Changing Your Canadian Postal Address Online

When you move, you can change your mailing address online and redirect your mail using the mail forwarding tool from Canada Post. The process is simple, and the fee is the same as you pay when you go to a postal outlet to fill in a form. The cost of mail forwarding varies depending on where you move, and different costs apply to individuals and businesses. You can make a permanent address change, which will forward your mail for up to 12 months, or a temporary address change if youre going on an extended vacation or wintering down south. The tool also allows you to select whether to have businesses informed of the address change. When to File Your Mail Forwarding Request For residential moves, you must submit your request at least five days before you move. For business moves, you must submit your request at least 10 days before you move. Canada Post recommends filing your request up to 30 days before either type of move. Restrictions on Using the Change of Address Online Service The online service for change of address is not available in some instances. For example, mail addressed to customers who receive mail through a shared postal address cannot be forwarded. This includes  individuals receiving mail through an institution such as a business, hotel, motel, rooming house, nursing home, hospital or school;  businesses with a common postal address; and  mail received through privately administered mailboxes. In cases of dissolved partnerships, divorce, and similar situations, if there is a dispute over who should receive the mail, Canada Post requires a joint written agreement signed by both parties. If restrictions apply to your situation, you can still go to your local postal outlet and fill in a form to redirect your mail the usual way. You can also find more information in the Canada Post mail forwarding service manual. How to Edit or Extend an Address Change Canada Post lets you easily make changes or updates to your request online. Getting Additional Help If you need help or have questions about the change of address online service, fill in the Canada Post customer service inquiry form.  General inquiries about the Mail Forwarding service should be directed to customer service at  canadapost.ca/support  or by phone at 800-267-1177.

Causes Of High Dropout Rate Among Low Income College Students

Paras Rayamajhi English 111/ 1904 Mrs. Jones September 29, 2014 The Causes of the High Dropout rate among Low-Income College Students To dropout, in simple words, means leaving school or any institution before the completion of a course due to some specific reason or necessity. There is a significant dropout rate at colleges which include household cultural and financial problem, where expectations of college are not met, and where financial aid is insufficient A household s cultural and financial condition can seriously affect a student’s education. The culture and financial status of a family directly or indirectly affects the mentality of a student towards his or her studies. A student, can never fully concentrate on his education until and unless his family background provides him with a secure environment. As long as there are financial difficulties in a family, the children of that family are always concerned with how they can lower the family’s financial burden. In such a situation, the student focuses on the economic status of the family and is always busy trying to determine how to avoid negl ecting studies, but eventually the entire academic progress is threatened. Finance is a barrier for students in the lower percentage of the household income distribution. Furthermore, the hazard ratios of the dropout model highlight how gender and parents’ education affect academic success. (Aina) Also many families have lost jobs during recession, so many students are beingShow MoreRelatedCollege Essay1610 Words   |  7 Pagesonly 34 percent of high-achieving high-school seniors in the bottom quarter of family income went to one of the 238 most selective colleges, compared with 78 percent of students from the top quarter (Markell). Certainly, these numbers show that students that come from low income families aren’t getting the opportunities that they deserve. With college costs going nowhere but up, students from low-income families face tough decisions. Some students choose to attend community college while some make theRead MoreThe Achievement Gap Between Hispani c Students And Non-Hispanic896 Words   |  4 PagesHispanic students and non-Hispanic students is alarming due to the high dropout rates and the increasing Hispanic population in the United States. To better understand why Hispanic students dropout out of high school it is important to explore the perspectives and experiences of high school dropouts. Examining the root causes of whys Hispanic student’s drop out of high school can assist to improve dropout retention early on. 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In the paragraphs that follow I summarize five research articles that examine five articles dated back from 2005 to 2013 analyzing family factors along with personal student factors that played a role in student’s educational futures. The first two will ex amine factors starting from high school with the first being from an individual stand point and the second from the families standRead MoreThe Old European Derived Model Of The American University1528 Words   |  7 Pagesrather a religious haven for students of wealthy families who attended in order to become clergymen. Though the religious presence at these institutions has largely diminished, the overwhelming presence of students of primarily wealthy backgrounds remains. Only recently have colleges, with little avail, attempted to reverse this trend. Non-profit colleges, including two year, four year public, and private colleges are still, on average three fourths students of middle income and above. The current purposeRead MoreTeenage Pregnancy And Child Birth850 Words   |  4 PagesTeenage pregnancy and child birth have long been a controversy in the united states. The issue emerged during the 1950’s and early 1960’s when teenage childbearing rates reached a hi storical peak. In the mid 1960’s birth control was introduces and the teen pregnancy rate dropped by 25 percent however it is still a social issue. Such strife has triggered much political debate. Notably, whether the government should fund programs that encourage abstinence or focus on birth control. Although abstinenceRead MoreHigh School Dropouts Has Become A Crisis1575 Words   |  7 PagesHigh School Dropouts Education is to be known to be the key to success, but high school dropouts have become a crisis. To get by in today s world education is a must to become economically and financially secure. A high school dropout or dropout is to be known as an undergraduate that does not complete schooling before earning a high school diploma. According to Carolyn L. Carlson, an estimate of 7,000 high school students drop out daily in America (1). Which is 1.2 million a year, when a studentRead MoreBecoming High Turnover Rates Among Teachers1335 Words   |  6 PagesDefinition of the Problem Higher education has been experiencing high turnover rates among teachers. According to Gonzalez and Brown (2008), the NEA (National Education Association) reported that 20% of recently hired teachers will leave the profession within the first three years (Gonzalez Brown, 2008). In urban areas, however, 50% of teachers will leave the classroom within the same timeframe (p. 2). This is due to low wages, personal dissatisfaction, and emotional/social factors (p.2). SuchRead MoreHigh School Dropouts and Crime3694 Words   |  15 PagesWHAT FACTORS INFLUENCE HIGH SCHOOL DROPOUTS TO LEAD CRIMINAL LIVES? Michael Webbers 13APRIL2013 Criminology ADJ 107 Spring 2013 Professor George D. McMillan Purpose:It is extremely important to get an education and graduate high school. Without obtaining a high school diploma, a GED or College Degree, an individual will likely experience great difficulties in finding and obtaining a job. As a result of such basic educational requirements enforced by society and more specifically employersRead MoreEducation Is Worth The Cost2023 Words   |  9 PagesAmerican students graduate from high school with hopes of continuing on to higher education. Getting a degree is part of the American Culture, yet it is becoming more difficult to achieve. Recent graduates have incurred an average debt of $35,200 with incomes remaining still. This has caused many Americans to wonder if trying to obtain a college education is worth the cost. The average public university tuition rate has risen to $21,000, with the private college tuition rate rising to $42,000. High tuition

