The Department Of Homeland Security Essay - 1314 Words

Introduction The People of United States of America want nothing more than making sure that this country is safe and protected. When homeland security is mentioned, majority of the people think of terrorist threats. The Department of Homeland security does more than preventing terrorist attacks. The Department of Homeland Security (DHS) is responsible for ensuring the safety and security of the United States from both man-made and natural disasters. Created in the aftermath of the Sept. 11 terrorist attacks, DHS has largely focused on federal preparations to deal with terrorism while managing other duties related to border security, customs and emergency management, among others (All Gov, 2015). No human life wants to deal with events such as; earthquakes, forest fires (West Coast), hurricanes, tornadoes, and terrorist like 9/11. To avoid these kinds of events is inevitable but, with the risk equation such as: R=f(C,V, T). These types of disasters can be contained and reduced by damages. Homeland security partners must provide and receive information and assessments on current and emerging risks in time to carry out their risk management responsibilities, while enjoying access to the data, tools, and expertise to make informed risk management decisions (Department of Homeland Security, 2010). Risk management plays a huge role all across America and is considered to be very important. Risk Management Risk Management Fundamentals is intended to help homeland security leaders,Show MoreRelatedThe Department Of Homeland Security : The Department Of Homeland Security755 Words   |  4 PagesThe Department of Homeland Security (DHS) currently has a limited ability to persistently monitor, detect, and track, non-emitting vessels that operate in Customs Waters, which spans from the shore line out to 12 nautical miles. The volume of non-emitting vessels without metadata is due in part by the lack of regulatory policy mandating vessels broadcast their identification and location which would assist with Maritime Domain Awareness. This limited ability situates DHS in need to mature the MaritimeRead MoreThe Department Of Homeland Security1263 Words   |  6 PagesOne of the biggest security agencies in which we have today is the Department of Homeland Security. They were created in 2001-2003 to stop any threats or terrorist attacks towards the United States. They employ many people from d ifferent fields since they need overall intelligence on things. The department has roughly over 100 agencies branching from them. Homeland security was created not that long ago. It is located in Washington DC in the Nebraska Avenue Complex and that’s where it started.Read MoreThe Department Of Homeland Security Essay786 Words   |  4 Pagesdeter and prevent attacks on our homeland and as well as deter and threats from potentially occurring. Following 9/11, the Department of Defense has been entrusted with the role in the management of risks facing the United Sates. The Department of Homeland Security (DHS) has stated that it will apply risk management principles to homeland security operations and has stated â€Å"Ultimately, homeland security is about effectively managing risks to the Nation’s security† (DHS 2010, pg. 2). This is muchRead MoreThe Department Of Homeland Security1338 Words   |  6 Pagesthe country within its borders. Until that time the United States’ homeland security was under the jurisdiction of the Department of Justice (Masse, O’Neil, Rollins, 2007). After the attack the Executive branch of the government created a new organization that would be responsible for deciding where the biggest threats to the country were. This was the birth of the Department of Homeland Security. The Department of Homeland Security is responsible for assessing all risk to the Nation within its bordersRead MoreThe Department Of Homeland Security1176 Words   |  5 PagesCitizens criticize policies in national sec urity as infringing on civil liberties, and an ongoing debate ensues over the sacrifice of civil liberties in the name of national security. The DHS continues to evolve in analyzing future threats and identifying means for the organization to meet them. The DHS’s overall mission is to, â€Å"†¦ensure a homeland that is safe, secure, and resilient against terrorism and other hazards.† (U.S. Department of Homeland Security 2015, np). The overall mission of theRead MoreThe Department Of Homeland Security1336 Words   |  6 PagesThe Homeland Security enterprise is tasked with protecting our country from all threats to include threats that have not yet revealed themselves. There’s a few methods used to identify these threats, but I’m going to cover just one of those methods in particularly. To better explain the role of risk management, first I’ll break down the steps of risk management and explain each one individually. After I have fully addressed the basics of risk management, I’ll go more in depth on why the DepartmentRead MoreThe Department Of Homeland Security Essay1380 Words   |  6 Pageshow does one calculate risk? The Department of Homeland Security (DHS) has developed a risk management system to help address risks, primarily terrorism risks. It is important to realize that this is a system. Comprising this system of risk management are some key steps, such as the risk assessment and decision making. The overall risk management process employed by DHS is still in a stage of evolution and provides many areas of debate. The Department of Homeland Security’s Risk Management FundamentalsRead MoreThe Department Of Homeland Security1602 Words   |  7 PagesThe Department of Homeland Security The Department of