%) (43. 3%) (13. 3%) (10%) B12: After I have read 5 11 7 6 1 a text, I evaluate what (16. 7%) (36. 7%) (23. 3%) (20%) (3. 3%) I have read. B13: After I have a read 1 5 12 10 2 a text I summarise it. (3. 3%) (16. %) (40%) (33. 3%) (6. 7%) The last type of reading strategy is Paraphrasing. These four questions are related to the paraphrasing. From the data analyse we can see that most of the students are keep neutral about this strategy. They are neither use it often nor they always use it and still maintains their neutral options through their chosen. Item NT UNT ST UT AT (%) (%) (%) (%) (%) B14: I search out information relevant 1 10 5 10 4 to my reading goals. 3. 3%) (33. 3%) (16. 7%) (33. 3%) (13. 3%) B15: I evaluate whether what I am reading is 4 8 10 6 2 relevant to my reading (13. 3%) (26. 7%) (33. 3%) (20%) (6. 7%) goals. The last two questions also connected with paraphrasing. There is some different with last four questions. It is happ ened in the post-reading strategies. It is based on the reflection that readers give feedback after they did reading in the classroom 4. 2. 2 Set 2: Teacher’s questionnaire Set 2 consists of three sections.There is section A: Background information, Section B: The time arrangement about teaching reading and Section C: Teaching reading strategies in the classroom. TABLE 4. 4 Teacher’s background information 1. Gender |Gender |Male |Female | |Teachers |1 |5 | |Percentage |16. 7% |83. 3% | There are six teachers to participate in the research questions.Five are female or 83. 3% from the table analysis. Only one male participate in the research, percentage is 16. 7%. 2. Teaching Grade |Grade |1 |2 |3 | |Teachers |2 |2 |2 | |Percentage |33. 3% |33. 3% |33. 3% | All of the six teachers are teaching Grade 1, Grade 2 and Grade 3.Percentage is average 33. 3%, it shows researcher consider about the data analyze stability and choose the same teacher who teaching in the same grade . The data is easier to analyze and has pertinence for teaching purpose. 3. Education Qualification |Education Qualification |Bachelor degree |Master |Doctor | |Number |4 |2 |- | |Percentage |66. % |33. 3% |- | There are three levels for the education qualification, Bachelor degree, Master and Doctor. Four teachers or 66. 7% their education qualification is Bachelor degree. It is above 50% for the six participates. Another two teachers or 33. 3%, they are Master. There is no Doctor between the six participates 4. Teaching experience |Teaching Experience |2 |3 |5 8 | |(years) | | | | | |Number |2 |1 |2 |1 | |Percentage |33. 3% |16. 7% |33. 3% |16. 7% | Six teachers have different teaching experience. Two of them or 33. 3% they have two years teaching experiences. Same number of teachers who have five years teaching experiences, the percentage is also 33. %. Another two teachers who has three and eight years teaching experiences, the percentage is only 16. 7%. TABLE 4. 5 Time arrangem ent |Item |A |B |C |D | | |Rarely or never |A few times a |A few times a week|Every or almost | | | |month | |every class | |1.How often do you arrange |- |- |2 |4 | |to do the reading exercise? | | | | | |Percentage |- |- |33. 3% |66. 7% | |2. How often do you arrange |- |4 |2 |- | |to do the reading test? | | | | |Percentage |- |66. 7% |33. 3% |- | Two questions about how to arrangement time for teacher to teach reading in the classroom, Question 1 is about teacher who arrange time for reading exercise. From the table, there is no participate choose A and B options. Two teachers or 33. 3% who arrange time to do the reading exercise few times in a week.And four teachers or 66. 7% they do the reading exercise every or almost every class. Question 2 is about teachers who arrange time to do the reading text. The table shows the number and percentage for the six participates’ answer. No one choose option A. Four teacher or 66. 7% they test students only few times in a month, f requency is not so high. Only two teachers or 33. 3% they arrange a few times a week to test students. Maybe the two teachers who teach Grade 3, they usually give the test to students. 3. Reading quantity Item |A |B |C |D | | |0 |1-2 |3-4 |Above 5 | |3. How many articles do you give to your students |- |1 |3 |2 | |and finish it? | | | | | |Percentage |- |16. 7% |50% |33. % | Question 3 is about the reading quantity that teacher gives students and asks them to finish it. The table gives very clear about the answer. Each of participate give the article to their students and answer them to finish. Only one teacher or 16. 7% give one article to students. Another three teachers or 50% give three articles everyday and ask students to finish it. Last two teachers or 33. 3% give two articles to their students. Teacher averages gives the 3-4 articles to students and ask them to finish them. This question is quiet useful for teachers. 4. Reading materials Item |Number |Percentage | |4. What k inds of articles do you give to | | | |your students and finish it? | | | |A. Newspaper/ Journals |1 |16. 7% | |B. Magazines |- |- | |C.Literacy extracts |2 |33. 3% | |D. Academic text |3 |50% | |E. Interviews |- |- | |F. Speeches |- |- | Teachers like choose academic text for students and ask them to finish, there are three teachers or 50% choose it.Two teachers chose literacy extracts for students and give them in the classroom teaching. Only one teacher or 16. 7% choose newspaper or journals give them to students ask to finish it in the classroom. No one give the magazines, interviews and speeches article to students. 4. 6 Teaching reading strategies There are three reading stage: pre-reading, during reading and after reading, based on the reading stage, teacher teaching reading strategies into these three stages. Six participates answers the questions used their teaching experiences. TABLE 4. 6 Teaching reading strategiesItem UT UNT ST UU AU (%) (%) (%) (%) (%) 1. How much do you emphasize the following â€Å"pre-reading† Strategies in the classroom? a) Previewing – – 3 3 – – – (50%) (50%) b) Predicting – 3 3 – – – (50%) (50%) – – The data has some similarity in two reading strategies. About three teachers or 50% sometimes or usually use it in the classroom teaching.There are no teachers who never or almost or always use previewing strategy in the pre-reading stage. The same data in the second strategy is predicting. There is no teacher never or almost or usually or always use it in the pre-reading stage. Three teachers or 50% teachers who use it sometimes not, it is the same with teachers sometimes use predicting in the classroom exercise. Item UT UNT ST UU AU (%) (%) (%) (%) (%) 2. How much do you emphasize the following â€Å"during reading†Strategies in the classroom? a) Skimming and Scanning – – – 1 5 – – – (16. 7%) ( 83. 3%) b) Guessing from context – 1 3 2 – – (16. 7%) (50%) (33. 3%) – 3. How much do you emphasize the following â€Å"after reading† Strategies in the classroom? (a) Paraphrasing 1 4 – 1 – (16. 7%) (66. 7%) – (16. 7%) – From the table researcher can get the data clearly.There are five teachers choose skimming and scanning reading strategy to teach in the classroom is very popular. There are already above 83. 3% percentage in this strategy. For the guessing from context the data is average. Three teachers or 50% are keeping neutral for this reading strategy. For the last reading stage-after reading, teacher use paraphrasing to teach students. There is only one teacher use it in the classroom. The rest of teachers they dislike using it in the classroom. For this strategy the data shows teacher are not attentions on the paraphrasing in the daily class.CHAPTER ? DISCUSSION AND CONCLUSION 5. 1 Introduction This chapter aims to make a detailed summary of the findings during the questionnaire; then analyze the significant implications of the reading strategies in the middle school students and how to teach the reading strategies in the classroom; lastly put forward several recommendations for the further research. During this part is filled with researchers own perspectives in finding this topic, there will also be some suggestions and ideas summed up from researcher’s experiences can be implicated in the further research. . 