Indo European Migrations Free Essays

Indo-European pp Migrations pp 42-45 (period 8 pp 54-57) ben hiatt per. 1 9/4/12 1. Linguists noticed that certain language were related called them Indo- European. We will write a custom essay sample on Indo European Migrations or any similar topic only for you Order Now List the major subgroups of this family of languages. The major subgroups of this family of languages is hindi, farsi and most European languages. 2. Where was the original homeland of the Indo European speakers? The original home land of the indo European speakers is probably the steppe region of modern day Ukraine 3. How did the domestication of horses facilitate the lives of the Indo-Europeans? think migration)it was easier to migrate on horses than to walk on foot. 4. Describe the migration of the I-A’s from 3000BCE to 1000CE. The earliest indo European society began to break up around 3000 bce, and continued the migrations until about 1000 ce. 5. Discuss thoroughly the Hittites. The hitties built a powerful kingdom and establishes a close relationship with the Mesopotamians. They were responsible for light and horse drawn war carriages. 6. Discuss the the two technological innovations of the Hittites. The two technological things the hitties made were light and horse drawn war carriges. Both of which greatly strengthened their society and influenced other peoples societys too. 7. Discuss the eastern migration of the Indo-Aryans. While the hitties were building their empire in Anatolia some indo Europeans were migrating east to central asia. 8. Discuss the Western migrations of the Indo-Aryans. This move west took the indo Aryans west into greeceafter 2200 bce. 9. Discuss the Southern migrations. Another wave of migrations established some indo Europeans in the presence of iran and india. How to cite Indo European Migrations, Essay examples

Definitely Maybe free essay sample

Instead of spending that twelve bucks on a CD of worn out alternative songs, why not make an investment in the future of alternative music? These days, the alternative market is slowly integrating pop into even the hardest rock. This pop crossbreeding is unavoidable, so why not listen to the British quintet Oasis, a band that knows how to blend the two correctly. Combining playful pop and good old rock and roll, this band packs power into their energized debut. This album has already given us the raw yet friendly single Supersonic, now playing on area rock stations. If it is not, request it immediately. Hey, it beats listening to that Nirvana unplugged song again. One of the best things about Definitely Maybe is that there are no filler songs to skip over. Listen to the whole album, and you will soon find out that Oasis has not booked a ticket to One-Hit-Wonderland. We will write a custom essay sample on Definitely Maybe or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Definitely Maybe has been a bestseller in England since its initial release in late summer. The competition in England is fierce, and Oasis has fended off established musical giants from America and Europe. They have been compared to The Beatles many times and even look like the Fab Four. Oasis has sent five singles to the British top ten, which goes to show that the album is so hot and so jam-packed with hits that b-sides are now challenging for number one. So, is Oasis a wise way to invest your allowance? Definitely. Are they 1995s contribution to rock immortality? Maybe

A Characterisc of a Hero essays

A Characterisc of a Hero essays The American Heritage High-school dictionary defines a hero as a man, often of divine ancestry, who is endowed with great courage and strength. Is that what a hero truly is? Does he need only strength and courage? Does a hero not need a mind? Any man can be strong and brave, but dose that mean he is a hero? Nay, a hero must have more. He must be quick-witted and always think with his head and never his fear. A man must be clever (mentally bright, superficially skillful or witty) to be considered a hero. A hero has many characteristics but one of the most important is to be able to think his way out of trouble. Not that a hero shouldnt be physically strong, thats always good, but sometimes you cant fight your way out things without getting yourself killed. Odysseus, king of Ithaca, is a very clever man. He shows that quality time and again in The Odyssey. For example, the Trojan War. The Greeks fought with the Trojans for ten years without success. They had to get over the wall around Troy. No one had any ideas. But then Odysseus and his clever mind thought of a way to trick the Trojans. He ordered the Greeks to build a huge wooden horse in which they could hide. Odysseus figured that when the Trojans wake up to the horse and no Greeks in sight that theyd take the horse as a peace offering and take it inside the city. The Trojans did as Odysseus had guessed and after ten long years the war with Troy was finally over. Another example of Odysseus cleverness is when he met a giant, one-eyed monster named Polyphemus. Odysseus and his men went into this giants cave and stayed to meet him. What they saw when Polyphemus came home was a huge surprise. Polyphemus liked humans, yes he did. He liked them as dinner, lunch, and breakfast. Odysseus was losing his men rapidly while they were trapped in the cave. He had to do something. Suddenly an idea popped ...

How to Pronounce the French X

How to Pronounce the French X Generally, the letter x is used in one of two ways in French: by itself or in combination with c (xc). X: Soft Pronunciation The x is pronounced like the x in the English word fix [ks] in two locations: 1) in front of a  consonant  or 2) at the end of a word or syllable.  Listen   Examples: the letter xune experience experience, experimentla taxe tax Exception:  The x at the end of French  numbers such as  six  and  dix  is pronounced like an S. X: Hard Pronunciation Between two vowels in two different syllables, the x is pronounced [gz] as in exit. ListenException:  The x in  xà ©rà ¨s  is pronounced [gz]. Examples:   le xylophone xylophoneexact exact, correct Liaison  or  Enchaà ®nement In  pronunciations that involve  liaison  or  enchaà ®nement, x is pronounced like a z. XC: Soft Pronunciation In front of a  soft vowel xc is pronounced [ks], like the soft x  pronunciation in which the c is essentially silent. Listen to  excentrà ©. Examples: excellent excellentexcentrà © outlying XC: Hard Pronunciation In front of a hard vowel or a  consonant,  xc is pronounced [ksk], like the soft x plus a hard c. Essentially, they are pronounced individually according to their traditional rules. Listen to  express.   Examples:   excusez-moi excuse meexclamation exclamationexpress espresso