Homeland Security is an agency made up of 22 different federal agencies which were combined in an effort to streamline the United States effectiveness in defending our nation. The core mission of the Department of Homeland Security include prevent terrorism and enhancing security, secure and manage our borders, enforce and administer our immigration laws, safeguard and secure cyberspace, ensure resilience to disasters (Department of Homeland SecurityRead MoreThe Department Of Homeland Security991 Words   |  4 PagesIntroduction Considering the Department of Homeland Security (DHS)has only initiated actions in 2003, it has performed necessary security procedures and accomplished significant purposes and breakthroughs. As DHS progresses to grow, more activity predominates for them to address weaknesses in its current operational strategy. Implementation efforts are in place to strengthen the efficiency and to integrate its management areas (acquisitions, financial management, human capital, and information technology)Read MoreDepartment of Homeland Security1073 Words   |  4 PagesDepartment of Homeland Security (DHS) is third largest Executive Department of the Federal Government charged with protecting the security of American homeland. Its primary mission is to prevent terrorist attacks within the United States, reducing vulnerability to terrorism and minimizing the damage from potential attacks and natural disasters. The DHS was created by President G.W. Bush in the aftermath of terrorist attacks on Am erica in 2001. It is relatively new agency that continues to evolve

Reflection Project Reflection Paper - 1549 Words

When faced with a challenge, typically I believe there is no mountain that cannot be faced with the power of Christ and a touch of determination. This project was so different. I went into this so motivated and found many struggles along the way. The comfortability of explaining to others around me did not phase me, and I looked forward to a new experience, to a point. I also felt overwhelmed, annoyed and more negative towards the project than motivation, but I knew it would soon be over. I relied on the Bible for scripture and found, â€Å"So we don’t look at the troubles we can see now; rather we fix our gaze on things that cannot be seen. For the things we see now will soon be gone, but the things we cannot see will last forever† (2†¦show more content†¦I spent money with the goal in mind to make it through the day, and found myself justifying certain purchases, like Ramen soup because a whole box could last days. I spent wisely as I consider myself already doing, but to a deeper extent. I chose things that would keep me full instead of things I wanted for pleasure and found that eating healthy was never an option when cutting costs. When I outlined what I was doing to those around me, my family was supportive, friends were mixed in reactions by way of surprise, confusion and one even said she was going to limit her husband to $4.00 a day to see if he could survive. One friend told me she was impressed with my level of commitment, probably because of my lack of showering, it might have been her nice way of putting the fact that I smelled. I felt proud to be committed in front of others but ashamed, and fatigued behind closed doors. I feel exhausted and sometimes find myself in my true life tired of putting up a fake face to those around me. People that I came in contact with did not seem to treat me any differently but I suppose that is due to the fact that I know how to hide struggle well. I do not put my personal financial report out to others but when things grow tight those around me would never know. I did learn though that being honest with others came easier, almost in a sense of nothing else to lose. When rock bottom calls, what is there to hide? Image,Show MoreRelatedProject Individual Reflection Paper And Project Group1389 Words   |  6 PagesProject Individual Reflection Paper and Project Group Through the completion of my project group in the assessment course, I have gained an immense amount of knowledge and a plethora of assessment practice. The project framework allows me to contribute in the WMU’s strategic plan initiatives in developing a project about the Signature designation while taking the course. In here, I was able to create a variety of project’s products, such as project proposal, poster and project’s presentation andRead MoreReflection Paper On Anatomy Of Project Organizations1971 Words   |  8 PagesPMGT 611 Reflection Paper Over the course of nine weeks in Anatomy of Project Organizations we have discussed many topics and completed numerous activities where I learned new skills that will help me in my future endeavors. These new skills and or better understanding applies to the areas of organization structure, conflict management, negotiating, steps leading to change, motivation, and presenting. In the paragraphs below, I will reflect upon how each of these has affected me and why theseRead MoreBoise Bridge Project Reflection Paper1153 Words   |  5 PagesBoise Bridge project continues, I have really enjoyed getting to know the teachers and students working on this project a little more! This project takes place at Taft Elementary School, which is a public school in the Boise School District. Unfortunately, with the session on Thursday the 5th being moved up to Monday the 2nd, I was unable to attend that week. But I was able to attend the last session, and enjoyed catching up with the students and teachers involved with this project. The teachersRead MoreReflection Paper: JK Pinto and OP Kharbandas How to Fail in Project Management615 Words   |  2 PagesHow to fail in project management