2 Summary of findings The findings of the research paper in chapter four clearly indicate that the two sets of questionnaire were held successfully and meaningfully to the whole research paper procedure. The findings include two parts of the research. First part is about student’s reading strategies and through their reading process, which type is used more widely among students in the classroom. Second part is about teachers teaching reading strategies in the classroo m. According to the participants’ reply on the questionnaire, a summary can be shown below:From the questionnaire and data analyze, researcher choose the five reading strategies for the research. There are Previewing, Predicting, Skimming and Scanning, Guessing from context and Paraphrasing. These five reading strategies are used among No. 9 middle school students who participant the research questions. The table and bar chart shows the number and percentage that student used the frequency of each reading strategy. Researcher analyzes the data and gets the main five reading strategies for students used. For those students who use the five reading strategies, the number and percentage are not same.There are five levels; NT, UNT, ST, UT and AT. It stands for different students based on their reading habits or reading experiences to choose which level is more suitable for themselves. After analyze the data, researcher chooses one type of reading strategy is more common used in t he students. This strategy is skimming and scanning. 30 participates has above 60% of students who choose this strategy as their answer. In the findings TABLE 4. 2. 1 shows the number and percentage about this item. From data analyze researcher decided this reading strategy is communal used among the students who are study in No. middle school. Another research part is about teacher teaching reading strategies in the classroom. The questionnaire is related with the teacher arrange time and teaching reading strategies in the classroom. For the research’s question and data analyze, the six participates answer their question very carefully and the answers are truly. It can help researcher get better reflection and the accuracy of result. There are four questions about teachers’ classroom teaching. Consider the time arrangement and researcher pay attention on the teaching reading strategies. TABLE 4. is showing the five reading strategies that teacher used in the classroom , the data collection and analyzed researcher found that there is one strategy data is very high; already maximizing 83. 3% in the whole five reading strategies. The strategy is â€Å"skimming and scanning†, the number of teachers who used it to teaching is usually or always in the classroom. 5. 3 Discussion The questionnaire is divided into two sets. Set 1 is student’s questionnaire and Set 2 is teacher’s questionnaire. For the Set 1, there are 14 questions to answer for students’ part. TABLE 4. 2. 1-4. . 5 shows the five types of items and the data analyze that 30 responder . The data displays five different types of reading strategies which used by students, their learning ability and their background is different. So the data respond their real situation. The results is from the five table analyze, researcher research one of reading strategy is common used by students. It is skimming and scanning. The frequency is higher than another four reading stra tegies. Some students thinking this strategy is more useful in the classroom practice or even in the test or exam.It can improve reading speed and get related information about the article. Skimming and scanning strategy is a practical strategy in comparative other four reading strategy. The findings gathered from the questionnaires did not employ certain strategies effectively which would help them cope with the demands of their academic studies and which also give the answer to the second research question which is â€Å"What sort of cognitive reading strategies should be developed by the students in order to continue their academic studies successfully and to get out of a text they read? †The cognitive reading strategies are help students to improve their reading comprehension no matter in the usual exercises or in the examination. It is becomes useful reading strategies in the classroom. Set 2 is about teaching reading strategy in the classroom. Researcher gave the questi onnaire to the responder and got the answer from them. The responder has different teaching experiences and background. They also teach different grade, because objective disparity also affects the teaching strategy. Result for TABLE 4. 6 is about teaching reading strategies among six teachers in No. middle school. It reflected teacher emphasize on use skimming and scanning reading strategy in the classroom. They prefer like use this strategy teach their students in reading class. The plenty number of teacher thinking this strategy is useful during students reading the article. Because of this point researcher aimed at the different reading stage and give the different reading strategies they teach in the classroom. It can get more specific reading strategies for teachers’ teaching. They think it is a useful reading strategy during the students used.It can help students improve the reading speed and accuracy for the practice and test when students used. This strategy for teac her who choose as the first teaching reading strategy in the classroom, it is widely used in the No. 9 middle school. 5. 4 Implication of the study The study gives the students knowledge about the reading strategies used from No. 9 middle school students and which strategy is used among the students. For the teacher they are teaching reading strategies between different level students. It also provides the factors and reasons that contribute to the miscues.Furthermore, from the study, teachers will have a wider knowledge concerning the reading strategies that should be taken in order to help students to improve their reading speed and the accuracy of reading comprehension. 5. 5 Recommendation of the study A study was conducted tagged the types of reading strategies in the No. 9 middle school. This study was carried out in 2010 and researcher achieves the research objectives in the end. Several of data meticulously reviewed to elucidate the research topic. The following recommendatio ns were highlighted so as to enhance effective reading strategy for students and teachers in the No. middle school: 1. Use different types of reading strategies in the classroom among students learning. There are five reading strategies in the research. Only one strategy is very useful among the students used in the real situation. Further more students should apply the reading strategies for the different types of article, aimed at different types of articles use different reading strategies in the classroom learning and reading. 2. Different level students and different teaching objectives, teacher should expand reading materials for students and the amount of article in the classroom teaching.In the research process, participates’ data shows the number of reading materials is less than four passages. It means they should improve the quantity of article to students to do in the classroom. And also the types of reading materials are focus on only in Newspaper/ Journals, Lite racy extracts and Academic text. It is not enough for students to do. They should provide more kinds of reading materials for their students. It can enhance their reading comprehension in the classroom learning. 3. Both students and teachers are pay attention on the daily exercises in the classroom or out of classroom.Teachers give the articles to students after the class, ask them to practice and encourage students to do more reading exercises using reading strategies. Students should buy some related reading exercise for themselves to practice with the reading strategies. Master the reading strategies better. With these carefully implemented, researcher want to believe that they will apply these in the future learning and teaching. Help students improve their reading comprehension and increase the teaching experiences. 5. 6 Conclusion The review of reading strategies and what is the effective reading strategy among the students used in the classroom.However it is not without solut ion. Firstly, teachers should give more time on reading in the classroom. Help them to enhance their reading strategies. Secondly, students use reading strategies to do the different types of reading materials in the classroom. It can improve students reading ability during the class or in the test. Thirdly no matter teachers or students should give attention on effective reading strategy in the classroom. After these statements, researcher hopes it is become useful for teachers and students in the classroom teaching.