What is wrong with the UK economy and how to fix it Essay

What is wrong with the UK economy and how to fix it - Essay Example ub-prime of the European mortgage market collapsed smashing down the previous housing boom in American economy and it brought about a raffle effect around the world especially the countries which had higher degree of economic connection with the American economy. (Shah 2009) According to the World Economic Outlook, published by International Monetary Fund on 8th October 2008, the world economy was approaching towards a severe economic downturn due to the most severe economic shock since the â€Å"Great Depression† of 1929. Fund anticipated a decline in global growth (basis: purchasing power parity) by 3 percent in 2009. (Shah, 2009) In January 2009, the world economists predicted that among the highly developed nations UK would most adversely be affected by this recession. The grim picture represented in the IMF outlook reveals that the economy of England has been contracting by 2.8 percent which is more than twice of the anticipated rate. (â€Å"UK Will be Hardest Hit by Global Recession†, 28th January 2009) The matter of fact is that for the last decade the growth performance of UK has been centred towards three sectors: housing, finance and public sector. All the other sectors have been contracting during those years of economic upswing. The major employment generating sector in Britain is the service sector (81 percent) and the service sector is dominated by the financial sector. The financial sector contributes  £344 billion each year. The unique combination of efficient institution, least government regulation and agile workforce has made the financial sector of Britain a paradise for international finance. During the last decade the financial market was growing by a booming housing market and speculation. After the global credit crunch it comes to broad daylight that neither saving nor increase in earning has been the cause of growing housing market; rather it was financed by debts. Within the period 1997 to 2007 there was a gargantuan rise in personal

Discuss the need (if any) for international environmental restriction Essay

Discuss the need (if any) for international environmental restriction and the constraints that international agreements are subject to. Use the cases of the Mo - Essay Example It can be argued that if environmental concerns are brought out of their current green image and established with economic rules, the will to enforce them and the ability to accept them could be far greater than it is at the present moment. Undoubtedly, human beings have polluted and exploited the planet that we live on and while the effects of the pollution caused by human activity can be disastrous, it might not be recognized as such until it starts to affect the urban centers of the world that we live in (VonAncken, 2006). Of course there have been successful international agreements on what steps must be taken to prevent an all out attack on the environment and measures such as the Montreal Protocol have certainly met with a lot of success (Kruger, 1999). However, a lot remains to be done in a world where countries such as the United States and Australia have not fully agreed to the more advanced Kyoto Protocol. It would be useless to deny the facts as they stand since global warming and environmental degradation is a harsh reality. According to the UN’s Intergovernmental Panel on Climate Change (IPCC) global temperatures have risen by 0.6 Â ± 0.2 Co in the last century. Most importantly, the cause for this rise is attributed to human activity (IPCC, 2001). However, there are those who contest the reason behind these facts and suggest that the global rise in temperatures is a natural phenomenon. At the same time, there are many who make dire predictions about the coming climatic changes. Global climate change has quickly become one of the most hotly contested issues in terms of science as well as politics. However, it is also becoming a topic for debate in terms of economics and international law where it may take center stage when new agreements are formed between nations as to how they control what they do to hurt or help

Customer Relationship Marketing in Action within the Retail sector Coursework

Customer Relationship Marketing in Action within the Retail sector - Coursework Example Quality of customer service is central to service marketing, which is possible through CRM. Quality of customer service can be enhanced when trust, commitment, communication, empathy and conflict handling are given importance in relationship building. These become important because relationship quality has significant influence on customer loyalty (Prasad & Aryasri, 2008). CRM is also about acquiring the right customer and not all customers. This is justified because 80 percent of sales are derived from 30 percent of the customers (Hawkes, 2003). Apart from identifying high value customers, CRM is also about managing the entire lifestyle of customers (Lambe, 2001). Retailers have to look beyond the transactions of the customer. It is equally important to derive information on how the customer became the customer as well as the interactions surrounding customer’s departure. These would help the retailers to better retain customers. Knowing of their life style implies that CRM s hould be able to anticipate and predict the future needs of the customers Suitability and effectiveness of CRM strategy of Tesco and Sainsbury Tesco’s Club card scheme generated information on pricing, customer services, merchandizing, promotions, media effectiveness, customer acquisitions and communications (Hassan & Parves, 2013). ... Their tesco.com is also aimed at keeping in touch with their customers. The Nectar card scheme of Sainsbury is aimed at attracting more customers by having increased number of partners (Hassan & Parves, 2013). Sainsbury customers redeem their loyalty points and the retailer experienced the highest number of Nectar card users during Christmas 2011. Such redemption enabled the retailer to understand the potential customer base. Sainsbury also has a strong presence on social networking sites such as Facebook and Twitter. Sainsbury gathers information on customer experience which is lacking at Tesco. Both Tesco and Sainsbury have loyalty cards aimed at retaining customers. Boedeker (1997) however, contends that loyalty cards are based on the assumption that special offers and bonus points would be the only reason that customers would not deflect. Economic aspects are only one of the benefits that consumers seek. A study by Turner and Wilson (2006) found that customers at Tesco may be sho pping more because of Tesco Club cards but they do not feel more valued because of these cards. This undermines the very purpose of CRM as no relationship has been built. The success of loyalty cards is not limited to enhanced sales or profits. Their card only promotes incentivized loyalty and no emotional loyalty has taken place as customers are not influenced by brands. Hassan and Parves also found that loyalty card holders at both Tesco and Sainsbury do not limit their shopping only within these two retailers. Possibly this could be because of weak value proposition and flawed design of the loyalty cards (Bayraktar, Yilmaz & Yamak, 2010). Also, the companies may not be able to analyze all of the data generated through