Reflection paper Whenever one goes to an interview for a job, the interviewer will almost always ask the candidate to describe his strengths and weaknesses. And a common weakness stated by candidates is perfectionism, which can in essence be perceived as a quality by the prospective employer; it is a positive weakness, so to say. In my case however, perfectionism is not only a trait to use as answer in an interview, it is a real weakness; it is so critical thatRead MoreSample Reflection Assignments1243 Words   |  5 PagesLocal: Service-Learning to Link Entrepreneurship, Policy and Science (ASCI 297 and CDAE/NFS/PPS 195/295) INSTRUCTOR: Richard Schramm Written assignments are of two types: Reflections and Project Reports. Reflections: An essential element for student learning in service-learning courses is written and oral reflections on the field study experience, as well as on other elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflectRead MoreReflection About Reading And Reflection1090 Words   |  5 Pageswriting became developing ideas and concepts, researching involved databases instead of google searches, and reflecting resulted in me thinking about what I truly did in a paper, essay, or project. 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The Concept of Learning Autonomy Free Essays

string(59) " accessible platform for this kind of autonomous learning\." Abstract An exploration of the theoretical aspect of learning or learner autonomy must include a fundamental examination of the underlying theoretical aspects of autonomy generally. This will be evaluated in light of the expected outcomes of teaching and the particular advantages of this strategy towards teaching. Through this examination, it will be analyzed concluding that with proper guidance and the provision of a strong framework in which to learn, the internal and external aspects of learning autonomy can be achieved. We will write a custom essay sample on The Concept of Learning Autonomy or any similar topic only for you Order Now Despite there being a large emphasis or reliance on the students to be responsible for their own autonomy, it is shown that this still can be achieved in the absence of conscious learner involvement with the process through carefully selected teaching approaches and methods. Introduction The idea of autonomy in teaching language is an import from other non-linguistic disciplines such as psychology and education, and is not a traditional theory of teaching (Benson, 2009). It represents a shift away from traditional teaching and learning methods and in a way is more focused on learner output and the value of skills over knowledge. The concept of autonomy is inextricably linked to other advances in the learning environment such as technology and a new move towards adult education and training. It is important to distinguish between learner autonomy in a second language learning environment and autonomy in a native language learning environment. The development of learner autonomy in this sense does not include native language speakers that are autonomous in the sense that they have a solid foundation for the language making it easier to develop their skills, because they know how to do this. It is also important to note that this development will be examined in the cont ext of institutions and not in terms of ‘self-help’ methods. There is a strong interdependence between learners and teachers for the development of learning autonomy, as to this end institutional context is highly relevant as there is a mutual co-operation necessary for the success of these learning strategies. The role of the teacher in learner autonomy is absolutely vital as they represent a motivating factor, making the learner willing to assume more responsibility for their studies, however simultaneous providing them with the capacity to do so. The central thesis of this paper will examine the concept of learning autonomy and the role that both educators and learners play in this development. Furthermore, the potential advantages and pitfalls will be considered in relation to these with recommendations as to the development and implementation of these strategies in a learning environment. It is important to bear in mind the goals or expected educational outcomes in this evaluative process as it is necessary to understand what one is trying to achieve before determining the most effective ways of doing so. The Concept of Learning Autonomy The concept of learner autonomy is interrelated to the concepts of personal autonomies and freedoms (Lamb, 2008). The concept of personal autonomy is a general idea that one should have freedom to direct the course of one’s own life. This has internal and external aspects which require a certain freedom from constraint. The internal aspect requires the development of certain psychological characteristics to allow the flow of autonomy, whilst the external refers to the provision of an environment that allows a meaningful opportunity for autonomy. Lamb considers this idea of personal autonomy to be the fundamental basis on which learner autonomy exists (2008; 18). There are two different perspectives on autonomy in teaching, namely the teachers perspective and the learners perspective. The teacher’s perspective embodies the idea of a situational freedom in the learning environment. One could argue that this is the external aspect of personal autonomy, in other words being given the freedom to direct one’s own learning. The learner perspective on the other hand is more focused on the capacity of learners of direct their learning. Therefore, learner autonomy encompasses both empowering learners through knowledge to