State Intervention Essay Example | Topics and Well Written Essays - 2000 words

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Summarize - Essay Example Identifying the clues from the kitchen full of mess, the women study the bleakness of the emotional life of Mrs. Wright. They talk of her husband’s dreary nature and her childlessness. In their civil conversation, the women indirectly reveal the psychological profile of Mrs. Wright as a desperate housewife. They find a fancy little box while gathering the quilting material. Inside, they find a dead canary with a wrung neck wrapped in silk, thus reaching the conclusion that the bird was strangled to death by Mr. Wright out of his hatred for its beautiful song. The women hide their discovery from the men and choose not to reveal the little trifle found by them to the men. As the characters exit Mrs. Wright’s kitchen, the women declare that they have learned the quilt making style of Mrs. Wright, saying that she knots the quit rather than quilting it. They do this to denote the way Mrs. Wright has killed her husband. Set after an apocalyptic disaster, Endgame is a story about Hamm, his servant Clove and his parents Nell and Nagg. Everybody is trapped in Hamm’s home. Awakening over his wheelchair, Hamm whistles for Clov. They discuss the possibility of the ending of things. Hamm does not have anybody else whereas Clov does not have anywhere else to live. Addressing his inquiry, Clov tells Hamm that he cannot kill him. Hamm’s parents emerge from trash bins. Nagg tries to cheer Nell up but in vain. They retreat to their trash bins. Clov pushes Hamm’s wheelchair to the exact center of the room. Clov tells Hamm that he sees nothing outside the window and that he is sick of the routinely farce. Clov finds he has a flea and kills it. Clov fetches a stuffed dog to Hamm. Clov accuses Hamm of refusing help to Mother Pegg which Hamm denies. Clove cannot refuse any order of Hamm, to his own surprise. Clov mentions that he would set an alarm clock upon leaving to indicate his departure t o Hamm. Hamm narrates the story of obtaining Clov from his father. Nagg

Is terrorism ever justified Essay Example | Topics and Well Written Essays - 750 words