Adrienne Rich and Nancy Sommers | Comparison

Adrienne Rich and Nancy Sommers | Comparison Adrienne Rich and Nancy Sommers are both women writers, that in When We Dead Awaken: Writing as Re-Vision and Between the Drafts respectively, are struggling to identify themselves as writers through the revision of their own work. In both texts we can follow their travel in past through which they recognize and analyze all those things that influenced them and formed their writing style. They are both facing the same fear. They do not write as themselves. For different reasons and each with her own perspective they are trying to break free from the bond that holds them in another writers shoes. Though Rich and Sommers are both dealing with the research of their writing self and despite the similarities in their arguments and some of their conclusions their approach differs as issues of identity, gender and tradition arise. Adrienne Rich mainly bases her text on the fact that literature and poetry where created by men, whose perspective of woman became a tradition in writing. She defines revision as the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical direction1. For a writer she claims that this is an act of survival. Literature until recently gave us a view of how life is, how we see ourselves or how we would like others to see us. She recognizes a pattern in the majority of texts and poems. Women are considered a luxury for a man. They are creatures of grace and beauty. Silent, yet powerful a woman is a dream and a terror2 for men, in the words of Jane Harrison. Always distant and with almost never emotional outbreaks the historically image of a woman is that of a muse, model, nurse, cook, comforter, a bearer of his seeds3. Her inevitable fate is to suffer for love. The writer sees herself as a captive of that image. For a very long time she has been writing for women, as a man would. At first, in order to please and seek acceptance from her father, to whom she owed her education, then her professor, her mentor, followed by her fellow writers and the writing community, also male dominated. Similar to Adrienne Rich, Nacny Sommers also finds herself to write in a stereotype way. However she claims her influences came from the way she was brought up and more specifically from her parents. She does not put so much weight on her gender as a writer but she rather identifies the problem as not being able to combine academic and personal writing. Like there is an authority dictating the limits of personal and academic writing which she must not cross. This sense of authority is also something she inherited from her parents. Nancy Sommers came from German Jew Family that escaped Nazi Germany in 1939, moved to the United States where the children were brought up. She mentions examples of her family life, as evidence of parental authority. Her parents, even though they were speaking German fluently, bought tapes that instructed the language to their children, instead of talking to them. A specific ritual was followed for every lesson. The chairs at the same place, strict body posture and the voice of a German professor would for Nancy Sommes parents guarantee the right way to learn. Following the same principle of the right way to do anything her parents used a guide for their travelling, following strictly the instructions given, spending no more or no less time at each venue, making no additional stops. As if they did not have a voice of their own, as if they could not choose for themselves what to do or not to do, or even how to do it. Her parents gave her the world of two options: the right way or the wrong way. So, both our writers are influenced from authority. Rich, on the one hand, from the authority of men writers in a man dominated society, and on the other hand Sommers influenced from parental authority. When Sommer as a parent herself subconsciously embraced that same principle and projected it to her own child, she found out that, contrarily to her, her daughter had a voice of her own. Nancy Sommer had disguised herself and hid behind the title Researcher, reading and revising, exploring the knowledge of other writers. But she kept herself out of her own writing, being absent from her own work. Just like her parents hid behind the tapes and the guides and excluded themselves from their lives, creating and living someone elses experiences, she hid behind the authority of a researcher and used other peoples work to justify her statements. Never once did she use her personal experiences to support her statements. Another similarity between Rich and Sommers lies within their position on the role of the writer in respect to tradition. Rich is facing artistic tradition, of the way writers write about women, their image and how she as writer is able to cop with all her roles: that of a traditional female and of a writer. As a wife and a mother Rich found it hard to find free time, to think, to question, to imagine; free time that traditionally women never have as they are mainly loaded with the duties of raising children and caring for the family. But following the traditional way of performing female duties is in direct conflict with the main element of writing: imagination. Daily duties, put aside any imaginative activity, that can be put in words. Adrienne Rich felt the conflict between these two roles. She thought herself as a writer or as a mother. The choice of either and or was later replace by and. She sought ways to embrace both parts of her life, the creative one and the maternal one. Likewise Sommers faces again tradition, yet of another kind. Academic tradition is full with either/or sentences: the students are either taught to write academic or personal essays. This tradition seems to create a certainty, an illusion of control to the academic community. Everyone knows their exact role and what they are supposed to do. But Nancy Sommers identifies the fact that students carry their own experiences, their own voices and if encouraged they could use these experiences as evidence to support their own statements, thus creating a new reflective way of writing. In both texts, tradition is questioned, whether artistic or academic as a result of a revision, a deeper look in ones writing, from a different perspective, with a fresh eye. Both writers emphasize the importance of breaking the tradition, that narrows the imagination and this might be their most important common statement. Even though they are both objecting to different kind of tradition they both have the same objective, to help writers, including them, to write for themselves, to use their own experiences and voice, to write from their point of view, breaking every stereotype of either artistic or academic writing. Rich and Sommers mention incidents of their personal and family lives. It is interesting how these specific events reflect the obedience of authority they inherited from their close environment. They follow traditional models, artistic and academic, that forces boundaries to their imagination and self expression. Rich show us how the traditional female model kept her captive in just one role, that of a mother and eliminated her fantasy, thus her writing. Sommers from the other side illustrates how her parentss sense of authority influenced her own perception of authority, this time the academic one, upon her writing. Even though both writers are of female gender their arguments and conclusions also apply to non female writers. They are both looking for way to express purely themselves in their own writing, creating their own images, with no influence of tradition artistic or academic. Using a female point of view, they have managed to reach a problematic area for all writers. Both male and female writers should be able to speak for themselves and use their imagination, freely creating texts and statements which are supported with their own experiences. As mentioned before, both writers notice that there is something missing from their writing. And that something is their own voice, their own point of view. Trapped in the tradition they learned to obey they do not use their own experiences and images in their work. Their similarity lies upon the fact that they were both raised under the influence of tradition. Even though they have a different point of view when revising their work, they come to the same conclusion mainly because the source of their conservatism is the same: obedience to authority. According to Rich, the role of a writer is to create images through words. These images influence other writers and especially women, as they seek their path reading poetry and literature, trying to find ways of expression, looking for examples. And in this effort they come across again and again with the image of Woman in books written by men. But what they do not find is a way to express their own personality in their text, rather than reflect and reproduce a flattering or not image created by another writer. I find it easy to agree with Richs statement. I have often read literature and identified myself with the woman hero of the book. I found my self to be flattered with similarities of character. Of course, in every attempt to write about my self, or to tell a story, I tend to reflect the same image of the woman I read about in my own writing. It is not that I have nothing to say for myself, rather than I find that image charming and want others to see me in this way. Still like Sommers, I am absent from most of my texts. Certainly influenced by my female gender, I tend to have a more romantic and soft approach in my writing. My class and culture are also reflected in my texts as a have no experience from anything different and thus I can not write about it. However the presence of my own experiences is limited in my writing. Mainly because I think of myself as insecure and that I do not have a strong enough statement to make. Another reason is that I find it easier, and I believe I am not the only one to do so, to talk about others than talk about myself. Talking about oneself requires painful digging to reach to self awareness. Of course the fear of revealing personal experiences to others plays its part as well, as again I do not intend to mess my traditional female image, with outbursts of anger, anxiety, passion, and obsession. Adrienne Rich: When We Dead Awaken: Writing as Re-Vision, p.18 J.G. Steward, Jane Ellen Harrison: A Portrait from Letters (London 1959), p. 140 Adrienne Rich: When We Dead Awaken: Writing as Re-Vision, p.19