be able to give them the independence to further their own language skills and allowing them to do so by providing the correct institutional support and guidance. This is the philosophical basis for learner autonomy and through understanding this aims of learner autonomy, one can evaluate it in a broader context based on educational outcome goals. Learner autonomy seems to lack a specific and uniform definition however has been variously described as being processes which the learner determines through which they acquire knowledge and skills of value (Chene, 1983) or a psychological process whereby learners are able to direct their own studies in a meaningful way (Ponton, 1999). It is clear that there is a general vibe about what constitutes learner autonomy, despite the lack of uniform definition. This encompasses quite clearly the ideas of personal autonomies and freedoms described above. The psychological aspect of learner autonomy seems to be a very relevant consideration as it is emphasized in various literature sources (Macaskill Taylor, 2010). This psychological aspect of â€Å"autonomous learning involves the application of personal initiative in engaging with learning and finding resources and opportunities for learning, persistence in learning and resourcefulness† (2010; 351). This psychological aspect is ess ential and sufficient to explain self-direct or autonomous learning (Long, 1998). Macaskill Taylor point out that the majority of literature on the subject has been examining the teacher’s perspective, i.e. the process by which one can provide an autonomous learning environment, rather than the type of learner or learner characteristics required for learner autonomy to be successful (2008; 352). It is clear therefore that the teacher and learner perspective divide is a relevant consideration in the success of any autonomous learning and the presence of both perspectives is necessary for this success. It is also necessary for there to be a healthy balance between both and not let these freedoms be entirely unrestrained, as this will also undermine teaching objectives. The importance of technological advance must also be emphasized as it provides an accessible platform for this kind of autonomous learning. You read "The Concept of Learning Autonomy" in category "Essay examples " Importantly it provides a usual supply of authentic materials for teaching purposes which has proven benefits relating to learner autonomy and motivation. However, one can also see the disadvantage of this unrestricted access to information as it may confuse learners more than it helps therefore inhibiting autonomy. One can see through this example that there is a strong interdependence between learner and teacher perspectives, this internal and external factoring, in the development of successful learner autonomy. Some authors attribute the successful growth of learner autonomy as a dominant ideology in language teaching to technology innovation generally (Reinders White, 2011). â€Å"Opportunities for interaction, situated learning, and support for learning outside formal contexts, have greatly improved because of technology† (2011; 1). The Significance of Framework Providing a useful and relevant framework provides the essential tools for learning autonomy development. Without this framework students are likely to become confused because they lack experiences to build upon. Providing this strong framework, particularly at the very beginning of the learning process is absolutely vital. Lamb et al suggest that this framework must support raising awareness of the nature of language, culture and language learning, reflection based learning, learning initiatives and exploration of the target language, relevant choices of learning activities and learning to learn activities (2008; 37). In order to so, it is clear that the stated objective of such institutional learning needs to in some way reflect a move towards learning autonomy, as these are not natural by-products of traditional learning strategies. Providing this framework also has bearing on the skills that a student will acquire such as those allowing them to relate the knowledge that they have to new knowledge given to them, in other words providing them with transferable language skills. The importance of the role of the educator in providing this framework is self-explanatory. If one uses the example of readily available authentic teaching materials, one can see the importance of providing useful guidance in this manner, allowing students to distinguish between sources that are helpful to learning and those that are not. This has a strong relevance for the cultural engagement with the language and in providing this framework students will be able to identify the various elements of the language. This is a useful example of the importance of framework in autonomy development. Favouring Learner Autonomy in Language Studies There are three general arguments in favour of learner autonomy in language studies. The first generally relates to the efficiency and efficacy of learners through a reflective learning process. In facilitating a reflective environment, learners are more likely to be engaged with their learning in a way that is more suited to their needs. Therefore, with regards to adult education if business involvement is the key aim of the learning, the students will be more likely to focus on aspects of language learning that suit their needs. Therefore in some aspects, the process of learner autonomy allows a student to receive a more focused education than that which they would receive through traditional learning methods. This again emphasizes the importance of providing a