Is terrorism ever justified - Essay Example Terrorism cannot be justified because it causes fear and anxiety among peaceful populations. To some extent, it must be acknowledged that the fear of Arab terrorism among the American population has been cultivated, and that this cultivation clearly implicates the American media. This does not mean that other of the "institutional means of influence" are without fault (Reich and Laqueur 71). For example, fundamentalist Christianity inside the United States (whose churches and televangelists frequently view Israeli dominance as the fulfillment of biblical prophecy) clearly contributes to the real anti-Semitism in the United States. However, compared to the other ideological institutions, media influence is virtually universal and potentially life-long for the population. In a context of alienation, the media becomes both a tranquilizer and a source of the sharpening of images for dramatic effect (Kushner 360). Violence as a part of the terror attack cannot be justified. In the dominant view, those who perpetrate outsider violence are often portrayed as irrational or crazed, exercising a twisted thirst for blood. A political economy of terrorism must take note of such efforts, probing theoretically the structure of ideological systems, and placing these in a material context. Following Singh: "There is almost an infinite variety of violence of anti-social nature-homicide, acts of vandalism, arson, destructive rage, or other expressions of an essentially irrational urge to strike at someone or something" (Singh 377). Beyond this, a political economy of terrorism must place statist behavior in a world system context. However, terror is not confined to purely instrumental linkages between specific nation states and the misdeveloping world. The modern state may be quite "rational" in its projection of national power on a world scale through military force, covert intelligence operations, and e conomic sanctions (Edwards n.d.). State power may be used quite "systematically" to maintain an order of inequality with both global and domestic dimensions. And all of this may be done in the name of national sovereignty and international law. Indeed, it may be a function of lawyers working for the state to find "lawful" reasons for policies of international and national intimidation (Egendorf 2004). Terrorism cannot be justified because it involves the systematic use of torture and the rise of military and police forces engaged in an internal war against a subject population. This form of terrorism may also be waged through shadow organizations, death squads, and the like that have no official power but that are clearly linked with the national elite (Egendorf 2004). However, to focus on regime terror is often deceptive. To cast the issue of terrorism as the abuse of state power by political deviants may be to ignore the more endemic, taken-for-granted, higher forms of sanctioned violence that avoid the terrorist label. It may also ignore state structural imperatives (expressed in policy and action, including the threat or use of force) designed to preserve a transnational market system. At the international level, the higher terrorism takes different forms. It is ironic that in the political lexicon of terrorism, war between states is routinely omitted. Indeed, the architects o f the state may subscribe to humanitarian codes

National Programme for Information Technology Essay

National Programme for Information Technology - Essay Example The NPFiT programme is designed to be in ten years and deliver key elements that are concerned with NHS care record service (National patient Record Spine and Local Service Providers), electronic bookings, electronic transmission of prescriptions and underpinning IT infrastructure and network. The implementation of the program will involve new technology and information systems are being implemented in planned phases both at national and local levels. National Application Service Providers are responsible for purchasing and integrating IT systems common to all users nationally whereas locally, this will be provided by Local Service Providers across ten strategic health authorities in England grouped into three regional programmes. Their mandate is to ensure that the local systems that exist or being put into use go hand in hand in meeting the national standards that will also facilitate the flow of data nationally and locally.This program has key components set up to deliver the new IT systems and services that include the national network providing infrastructure and broadband connections for the NHS to enable patient information to be shared between organisations. Care records service ensures every patient will have his individual record easily accessible to him and health professionals hence reduce administrative and clinical errors. A national central database – referred to as Spine – will is the backbone of the project as it has a summary of patient records and key data. such as NHS numbers, demographic details, drug allergies, medications and significant diagnoses or problems. It will also point

Human Resource Integrated Systems Essay Example | Topics and Well Written Essays - 500 words

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Should Gay Marriage Be Legalized Research Paper

Should Gay Marriage Be Legalized - Research Paper Example Each person is entitled to the same thing as everyone else. Along those same lines, marriage, and the rights of homosexual couples should be regarded in the same way. The only thing that sets these people apart from others is their sexual orientation. If they were to be denied the same rights of heterosexual couples because of their sexual orientation, then, as Americans, we would be risking coming off as liars and being prejudice. Furthermore, our country embraces diversity, and by denying one group privileges that they should be entitled to, we are denying our country the chance to really shine as a diverse, open-minded country.Unfortunately, the debate for legalizing gay marriage goes much further than how we are viewed as a country, going against our own morals. As aforementioned, civil and equal rights play huge roles in approving of gay couples to become married. Homosexual couples are being denied what should rightfully be theirs (Lauricella, 2010). There really is no law, suc h as in the Constitution, that states that a homosexual couple cannot married. While states may have it in their constitutions to not recognize same-sex marriage, the United States, as a whole, has nothing to state the same. Therefore, the concept of legalizing gay marriage can be done on a state-by-state basis, as the country’s Constitution is already open for it. This is where the trouble comes in, however. Some states are open for gay marriage, but others are not. There are homosexual couples that can marry in one state, though others that may not be allowed to marry in another state.   The equality is there, just not spread out enough.Other issues that exist because of gay marriage debates are the rights that homosexual couples have, or do not have. There are some states that not only allow and recognize gay marriages but allow those couples the same rights as heterosexual couples. The few states that offer civil unions, however, do not recognize these rights for the ho mosexual couples.