Consumer Equilibrium and the Law of Equi-Marginal Utility :: Business Economics

Consumer Equilibrium and the Law of Equi-Marginal Utility Introduction The Law of Equi-Marginal Utility is an extension to the law of diminishing marginal utility. The principle of equi-marginal utility explains the behavior of a consumer in distributing his limited income among various goods and services. This law states that how a consumer allocates his money income between various goods so as to obtain maximum satisfaction. Assumptions The principle of equi-marginal utility is based on the following assumptions: (a) The wants of a consumer remain unchanged. (b) He has a fixed income. (c) The prices of all goods are given and known to a consumer. (d) He is one of the many buyers in the sense that he is powerless to alter the market price. (e) He can spend his income in small amounts. (f) He acts rationally in the sense that he want maximum satisfaction (g) Utility is measured cardinally. This means that utility, or use of a good, can be expressed in terms of "units" or "utils". This utility is not only comparable but also quantifiable. Principle Suppose there are two goods 'x' and 'y' on which the consumer has to spend his given income. The consumer’s behavior is based on two factors: (a) Marginal Utilities of goods 'x' and 'y' (b) The prices of goods 'x' and 'y' The consumer is in equilibrium position when marginal utility of money expenditure on each good is the same. The Law of Equi-Marginal Utility states that the consumer will distribute his money income in such a way that the utility derived from the last rupee spent on each good is equal. The consumer will spend his money income in such a way that marginal utility of each good is proportional to its rupee. The consumer is in equilibrium in respect of the purchases of goods 'x' and 'y' when: MUx = MUy Where MU is Marginal Utility and P equals Price Px Py If MUx / Px and MUy / Py are not equal and MUx / Px is greater than MUy / Py, then the consumer will substitute good 'x' for good 'y'. As a result the marginal utility of good 'x' will fall. The consumer will continue substituting good 'x' for good 'y' till MUx/Px = MUy/Py where the consumer will be in equilibrium. Thus this is also known as the law of substitution. Table Let us illustrate the law of Equi-Marginal Utility with the help of a table: The side table shows marginal utilities of goods 'x' and 'y'.

Harnessing the Science of Persuasion

Persuasion works by appealing predictably to deeply rooted human needs. The rest of us can learn to secure consensus, cut deals, and win concessions—by artfully applying six scientific principles of winning friends and influencing people. Cialdini draws on decades of research in experimental, especially social psychology to distill â€Å"six fundamental principles of persuasion†. Some of these principles will seem simple and completely obvious at first sight, but looking deeper into them reveals how well they work and why, making the reader more likely to apply already-implicit knowledge.The first principle is that people are more likely to follow or agree with someone who they like because of some similarity with that person, or due to praise received. Second, people are more willing to cooperate with those who like them. This can be difficult to put into practice, but most of us have plenty of room to find more things we genuinely like about those we interact with. Th ird, experiments have confirmed our intuitive views that people tend to treat each other the same way they are treated. Therefore, doing someone a favor before seeking one can be both ethical and effective.Fourth, people are more likely to keep promises they make voluntarily and explicitly. So, get commitments in writing (and preferably publicly). Fifth, people do defer to experts, but do not assume that your expertise is fully known or appreciated. Finally, people want more of something that they believe is scarce, so exclusive information is more persuasive (and valuable) than widely available information. These principles are clearly illustrated by studies and cases, providing the reader with effective tools for strengthening leadership with better persuasion skills.

Concept of the Jesus Resurrection in Christianity

Concept of the Jesus Resurrection in Christianity Religion and human beliefs are closely interconnected as depending on the country people live in and the culture they follow, people have particular vision of the past, present and future. Christianity is the religion which has many trends and direction. There are a lot of different confessions and beliefs within this system that it is difficult to distinguish those for a simple person.Advertising We will write a custom report sample on Concept of the Jesus Resurrection in Christianity specifically for you for only $16.05 $11/page Learn More However, the changes and the variations of the Christianity are rather new tendencies. Looking at the earliest Christians, it is possible to say that their beliefs were common. Thus, dwelling upon the vision of the Jesus’ resurrection and their view of the apocalyptic world, it is possible to say that Jesus’ divine, immortality and other specific characteristics connected with the resurrection may be believ ed as the central reasons for people to believe in the apocalypses. The earliest Christians’ understanding of Jesus’ resurrection is based on the belief that by this action God has selected Jesus as the most deserving person on the world to become God, his followers. Additionally, many people consider Jesus’ resurrection as the hint for the whole mankind on what is going wait for those who follows the rules and principles of God. Thus, Jesus’ resurrection is the reasons why people are sure that the life on the Earth has the end. It is possible to predict that those who are going to live the fair lives and follow the rules and principle taught by Jesus, they would have an opportunity to come through the way of Jesus’ resurrection (Ehrman 58). The earliest Christians were sure that the death is like a sleep which is going to last for some time until the world is cleaning and only those who managed to lead a life according to the Jesus’ teachin g may deserve the resurrection. It means that the early Christians believed that in the apocalyptic nature of the world as to resurrect people are to die, and the whole world is to disappear for a moment to start a new free from sins existence. Nowadays, the main idea of the Christianity is the resurrection which is possible only if people lead the fair lives and in accordance with the God’s principles. Therefore, it may be even said that the Jesus’ resurrection is one of the reasons why people believe in the apocalyptic nature of the world. Jesus was the person who took all the sins of the humankind with the purposes to redeem them and help people start a new life free from cruelty, deception, and violation. However, looking at the world where too much despair and suffering, Early Christians believed that the judgment day would come and only those who fairly believed in God and followed his principles would be saved. Therefore, the resurrection should come after apoca lypses which is the judgment day when each one will have to answer for all the actions done on the Earth.Advertising Looking for report on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, it may be concluded that the Jesus’ resurrection has become one of the main reasons for the whole mankind to wait for the judgment day and resurrection of those who deserve it. Moreover, many early Christians are sure that God made it possible for all to see Jesus’ resurrection with the purpose to notify them that Jesus was going to be his followers and point at the future of those who are going to lead the lived free from sins. Ehrman, Bart D. A Brief Introduction to the New Testament. Oxford: Oxford University Press, 2008. Print.