solid framework for the students to learn within, as material and source selection is highly relevant and equipping a student with the tools to correctly select materials based on their learning expectation becomes highly im portant. The importance of reflection as a tool in autonomous learning goes without saying and has been emphasized as an important aspect of learning autonomy since inception (Holec, 1981). This idea is linked to the evolution of the need for a more autonomous learning method. With the development over the years of language learning programmes for adult learners, there is a simultaneous need to make these courses flexible as often the learners are employed full time and cannot dedicate as much time to their learning as traditionally students would have been able to (Nowlan, 2008). One could argue therefore that the evolution of and move towards more autonomous learning methods has been born out of need. The second advantage of a learning autonomy approach is that by definition it solves the problem of learner motivation. Motivation in learning is a key aspect and there will be no success in any form of learning without a proactive engagement by the student in the material they are trying to learn. Because of the reflective skills and attitudinal resources that a learner develops through autonomous learning objectives, whilst there may be times when a learner is not feeling positive about their learning, they can use these skills to overcome motivational lapses (Little, 2004). One can again use the example of authentic material use to demonstrate the accuracy of this advantage, as it has been well documented that the use of these materials improves learner motivation (Hastings Murphy, 2002). It has been documented further that often in a teaching environment a learner is not focused on the information that is being presented to them (Nunan, 2000). The upshot of learning autonomy the refore is that it presents the learner with the opportunity to form their own learning patterns, therefore increasing motivation levels as they are not dependant entirely on the information which they received in a traditional classroom setting. Whilst the first two advantages are applicable to learner autonomy in general, the third advantage relates specifically to the use of this strategy in a language learning environment. This advantage relates to the possibility for effective communication over and above that which one would learn through traditional teaching methods. â€Å"Effective communication depends on a complex of procedural skills that develop only through use; and if language learning depends crucially on language use, learners who enjoy a high degree of social autonomy in their learning environment should find it easier than otherwise to master the full range of discourse roles on which effective spontaneous communication depends† (Little, 2004). This advantage is strongly related to the idea of reflective learning being central to tailoring language learning to the specific needs of the student. That is to say that they are equipped with skills allowing them to effectively communicate in the way that t hey will need to in practice, making learning autonomy in a lot of ways more important that the knowledge base which they may gain. Challenges of Learner Development The biggest challenge of learner autonomy is that it is entirely dependent on an attitude towards learning from the perspective of the student. In his study on language learning students in Japan, Nunan (2000) identified the characteristics of a successful learner as a diversity of skills, passion and enjoyment for a particular field, a focused and active approach to learning, and finally, pursuit of learning and success despite high probability of failure and public disapproval. However, despite this the vast majority of students do not possess the motivation nor ambition to become autonomous learners (Chan et al, 2002). How then does one instill this idea of autonomous learning in learners that are not naturally predisposed to the skill setLittle argues that this involves the learning of self-awareness and that learners need to become aware of the various techniques available to them for learning coupled with the ability to assess the success of these techniques (Little 1994). There is some disagreement on the best method of promoting learner autonomy, however a central thesis of this idea is to provide an environment whereby learners can be more autonomous, making learners more autonomous (Little, 1994). Although this seems like a fairly circular argument, there is some truth in the idea that in order to teach learners responsibility, one needs to give them more responsibility. This is based on the connection between social interactive dimensions of the learning process and cognitive dimensions, i.e. giving autonomy will teach autonomy. Dam (1995) suggests the gradual inclusion of techniques into language teaching in order to promote this. Examples of these include a continuous assessment model in the classroom by both learners and peers therefore including an element of self-assessment, a certain level of useful learning techniques and the use of the target language in learning from the beginning, rather than gradual inclusion. These learning techniques include keeping a log or journal of one’s learning activities. This in itself is highly relevant to the development of reflective skills that are required by autonomous learners. These kinds of learning techniques are useful for the capturing of the content of learning, the support of development of speaking and provide a useful focus for assessment. One could argue that the aim or goal of learning