Tennessee Williams Essay Example for Free

Tennessee Williams Essay Thomas Lanier, also known as Tennessee Williams, was an American writer who worked principally as a playwright in the American Theatre. Also he wrote essays, short stories, poetry, screenplays, and novels with also a volume of memoirs. Tennessee’s professional career lasted about 45 years until his death in 1983. Williams saw the birth of hundreds of plays that are considered to be classics on the American stage. Tennessee Williams was an important American playwright who tied in his personal life into his writings, and used women over men in his play, and comparing his work to the other authors. Tennessee Williams used events that happened in his personal life to help him with his writings. He used this in his writings by having the characters getting hurt in the plays just like he did. For example in Cat on a Hot Tin Roof Maggie becomes increasingly more self-conscious as she is again and again refused by her husband. â€Å"Williams’s objective was to create humane freedom out of the ashes of experience† (Skloot). This is saying that Tennessee Williams is trying to create freedom for everybody through his works, because he does not want people to have to go through what he had to. Another character that gets hurt to show how his life was is Blanche Dubois from A Streetcar Named Desire. She is so opposed of her past that she chooses to invent a history for herself with the intention of subverting reality. â€Å"That of climbing out of an abyss is appropriate in its description of his view of the human condition† (Skloot). Tennessee describes his own situation as a life of clawing and scratching along a sheer surface and holding on tight with raw fingers to every inch of rock higher than the one caught hold of before, but it was a good life because it was the sort of life for which the human organism is created. This is a perfect comparison between the life of Tennessee Williams and Blanche because of Blanche’s past and how she wanted to go back and change it. Williams would tie in his writings about his family life and personal experiences into the works. His sister, Rose, illness may have contributed to his alcoholism and his dependence on various combinations of amphetamines and barbiturates. â€Å"Everything in his life is in his plays, and everything in his plays is in his life† (Loney). In the Glass Menagerie there is a resemblance between Tennessee and the main character, Tom. And he had a disabled sister name Laura and they had a controlling mother named Amanda. This is a mirror image of Tennessee Williams life. William’s father was a heavy drinker and his loudly turbulent behavior caused them to move numerous times around the city. â€Å"Cornelius Williams was a man with a violent tempers, and was prone to use his fist† (Adler). Tennessee Williams used the play Glass Menagerie to show how his father was. The father in the play was very violent and was a drunk. He was mean to his children and his wife. This is also a mirror image of how Tennessee Williams tied used real life events to tie into his writings. Williams loved to have the presence of women over men in his works. The presence of women over men in his works helped him make remarkable plays because he could relate to the women and their life. One of the ways he could relate to them was how women struggled to make relationships with men who are unable or unwilling to make lasting relationships. â€Å"In Cat on a Hot Tin Roof, Maggie and Brick presumably had a satisfactory sexual relationship early in their marriage. Problems began to develop, however, when Maggie decided that Bricks close friendship with Skipper indicated homosexual tendencies† (Blackwell). this relates to Tennessee because he thought he had found the right partner for him and in the end problems would develop and it would end. This happened a lot in Tennessee Williams relationships. It started from the time he was with one of his first partners, Fred Melton, till the day he died. So Williams did this so he could relate to his personal life. Another reason Tennessee Williams choose to have the presence of women over men in his works was because women who have known happiness, but who have lost their mates and who try to overcome the loss. â€Å"The Princess Kosmonopolis in Sweet Bird of Youth (1959) is an aging actress who has known happiness with a lover and popularity with audiences. After losing both, she failed in a come- back effort as actress and embarked upon a search for another lover who could return her to reality† (Blackwell). This happened to Tennessee Williams almost every time he ended a relationship with his partner. He would fail at a comeback for his lover, and it would fail, and then would go out and find another partner to be with. Women were used more because of the unusual perception of women has let Williams display his talent. Women who have learned to be maladjusted through adjustment to abnormal family relationships which have strived to break through their bondage in order to find a mate. â€Å"Blanche DuBois of A Streetcar Named Desire (1947) was a dutiful child, remaining with her aged parents long beyond the marrying age for most women and later staying behind to try to save the family estate, while her sister, Stella, went out to find her place in the world. Since Blanche had adjusted to an abnormal family life, she was unable, when she had the opportunity, to relate to the so-called normal world of her sister† (Blackwell). Tennessee Williams was like this because he was so caught up in trying to pursue his career as a writer and would always end out of place and couldn’t find hid place in the world. This also happened when he would split from his partner because he was so into the pers on and would be lost when they would split. The last reason why Tennessee Williams choose to use women in his works more than men was because women who have subordinated themselves to a domineering and often inferior person in an effort to attain reality and meaning through communication with another person. â€Å"In Period of Adjustment (1960), Dotty Bates will tolerate insult and abuse from her husband Ralph, so long as their sexual relationship is satisfying† (Blackwell). Tennessee Williams life as a young man was like this. His father was very abusive and insulting to him. But he would be happy if his sexual relationship was satisfying with his partner. Williams’s father abused him for most of his life, and he would talk about that in his writings because he could relate to how if felt and make the audience feel his pain. Tennessee Williams was always listening to what the critics were saying and then would make sure to make his work better. â€Å"His writing had taken a new direction, that he had been developing a new kind of dramaturgy† (Loney). Even though the critics and audience failed to appreciate his new works and the style they were written. After all of this happened he fell into deep depression and had to be hospitalized. And when he was being hospitalized, that caused him to start becoming addicted to amphetamines. But this did not hurt his reputation for being the best American playwright. When he listened to the critics, this placed him up on a pedestal for being a talented playwright, screenwriter, short story writer and a novelist. â€Å"A Streetcar Named Desire, in 1947, secured his reputation as a great playwright† (Loney). This wasn’t the only play he writes that put him to the top of the list for playwrights. Glass Menagerie and Cat on a Hot Tin Roof also helped him get there. Because of the way the critics reviewed him only helped Tennessee Williams produce better plays. If the critics didn’t do what they did, we might not have the Tennessee Williams that we know today. Tennessee Williams was great at building friendships with other authors. They would help each other with their works. Adrienne Kennedy chose to be a playwright after seeing one of Tennessee Williams works, Glass Menagerie. â€Å"Kennedys fascination with Williams continued, especially with Streetcar† (Kolin). At the time her and Tennessee met, she had become fascinated with his work and ended up basing her work off his. Before they had a relationship with each other, she admits that she was intimidated of him and of his works. When they met, he told her she didn’t have any reason to ad he was there to help her on anything he needed. Adrienne Kennedy eventually used is works as a guideline for her works and then tried to imitate his works. â€Å"She was very much in awe of Tennessee Williams at the time and so I imitated him (Kolin). Before their friendship was started, she attended workshops at a local university on the reflection of Williams plays. She then met him at the Actors studio and their relationship boomed after they left from there. That is what has helped Adrienne Kennedy get to where she is today, by meeting Tennessee Williams. One of the great American playwright, Tennessee Williams, has produced some of the best works we will ever see. Even though his professional career only lasted 45 years, his works are still being used all over the world. Tennessee Williams was an important American playwright who tied in his personal life into his writings, and used women over men in his plays, and he compared his works to the other authors and critics. Williams will always be one the greatest American playwright in history.