Free Essays on The Starry Messenger

I cannot recall its origin but there is an old adage that says one’s way of thinking and speculating depends on his/her perspective. There is no need argue about its validity for I am sure everyone would agree from their own experience. With the adage said above, I would like to propose a theory that there was a great gap between Galileo’s way of thinking and those of others (like the priests at Vatican and people who worshiped the Aristotelian philosophies) for the difference in their perspective was far greater than anyone can imagine. It is no exaggeration to state that no one has spent as much time looking up the night sky as Galileo in his time. Everyone who has looked up the constellation in the night sky without an aid of any instrument would see that the full moon appears perfectly round. And given that those people have not been taught about the modern astronomy, it would be difficult to convince them that it is otherwise. One can only wonder how difficul t it mu! st have been for Galileo and his colleagues to convince their opposers. As obviously as it may sound, Galileo’s sole purpose of using detailed illustrations and diagrams within his Starry Messenger was to convince its readers; and an attempt to prevent any possible refutations as much as possible. The illustrations and diagrams were his hard-earned evidence that is also backed up by his countless observations and written documents. In â€Å"The Scientific Revolution,† Shapin discusses about â€Å"the natural machine,† and quotes several mathematicians and scientists. For the sake of an impending argument, the French mathematician and philosopher Renà © Descartes announced that â€Å"there is no difference between the machines built by artisans and the diverse bodies that nature alone composes.† (Shapin 32) When I reached the last page of the Starry Messenger and felt relieved, I came across a sentence that struck me. â€Å"It is known that the interpos... Free Essays on The Starry Messenger Free Essays on The Starry Messenger I cannot recall its origin but there is an old adage that says one’s way of thinking and speculating depends on his/her perspective. There is no need argue about its validity for I am sure everyone would agree from their own experience. With the adage said above, I would like to propose a theory that there was a great gap between Galileo’s way of thinking and those of others (like the priests at Vatican and people who worshiped the Aristotelian philosophies) for the difference in their perspective was far greater than anyone can imagine. It is no exaggeration to state that no one has spent as much time looking up the night sky as Galileo in his time. Everyone who has looked up the constellation in the night sky without an aid of any instrument would see that the full moon appears perfectly round. And given that those people have not been taught about the modern astronomy, it would be difficult to convince them that it is otherwise. One can only wonder how difficul t it mu! st have been for Galileo and his colleagues to convince their opposers. As obviously as it may sound, Galileo’s sole purpose of using detailed illustrations and diagrams within his Starry Messenger was to convince its readers; and an attempt to prevent any possible refutations as much as possible. The illustrations and diagrams were his hard-earned evidence that is also backed up by his countless observations and written documents. In â€Å"The Scientific Revolution,† Shapin discusses about â€Å"the natural machine,† and quotes several mathematicians and scientists. For the sake of an impending argument, the French mathematician and philosopher Renà © Descartes announced that â€Å"there is no difference between the machines built by artisans and the diverse bodies that nature alone composes.† (Shapin 32) When I reached the last page of the Starry Messenger and felt relieved, I came across a sentence that struck me. â€Å"It is known that the interpos...

Advantages and Disadvantages of Service Contracts and Production Essay

Advantages and Disadvantages of Service Contracts and Production Sharing Contracts - Essay Example In many countries where oil and gas are being produced, made abrupt and unilateral changes in the already executed agreements. This unilateral change at the end of oil and gas producing countries hit hard the investors. This would definitely shake the confidence of the investors who invested a lot of money in oil and gas projects. The governments of Venezuela and Bolivia have gone to the extent of breaking the contracts or termination of licenses at their own sweet will. This move can be branded as â€Å"resource nationalization†. To lessen the negative impact on the profitability of the investing companies, the sovereign governments of Canada, UK and the USA have proposed compensation in terms of further extension of their contracts on soft terms to address this issue1. To safeguard the interest of the investor companies came from abroad, the effective legislation is necessary to mitigate the risks associated with it. However, the legislation in this respect varies from count ry to country. This does not only effectively take care of the interest of the host countries but the interest of the investors those who are in the run. ... On the other hand, the state in return will receive royalty payments, income tax and other liveable taxes on the oil and gas producing companies. Contrary to that as per PSC the government will be the owner of all oils and gas productions, and the IOC will act as technical and financial services provider to take care of oil exploration and the development of oil wells / gas fields. Alternatively production will be shared between IOCs and the State in line with the provisions of PSC3. In the developing dominions, PSC system is an effective tool to access oil and gas exploration as well as development of oil wells. As per Johnston view, this access dependable on the political system of that country. As far as functional and financial considerations, the PSC system is more or less at par with concessionary system. The only difference between the two is the management control and its effective implementation4. Upstream Oil & Gas Agreements Overview Upstream agreements in fact create and establish legal business entity and working relationship between the sovereign government and the individual who owns land of exploration for oil and gas. The agreement is a legal document where rights and obligations of the stakeholders are clearly defined, leaving no ambiguity5. In the developed countries like USA, Canada and the UK where two forms of agreements are in existence. One is for the execution of individual land owner for exploration of oil and gas, the other one between the host government and the investor. The agreement executed between the host country and the investment company is called â€Å"Concession Agreement and the Production Sharing Contract† 6. In other words the