autonomy is outcome based and therefore the creation of an autonomous learner is only necessary in so far as the achievement of these broad educational goals. This autonomy may also be effected by allowing students control of their study plans (Stephenson, 1998). By doing so in a focused environment, the teachers are in effect forcing students to reflect and share their reflections with others, as well as meeting their needs for their own personal development. It is imperative in developing autonomy in students that there be a strong presence of educator guidance, as Stephenson (19 98) points out that often in autonomous learning environments, students feel more at risk of possible failure due to psychological factors of self-reliance. This relates back to the importance of providing a framework for the autonomous learning environment and this ‘transition crisis’ (Bilorusky Butler, 1975) can be easily managed, if not altogether avoided through the correct monitoring of these learning techniques. Support from various stakeholders in the institutions can take many various forms such as the educators themselves, tutors, peer-review mechanism and assignment feedback. It is clear from examination of these structures that much of current adult education takes an approach of autonomy creation. Recommendations Conclusion The success of learner autonomy in various learning environments is well documented and there is a plethora of literature in support of its use (Dam, 1996). It is clear therefore that this is a preferred teaching and learning technique in education generally. In particular relation to language teaching of English as a second language to adult learners, it is highly recommended that learner autonomy be used as a strategy for teaching as the advantages of this strategy are aligned with the expected educational competency outcomes. However, its use is not without significant warning to educators. Firstly, there is much documented on the idea of loss of control by educators (Little, 1991). Autonomy does not in any way shift responsibility from the educator to the learner, the importance of the control by the educator goes without saying and if total control was relinquished, there would be a series of very unfortunate consequences. The foundation of learning autonomy is based on guidance from the educators in the system providing the necessary environment to learn these internal capabilities to produce an autonomous learner. Teachers play a fundamental role in both the facilitation of a conducive learning environment for student growth, as well as teaching students to work within this environment therefore providing the internal aspect of autonomy, being capacity. This ranges from the provision of suitable materials, teaching material selection, appropriate language and culture engagement and the provision of suitable learning techniques. One can see that there is a global trend towards the incorporation of learning autonomy generally in language studies through the Council of Europe’s European Language Portfolio introducing principles and guidelines that incorporates autonomous language teaching methods. It seems that the central thread of the success of these guidelines is the reliance on self-assessment and reflection. The particular tools that a teacher may use are often varied, however with the goals of competence in English language in mind, one can see that with proper facilitation autonomy skills can be learnt to the extent that they achieve the educational outcomes specified. At the end of the day, learners can generally not educate themselves without supervision by educators and in realizing this one can understand the balance between learner autonomy on one hand and teacher intervention on the other. These two concept are necessary in all learning, however with different approaches taken the effectiv eness of the approach will be shown. Through careful planning and cooperation between learners and educators, autonomy can be taught to effectively achieve educational outcomes. Bibliography Ann Macaskill Elissa Taylor (2010), ‘The development of a brief measure of learner autonomy in university students’, Studies in Higher Education, 35:3, 351-359 Ashley Hastings and Brenda Murphy, 2002. Thoughts on the Use of Authentic Materials [ejournals] Available at http://www.focalskills.info/articles/authentic.html [Accessed 17 May 2012] Benson, P., ’Making Sense of Autonomy in Language Learning’ in Pemberton, R., Toogood, S. Barfield, A. (eds) (2009) Maintaining Control: Autonomy and Language Learning . Hong Kong: Hong Kong University Press Bilorusky Butler, ‘Beyond contract learning to improvisational learning’, in NR Berts (ed), (1975) Individualizing Education Through Contract Learning, Alabama: University of Alabama. Chan, V., Spratt, M., and Humphreys, G., (2002). ‘Autonomous Language Learning: Hong Kong Tertiary Students: Attitudes and Behaviours’ Journal of Evaluation and Research in Education, 16(1) Chene, A., 1983. ‘The concept of autonomy in adult education: A philosophical discussion.’ Adult Education Quarterly, 34( 1), pp38–47 Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik Dam, L. and L. Legenhausen ‘The acquisition of vocabulary in an autonomous learning environment – the first months of beginning English.’ In R. Pemberton et al. (eds) (1996). Taking Control: Autonomy in Language Learning,Hong Kong: Hong Kong University Press. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Lamb, T. Reinders, H. (eds.) (2008) Learner and Teacher Autonomy: Concept, Realities and Responses. Amsterdam: John Bejamins Publishing Company. Little, D., (2004), ‘Learner autonomy and second/foreign language learning’ Subject Centre for Languages, Linguistics and Area Studies Guide to Good Practice Little, D. (1991). Learner Autonomy 1: definitions, issues and problems. Dublin: Authentik Little, D., ‘Autonomy in Learning Language: Some theoretical and practical considerations’ in Ann Swarbrick (ed), (1994) Teaching Modern Languages New York: Routledge Long, H.B. ‘Theoretical and practical implications of selected paradigms of self-directed learning.’ In H.B. Long Associates (ed) (1998), Developing paradigms for self-directed learning, Norman, OK: Public Managers Centre, College of Education, University of Oklahoma. Nowlan, A., (2008),’ Motivation and Learner Autonomy: Activities to Encourage Independent Study’ The Internet TESL Journal, Vol. XIV(10) Nunan, D., (2000). ‘Autonomy in Language Learning’ [online] [cited 25 May 2012] Accessed on http://www.nunan.info/presentations/autonomy_lang_learn.pdf Ponton, M.K. 1999, ‘The measurement of an adult’s intention to exhibit personal initiative in autonomous learning’ (Doctoral dissertation), George Washington University. Dissertation Abstracts International, 60: 3933. Stephenson, J ‘Supporting Student Autonomy in Learning’ in Stephenson, J. Yorke, M. (Eds), 1998. Capability Quality in Higher Education, Kogan Page How to cite The Concept of Learning Autonomy, Essay examples

Our Town Essay Paper Example For Students

Our Town Essay Paper In the play Our Town, by Thornton Wilder, a character by the name of Simon Stimson makes a very insightful statement about people and their lives. Simon is dead and buried, as well as several of the plays other characters, when a newly-dead young woman named Emily joins their ranks and begins to realize the triviality and ignorance of her existence, as well as that of every living person. The dead are discussing this insignificance and unawareness of the living when Simon comments with disgust on how much living persons waste their life, asserting, To spend and waste time as though you had a million years. In this statement, Simon is referring to the degree of which people take their lives for granted. People are often so busy and so consumed by relatively minor matters that they never stopped to realize how truly special everything is. They go about their days following strict schedules and routines, always rushing about to meet their many obligations, and never take the time to sim ply cherish even the small things. Most people wake-up in the morning, rush about to leave for school or their jobs, work or learn all day, only to come home and have yet more obligations to take care of, never once taking time out to stop and enjoy things for themselves. Simon is referring to the daily routines and events the consume peoples lives as a waste of time, for they do not realize how genuinely short their lives are. Simon is upset with people for never taking time to admire the beauty that surrounds their lives, never cherishing the time they have with others, and even being ignorant of lifes small pleasures, such as fresh clothes and hot baths. People live their lives working towards something they think will always be attainable, setting their eyes on the future, living for the future, rushing for the future, and ignoring the present. With Our Town, Thornton Wilder is attempting to show us these faults and trying to persuade us to live in and for the present and to che rish every day that we live and breathe. With the people of Grovers Corners representing this daily ignorance and triviality, the lives of the people who surround me are no exception. Take, for instance, my father, who on most days awakes early to leave for his job, works all day and comes home only to drive my siblings and I around, run errands, go to his side jobs, or fix the house, help us with our homework, stay on top of both our social lives, our moral growth, and our educational careers. Some nights my father will sit down and watch some television for maybe an hour or two, while most he simply doing everything but something for himself. On rare occasion is my father allowed to stop and enjoy life, and savor the moment. Honestly, I would really like to know when the last time was that my father found time to simply admire his and my mothers garden without actually having to tend it. And yet another example is my mother, who does not even have to worry about her job most of the time, for she works once to twice a week , and yet I am sure she has never stopped to admire the earth and its beauty or cherished a time she has spent with her children, except if we are on vacation or at Christmas time. Throughout her days, my mother spends her time worrying about the aesthetics of our house, the worlds current events, her social life, as well as just about every other persons, and our familys day-to-day situations. Most of the time I come home from school, I get not a hello from my mother but an immediate question like, Why isnt your room clean? or a reminder that the lawn needs to be cut. My mother rushes about her days and never stops to admire anything or cherish the little time on earth that she may have with the people around her. It is this preoccupation with unimportant and trivial day-to-day matters that Thornton Wilder is highlighting and condemning in Our Town. He is attempting to display, with Simons comment, the apparent frivolity of people when dealing with the time they have each day. Peop le are ignorant of the preciousness of their time, and tend to spend it on things that do not matter. People also tend to live in and for the future. Wilder is also condemning this and attempting to persuade us to live in and for the present, for we do no know when our precious time will expire.