Learning Team Assignment Analyzing and Interpreting Essay Example for Free

Learning Team Assignment Analyzing and Interpreting Essay Ask your instructor for specific information regarding the analysis you are required to perform for your data set. Combine your Week Two Learning Team assignment and Week Three findings with Week Five findings and make a recommendation to the research problem. Use the statistical tables given in the appendices of the textbook and a statistical analysis application: a Microsoft Deadline: ( ), Business General Business Its important to get familiar with the teachers you have when you start your classes. Be sure you know where they have their offices and understand how to get in touch with them easily. You need a good relationship with your professors for many reasons.

Customer Relationship Management Systems Education Essay

Customer Relationship Management Systems Education Essay Seeing that the companys business strategies turn out to be more customers based with the modification and personalize overhaul, the (IT) information technology are make use of not only to provide services and products within and business, but also to supply end-users of the organizations items for consumption and services. Specially, the manipulation of IT adjoins as a new aspect to relationship marketing, recognized as Customer Relationship Management (CRM) and at its interior, is about obtaining customer, providing services, knowing them well, and looks forward to their needs (L.Ryals and A. Payne.2001). Conventional marketing concentrated on the four Ps (price, place, product and promotion) for escalating market share from side to side increase in the quantity of transactions among the buyers and sellers. Although customer relationship management converge on using strategies, tolls and technology for encouragement the relationship among the seller and customer focusing on increas ing sales profits, procedures, customer satisfaction and profitability. However, to answer the core question I will cover up the following steps: The Main CRM Systems Definition of CRM (Customer Relationship Management) Advantage and Disadvantages of CRM with example And Conclusion The Main CRM Systems: Finnegan, (2007) defined CRM system as A CRM system is an information system that is used to plan, schedule and control the presales and post-sales activities in an organizations. CRM comprise all part of dealing with existing and potential customers: Sales, marketing and service or technical support etc. sometimes its call back office and front office systems because they are the edge with the customer. CRM systems are self-possessed of analytical and operational parts. Operational CRM The bellow diagram (figure-1) are shown based on the three basic parts of the CRM which contains SFA (sales force automation) Sales CRM entail assessment about telephone sales, web sales, retail store sails, and field sales; CSS (customer service and support) Service CRM entail customer conventional applications related to call centre data, web self-service data, and wireless data; And EMA (enterprise marketing automation) marketing CRM involves campaign data, content data and data analysis. Definition of Customer Relationship Management (CRM): According to core requirement and as an essential component of CRM we should make clear about what dose digital firm mean is. Keneth C. Laudon and Jane P. Laudon (2007) defined digital firm as A digital firm is one where nearly all of the organizations significant business relationships with customers, suppliers and employees are digitally enables. However it is an interior business procedure are achieved in the course of digital networks across the whole organization or connecting numerous organizations. There are many definitions of CRM have been explicated and illuminate by different authors in different perspective. Pancucci (2002) observes that there are a number of definitions of CRM, even taking the regulation into the sphere of social science where the psychology, behaviour patterns of group of people, and socio-economic status are seen as vital manipulation of buying determination. Some are shown bellow: Gronroos, (1999) defined CRM is a direct outgrowth of the marketing Concept: he explained as; CRM is a commitment to simultaneously boost customer satisfaction and shareholders value by providing consistent, seamless, high-quality experiences for valued customer. Christopher, Payne and Ballantyne, (1991) defined CRM as it is the integration of customer service quality and marketing, which has as its concern the dual focus of getting and keeping customer. Strauss and Frost, (2001) defined CRM as it is a holistic process of identifying, attracting, differentiating and retaining customer. Grtner Group, (1999) CRM is a discipline a philosophy even that requires business to recognise and nurture their relationship with customers. With CRM, an individual customers needs and preferences are available to anyone in the business working at the customer interface, regardless of channel. Each customer is treated as an individual in a relationship that feels like one-to-one. However, idea behind the CRM is set up individual association with customers, pleasuring different customers in a different way based on the information acquired on their favourites, first choices, and spending blueprints; activates a business executes to identify, develop, acquire, and retain increasingly profitable and loyal customers by delivering the exact product or service, to the exact customers at the right time, through the precise channel, and the right cost in the store planning and supply chain roles through business procedure automation, technology solution and information possessions to make the most every customer contact. Advantages of Customer Relationship Management (CRM): Customer relationship management helps the business firms which have determined to implement CRM strategy can facilitate with numbers of following advantages: Build up customer retention and loyalty: Customer loyalty can be defined according to Mcllroy and Barnet (2000) as customers commitment to do business with a particular organisation, purchasing