Question Essay Example | Topics and Well Written Essays - 250 words - 2

Question - Essay Example Naturalistic observation does not require active involvement with the environment from which the data is being collected from; the latter does. The second choice is the period of observation. The observation can be carried out once or repeated for a number of times. The third choice pertains to data recording method. The data can be recorded or notes short notes taken as the data is gathered. Observation can also be done and the data computed after the observation process. The fourth choice relates to the scope of observation. The observation can be done on a single environment that best treats the variables of the data being gathered, or a number of environments can be integrated into the observation process. Another choice is made on the variables to be observed at a go. Observation can be done at once for all the variables constituted in the data gathering procedure, or observation data for each variable be considered one at a time. The scale contains numerical values, but the importance of the scale is to gather data that is of importance over and above the numerical values. Descriptions of what the numbers mean are valuable to the respondent because it allows the respondent to express his or her true opinion in regard to the issue in question. Different respondents have different experiences and may not rate their experiences the same way. Outlining the meaning of the numbers identifies the respondent to each category of numbers given the response required. Purpose of the interview- The goal and objective of undertaking an interview determines the scope of the interview. All encompassed variables of the interview should be considered before the interview questions are developed. Phrasing questions- Questions should be direct to the main idea of the interview. Proper language should be used in regard to the identified participants. Simple questions are favorable, and each question should be asked

The purpose of Criminal Law Assignment Example | Topics and Well Written Essays - 250 words

The purpose of Criminal Law - Assignment Example Antitrust laws are designed to reduce anti-competitive behavior and encourage competition in the market. These laws prevent business enterprises from becoming too powerful to the extent of controlling market prices and restricting entry by other players. However, there are industries and activities that are exempt from the U.S antitrust laws. Labor unions, for example, are exempt from antitrust laws, which make all the activities by labor unions exempt from these laws. Sports as well as healthcare are also exempt from these laws. These exemptions apply because these industries and activities would be negatively affected if they were subjected to antitrust laws (Broder, 2012). Suretyship agreements are legally binding contracts where the signee accepts responsibility for another individual’s obligation. This obligation is often a loan and the signee agrees to pay the loan if the borrower defaults in making payments. A contract of suretyship must relate to the principal contract and the signee must have capacity to contract. The surety is discharged when the principal is discharged from the obligation. These agreements are meant to reduce the risk to the lender in case the borrower defaults in making payments (Kubasek et al.,

Substance Abuse - Alcohol and Drugs Essay Example for Free

Substance Abuse Alcohol and Drugs Essay World Health Organization has played a huge role in the management of substance abuse and its prevention especially among the vulnerable groups. It has supported countries to reduce and prevent problems caused by the use of psychoactive substances in terms of regulations and policy implementation. Its main mandate is to; â€Å"recommend reduction and prevention mechanisms which can able to prevent relapse and assess substance that highly contribute to relapse hence able to advise the U.N on what regulations to pursue†. The department of Mental Health and Substance Abuse under it has been mandated to overlook issues of curbing relapse and also substance abuse in general (Laws and Ward, 2000). The World Health Organization (WHO) defines substance abuse as â€Å"the harmful or hazardous use of psychoactive substances which include illicit drugs and alcohol†. A prolonged or repeated use of such substances can lead to addiction which is usually evident with continued use of the substances despite the fact that physical and mental deterioration is being noticed. In fact, various researchers in the world have come up with different conclusions and suggestions regarding the causes, effects, solutions and recommendations on how to deal with substance abuse (Laws and Ward, 2000). Substance abuse is a global issue. Reports reveal that the illegal drug business accounts for $400 billion of world trade, and is second only to the worldwide arms market, it is larger than the global iron and steel industries.(Cherry, Dillon, and Rugh, 2002) The 2000 World Drug Report noted that there were at least 180 million drug abusers globally, including 9 million heroin addicts, 29 million amphetamine users, and 14 million cocaine users (ODCCP, 2000)(Cherry, Dillon, and Rugh, 2002). Untreated cases of substance abuse, addiction and relapse add significant effects to communities and families. â€Å"The main effects that can be immediately noticed are; property and violence crimes, criminal and court related costs, health care utilization costs, lack of child support, prison   expenses for the government, welfare and foster care costs, child abuse, unemployment and emergency room visits† (Marks, A. Donovan, 2005). Treatment options Scientific research which has been conducted in the past have shown that effective treatment from substance abuse can help people completely recover from destructive behaviors after undoing   treatment or recovery process from substance abuse. People can successfully remove themselves from a life of substance abuse through effective treatment and long-term commitments. It includes the following; Pharmacotheraphies To a greater or lesser extent, certain drugs and alcohols have been developed and manufactured to assist in solving issues of relapse. They include opioid medications such as methadone, buprenorphine, morphine, oxycodone etc. which have been used as remedies of relapse. One of the most successful ones include bogaine which, according to medics, can help reduce the temptation of going back to substance abuse and is specifically suited for narcotics and alcohol. It is believed to interrupt  Ã‚   both psychological cravings and physical dependence on stimulants, nicotine and alcohol. Other antidepressants are able to moderate substance use particularly narcotics. All these Pharmacotheraphies have helped in the reduction of addiction and relapse of substance abuse for all genders. Rehabilitation Most of the judicial systems have been able to convict substance abusers to rehabilitation programs and to cope with withdrawal symptoms. The detoxification process of addiction involves the abrupt cessation of drug use and physical tolerance of the temptation. Medics promote the use of rehabilitation strategies to minimize effects of relapse since it is a slow but sure process of withdrawal. The method involves the use of psychological dependency which attempts to teach and train the victim new methods of freely interacting with a drug-free environment and avoid relapse. Isolation of victims or patients of relapse from people who are still substance abusers is very important as it prevents them from admiring the practice. In some organizations, moderations are utilized to allow substance abusers to re-examine their habits and compare themselves before and after stopping the practice. Many other programs utilize rehabilitation initiatives to make their initiatives more effective (Pham-Kanter, 2001). Justice systems Drug involved offenders have frequently been cycled through the judicial system whereby the substance abusers have become common to probation officers and police officers. This is an evidence that relapse is common and that the judicial system is doing very little to address it. As jails, prisons, juvenile detention centers and other correctional facilities get congested, all stakeholders in the medical field are examining newer solutions to prevent relapse. One of them is the criminal justice settings where substance abusers who are most likely to be criminals are only allowed to re-enter back into the community when they have completely recovered from substance abuse and are not likely to be affected by relapse. Relapse Prevention Therapy RPT was originally designed as a maintenance program for replace victims. It entails treatment of addictive behaviors which is used as stand-alone program that in most cases is designed to teach individuals to try and maintain changes initiated in the treatment process. Every individual has an effective response system to cope with incidences of high risk situations but the problem is the guts to do so. Post-implementation survey on suitability of RPT has shown that relapse had decreased significantly as a result of the program. RPT strategies are categorized to three groups; lifestyle modification, coping skills training and cognitive therapies. All of these strategies round up to both cognitive and behavioral techniques and approaches that provide victims of relapse with ways to reframe their habits once more and change processes in learning experiences with setbacks on how they can meet challenges of recovery. Life modifications strategies include; exercise, spiritual practices, meditation among others (Pham-Kanter, 2001). Side Effects of Addiction The most common side effect of substance abuse i.e. alcohol and drug is what is termed as substance relapse. Relapse is a situation of ‘converting back’ from a condition after a short or long abstinences. In drug addiction and substance abuse, it can be defined as â€Å"the resumption of the use of drugs after leaving it for some time† that is according to World Health Organization in the year 2004 (Laws and Ward, 2000). Substance abuse relapse is a condition where one feels to have failed to recover fully from addiction to drugs or substance abuse despite the fact that they have gone under a professional recovery plan. It means that individuals are tempted to use the drugs even after they have undergone a medical response process. Relapse to substance abuse is a common problem that can have devastating effects on the victim especially physical and emotional impacts. It requires good communication and counseling between the counselor and the patient. Recovery from substance abuse especially is not a complete failure to eradication but a step further; in real sense, a positive way to strengthen the process of recovery that is difficult to address given the complexity nature of the issue. There are three ways of severity of relapse which is normally used to determine the most suitable medical or counseling response. The first level is slip where the victim briefly resumes drug use but have no signs of drug dependence or symptoms of addiction.   The second level is several level of drug abuse. This is the most severe form because the victim resumes substance abuse for several days during the treatment process. This should be used as a learning process where the patient should learn from experience and prevent further relapse. The last level is the sustained drug use evidenced by resumption of addiction. The victims of substance abuse fully relapse to addiction and eventually drops out treatment and those medics and counselors need to start from scratch (Marks, A. Donovan, 2005). The Relapse Process Any use of a substance after a period of abstinence is a measure of the relapse rates. Previous research has indicated that temporal patterning of the relapse process and that the circumstances under which the process occurs across all the genders is under is difficult to comprehend especially by unprofessional persons and the victims themselves. Hence the commonalities across all substance abusers are an indication of the relapse rates and it involves a sense of perceived control and self-efficacy (Marks, A. Donovan, 2005).       Reference Cherry, A, Dillon, M, Rugh, D (2002): Substance abuse a global view. Westport, Conn: Greenwood Press Laws, D. Ward, T. (2000): Remaking relapse prevention with sex offenders: The sourcebook. Newbury Park, CA; Sage Publications Marks, A. Donovan, D. (2005): Relapse prevention; Maintenance strategies in the treatment of addictive behaviors (2nd Ed.). New York: Guilford Press Pham-Kanter, G. (2001): Substance abuse and dependence. The Gale Encyclopedia of Medicine Second Edition Farmington Hills, MI: Gale Group,