Problems of the Employee Stress in Organizations

Of Mice and Men Essays

Of Mice and Men Essays Of Mice and Men Essay Of Mice and Men Essay Explore the ways Lennie is presented and developed in Of Mice and Men Although Lennie is among the main characters in ‘Of Mice and Men’, he is perhaps the least self-motivated. He experiences no significant changes, development, or growth throughout the novel and remains exactly as the reader encounters him in the opening pages. Throughout this essay I will be explaining the different aspects of his character. Although Steinbeck’s insistent foreshadowing of these characteristics makes Lennie a rather simple character, Lennie’s simplicity is essential to Steinbeck’s idea of the novel. Since the tragedy depends upon the outcome seeming to be expected, we as the reader must know from the start that Lennie is doomed, and must be sympathetic to him. Steinbeck achieves these two feats by creating a character who earns the reader’s sympathy because of his utter helplessness in the face of the events that unfold. Lennie is totally defenceless, he cannot avoid the dangers presented by Curley, Curley’s wife, or the world at large, ‘Curley’s fist was swinging when Lennie reached for it. Representing his tragic flaw this extract clearly shows that Lennie has no control over his strength which is making the ending more foreseeable. But he is a character whom Steinbeck sets up for disaster, a character whose innocence only seems to ensure his inevitable destruction. Steinbeck also portrays Lennie as a violent man throughout the novel by making the character of Lennie unable to control his violence. Compared to the other characters, Lennie reveals an unintentional violence. He does not even think to fight back when Curley attacks him, but when he does; it is with immense and uncontrollable force. He has so little control over his own strength that he accidentally kills his puppy, and then minutes later kills Curleys wife. His actions on these occasions are compared to those of an animal, powerful but thoughtless, ‘†¦a little dead puppy that lay in front of him†¦his huge hand stroked it, stroked it clear from one end to the other.. †Why do you got to get killed? I didn’t bounce you hard. † ‘. This extract clearly shows that he is unaware of strength and that he is confused to as why the puppy has been killed. Ironically, Curleys wife is attracted to him because of the violence he had shown in crushing her husbands hand. It is the threat of violence to be used against Lennie that causes George to take the final step of killing his friend. We can also see Lennie as a victim; this is perhaps the most interesting trait of his personality for lots of different reasons. Interestingly, the words used to describe Curley’s fighting and struggle seem to be more violent than Lennie’s aggression, making Lennie seem the victim. The onomatopoeia usage of words such as â€Å"slashed† and â€Å"crashed† create the idea that Lennie is the one being hurt in this situation. Cross sectioning, the same description technique is used when Lennie is suffocating Curley’s wife. Words such as â€Å"battered† and â€Å"writhed† are used to initiate that even though Lennie is the one hurting, he is the victim none the less. Furthermore, Steinbeck writes that â€Å"Lennie watched in terror† as Curley’s hand crushed under his own, showing that even though he is doing it, he can’t control himself and does not want to be hurting him. Instantly, because of the description of the way he is acting, we feel sympathy for Lennie, and not the person he has hurt. Finally, we also can believe that Lennie is only ever violent through being invited or tricked into it. Firstly, with the mouse he kills he says himself â€Å"pretty soon they bite my fingers†, showing that he would only ever pet harder if they did so. Secondly, he only breaks Curley’s hand because Curley punches him and George tells him to do so, and finally, Curley’s wife takes his hand and makes him touch her hair, not knowing that he will not let go.

Concepts of Media on Our Society Essay Example | Topics and Well Written Essays - 750 words

Concepts of Media on Our Society - Essay Example Therefore, they have to design information in different languages to reach to different audiences (Berger, 2012). For instance, the media passes information in radio transmissions to cater for the people who are blind. As such, they are not excluded from the audience. Apparently, all media stakeholders will look for ways of ensuring the whole society is informed. Representation is a media concept which focuses on representing information as reality. Many media associates ensure they represent their information to look more realistic than the others. As such, they tend to be truthful in relaying information. As such, they will try to reduce biases and tend to be impartial (Berger, 2012). In making this look real, they will try to interpret the information with accurate statistics to convince the audience. The audience is considered a vital media concept as it creates the demand for information. Without the audience, the media will have virtually no one to give information. As such, th e media has to ensure it attracts a larger audience to spread the information. Therefore, the media will slot their targeted audience for particular information. They will address this particular audience and circulate vita information that will attract the stated audience (Jones and Holmes, 2011). In many instances, the media ensures it has information that makes sense to the stated audience. This attracts their interests as they are concerned with the information that is relayed. There are critical points that have to be considered in the media and media concepts. First, the media relays information that has passed through crafted productions. These crafted productions are incepted to ensure the information is pleasing and attractive to the audience. This is after making various decisions and other determining factors. Therefore, the information that is relayed in media is a presentation from a few people in the media who need an audience. The information is obviously not raw data as it has been crafted to appeal to the audience. A critique to media concept is that, media is influential in constructing reality. The media is particularly responsible for all the reporting and relaying information. Therefore, the media is responsible for observation and have firsthand experience in the events (Berger, 2012). Therefore, the audience will have an understanding