their goods and services repeatedly, and recommending the services and products to friends and associated. Therefore, the core benefits of the customer retention and loyalty are build up long term relationship and guide eventually to boost profits and sales, making intellect of belonging, in the opinion of Uncles (1994) according to consumer loyalty programmes apprehension is willing to innovate on behalf of customers, a feeling that the vendor is get ready to listen, is caring and concerned and consideration methods. The effect we can recognize as a retention and loyalty is an important aspect for customer relationship management; according to Byrom (2001) there are more than 150 loyalty schemes and approximately 40 million loyalty cards in the UK. For example Tesco loyalty Club-card, introduce 1995 was to offer as benefits to regular shoppers whilst helping the company discover more about its customer needs (Tesco, 2004). The achievement of Tesco Club-card had been successful and famous in the grocery world as Smith, (2004) according to Club-card achievement rating a third of UK homes use the program. Improved Customer acquisition Rates: Customer acquisition is an idiom used to explain the tactics and systems to manage customer viewpoint and inquiry typically allocate to the organizations to enumerate the effectiveness of consequence to choice of promotional activities through out the customer lifecycle. However, customer acquiring rate helps to the organizations with follow up customer relationship management (CRM) opportunity for cross-selling, repeat purchasing, up-selling and generating advanced revenue growth. For example Tesco Personal Finance (TPF) reached acquisition rates December 2008 for cash consideration of around 950m pound and acquire 6m Tesco Finance Customer accounts with successfully followed by customer relationship management. (Andrew Higginson, 2008) Improve Cross Selling and up-selling: Cross selling refers to selling things that are correlated or can be included with the items being sold. And up selling is the techniques of offering customers a product in supplement to the product are presently purchasing. For example if they sell digital mobile, it makes sense to propose linked products to their customer: more long life battery, cover, charger etc. or if they are up sell to their customer they can offer nearly anything in supplement to the items customers are previously paying attention. However, it is encourage to customer to come again in the store with buying intention to time, and enhance to making long term relationship as a part of customer relationship management activity. Boost the contract or Call centre effectiveness: Taylor and Bain (1999) has been defined call centre as it is a dedicated operation with employees focused entirely on customer service functions, employees are using telephone and computer simultaneously, and where call process controlled and processed by an automatic distribution system. There has been coherent recent expansion in call centre overhaul world-wide, with the call centre of the contemporary expected to advance into the customer admittance centre of the future, and providing a new economical basis for various organizations. The activity and effectiveness of a call centre are gaining customer orientation, service priority, growth of turnover, and contribute completely on the customer service function. For example UK largest mobile networking company o2 has given responsibly to maintain customer service activity through various call centres such as: Active Business Communication call centre, Active Digital call centre, Aerial call centre and so on(www.o2.co.uk [accessed-16/01/10]). And they are determined to give excellent customers feedback on-behalf of o2 mobile network to maintain good customer relation. However, customer relationship management has being bearing a great advantage for boost the contract or call centre effectiveness with the entrepreneur and standard customer service. Deliver a single, knowledgeable view of the customer: A stream advantages for a company bring out by following customer relationship management system are identifying and target the superlative customers and generation of eminence of excellence directed for the sales force, create management of sales and marketing crusades more effectual by setting precise goals, established characteristics relationships with the customers with the vision to make the most firms profits and progress customer satisfaction, Understanding the desires of employees and uphold a sound co-relationship with them. Disadvantages of Customer Relationship Management System (CRM): Not only CRM system has advantages so far it can be such a limitation as follows: High Software Cost: For the most part situation insist software support for customer relationship management matter but the cost of such software is usually elevated. For example Wendy Close, research director at Stamford, Conn.-based Garthner Inc., allocated the cost for most favourite SIEBAEL CRM software at $16000 to $25000 per user, a amount that includes software, training, services and hardware. However, this cost might not be affordable where fewer number of seats and not having frequently economies of scale convey the price down to $12000 for each user. (www.searchcrm.techtarget.com ) [Accessed-16/01/10] Handling Data: It is not easy to cope with ins and outs of data warehousing and data disfigurement technologies. It entails a lot of historical data to scrutiny analysis and study the tapping of information up-and-coming out of it. For example the article says on regard Tesco Data Swapping with Oil of Olay and raises a big question This is going to be big, and not just in fast moving consumer goods. Alan Mitchell (2002) Not Easy to Process: The assessment of CRM process and its functioning is not an easy mission. It requires multidimensional performance, and multifactor customer behaviour which are difficult to characterize. Even if they are described in some situation mostly score card or in metric format, which is often difficult to practise and understand them. A survey found that conducted by research and advisory firm Gartner (Zimmer, 2006) more than half of the organizations who have implemented the CRM have difficulties after implementation. According Pries, C. Stone, M. (2004) Aberdeen Group CRM Spending and Satisfaction report (February, 2003) identified that on a user ranged among of somehow satisfied and satisfied range from one (not satisfied) and to five (completely satisfied) which are depends on Area/ location. Approaches of past buying behaviour of consumer mightnt be same in the future too! : Majority of CRM move towards with collect data on the past purchasing behaviour of customer and undertaking it as the probable behaviour in further too. This could be an immoral supposition in a number of perspectives. Customer constrains keep on shifting and varies upon the criticality of the purpose and the level of disappointment with the existing alternatives. For example, an article report says Tesco broadband dissatisfaction rate due to poor customer service and experience 2009 churn rates of around 20% per annum. However the 20% are used to regular customer of Tesco. (www.phone-shop.tesco.com/latest-news) [Accessed-17/01/10] Conclusion: Nevertheless in the end of the report it is explicable that, In spite of that, the customer relationship management has become a maximum priority for numerous of companies. Bohling et al. (2006) comments on journal of CRM implementation as; in many competitive markets, business invest substantially in CRM implementation lately though, companies have become increasingly displeased with customer relationship management apply, as the majority of them are falling short of the expectations that precede them and are therefore considered failures. Conversely, though it has being first prioritized for many companies but not all companies are being success based on compare to advantage and disadvantages of customer relationship management in digital firms. Kumar and shah (2008) argued that CRM offers firm strategic benefits, such as greater customer satisfaction, and loyalty. Anders (1996) comments as it is a higher response cross-selling efforts and better word-of-mouth publicity. However, though some disadvantages and argument has been placed but it is should be remind that CRM assists a company concentrate on the customer as an assets side by side consumers are not forced to by necessity in the same organization. Many companies waste a lot of money obtain new customers and squander it by failing to acquire to know and comprehend their customer, retain and keep in handle with them. Therefore, Company should setup CRM system based on allow to customers to handle their relationship with multiple suppliers rather than the other way encompassing. Bibliography: L. Ryals, and A. Payne, (2001) Customer relationship management in financial services: towards information enabled relationship marketing, journal of strategic marketing, vol.9, pp. 4-27. Anderson, Eugene W. (1996) customer satisfaction and price tolerance, marketing letters, vol.7. (July), pp.265-74 Kumar, V. (2008), managing customer for profit. Upper Saddle River, NJ: Wharton School Publishing. -and Denish Shah (2004), building and sustaining profitable customer loyalty for the 21st Century, Journal of Retailing, 80 (4), pp.317-30 T.Bohling, D.Bowman, S.Lvalle, V.Mittal, G. Ramani et al. (2006), CRM implementation: Effective issues and insights, Journal of Service Research 9 (2), pp.184-194. Performance of Customer Relationship Management with Diagram http://www.kssi.ae.wroc.pl/~mowoc/Dydaktyka/MIS/Lect5.pdf [Accessed- 09/01/10] Strauss, J. Frost, R. (2001), E-marketing. Upper Saddle River, NJ: Prentice Hall. Gronroose, C. (1999). Relationship marketing: Challenges for the organization. Journal of Business Research, vol.46, pp.327-355. Gartner Group, (1999), defining CRM: available at : C. Pries M. Stone (2004) Managing CRM implementation with consultants- CRM or change management?, journal of change management, vol.4, No.4, (December), pp.352-370 Christopher, M. Payne, A. and Ballantyne, D. (1991) Relationship Marketing- bringing quality, Customer Service, and marketing together, Butterworth-Heinemann Ltd., Oxford. Keneth C. Laudon and Jane P. Laudon (2007) managing the digital firm, 9th edi. Upper saddle river, NJ: Prentice Hall. Finnegan, D Willcocks, L (2007) Implementing CRM: from technology to knowledge, jhon willy and sons LTD. Wet Sussex, England. Mcllroy, A., Barnett, S. (2000), building customer relationships: do discount card works? managing the service quality, Vol. 10 no. 6. Pp.347-55 Uncles, M. (1994) Do you or your customer need a loyalty scheme?, journal of Targeting, measurement and analysis for marketing, vol. 2 no.4, pp.335-50 Byrom, J. (2001) the role of loyalty card data within local marketing initiatives, international journal of Retiling Distribution Management, vol. 29 No. 7.pp.333-42 Tesco, (2004), Corporate information, p. 1-3 available at: www.tescocorporate.com [accessed-17/01/2010] Smith, J. (2004), Every little helps, The Ecologist, vol. 34 No.7, pp.1-9 Higginson, A (2008), can Tosco really offer the same value as my bank, p.1-4 available at: www.tescoplc.com/annualreport09/storage/pdf/retailing_services.pdf [accessed- 17/01/10] O2 Centre of excellent partner- http://www.o2.co.uk/sme/whyo2/o2partners/excellence-centre [accessed-16/01/10] Taylor, P. and Bain, P. (1999), An assembly line in the head: work and employee relations in the call centre, Industrial Relations Journal, vol. 30 No. 2, pp. 101-17 Cost of Siebel CRM software: http://searchcrm.techtarget.com/tip/Siebel-CRM-software-costs [accessed- 16/01/10] Alan Mitchell (2002), Can company affords to share CRM schemes? p.1-1 available at www.marketlocation.com [accessed-14/01/10] Zimmer, J. (2006), Be ready to take the heat, Destination CRM, Viewpoint available at : www.destinationcrm.com [accessed-14/01/10] Tesco Telecom, cable warless: (November, 2009), available at: http://phone-shop.tesco.com/latest-news/Tesco%20Telecoms%20CW%20release%20FINAL.pdf [accessed: 17/01/10] Pries, C. Stone, M. (2004), Managing CRM implementation with consultants- CRM or change management problem with CRM implementation, journal of change management vol. 4. No.4, pp.350-370.