Importance of Group Work in the ESL Classroom

Importance of Group Work in the ESL Classroom Introduction The field of Teaching English to Speakers of Other Languages (ESOL) is a rapidly expanding area within UK settings, in state-funded and in private educational arenas, and because of the changing nature of immigration, ESOL teachers are challenged with meeting the demands of diverse and complicated ethnic/linguistic groups (Chan, 1998). Learning English is seen as a necessity for immigrants or long term visitors to the UK, although the field is complicated by political debates and social discussions around funding, socialisation, naturalisation and the erosion of traditional cultures and languages. However, it does seem that language fluency in English is key to proper integration into British society, and is supported by the â€Å"UK Government’s policy response to refugees and asylum seekers [as] outlines in the White Paper Secure Borders, Safe Haven: Integration and Diversity in Modern Britain (Home Office, 2002) [which] set out proposals for a curriculum of English languag e, IT and citizenship classes for refugees and asylum seekers† (Morrice (2007) p 156). While the Therefore, it is essential that ESOL provision is not only provided, but is designed in ways which can encourage learners to acquire real proficiency and fluency, without disempowering people or undermining their nationality (Halliday, 2005). The literature on the pedagogies of ESOL teaching is diverse and outlines ways in which second language acquisition can be facilitated effectively, with teachers having their own take on pedagogy and on the ways in which students work, alone or with each other, in learning English (Dagenais et al, 2008; Burns, 2006). While linguistics studies directly address issues of grammar, syntax, construction, coherence and cohesion, the more practical aspects of developing practical fluency in English for speakers of other languages relate to classroom strategies that can support this. This essay will explore two aspects of ESOL teaching, that of group work, in which ESOL students are encouraged to work together on key tasks, with the aim of improving fluency (Haneda, 2005), and the provision of feedback, either peer feedback or tutor feedback, to enhance fluency. Both are contentious issues, because they can spell difficulties in the management of learning experiences (Holliday, 2005), and co uld be seen positively or negatively. This essay will look at some of the literature on this subject, and attempt to discuss the advantages and disadvantages of group or collaborative work, and of different types of feedback. The author will then draw conclusions from the literature to inform ESOL teaching practice. Discussion Group work is a popular means of building on constructivist theories and pedagogies by supporting students to apply new knowledge in given situations. In ESOL teaching, it provides opportunities to practice new words, conversations, sentence constructions, and functional elements of communication, such as making a particular type of telephone call or initiating a conversation. However, group work in this context can be viewed negatively as well, partly because of a fear that groups with the same first language will simply lapse into their own tongue rather than always speaking English, and that as learners they will not recognise each other’s mistakes. The latter point will be dealt with in some more detail below, in the exploration of types of feedback. But in relation to group work, types of collaborative or group learning or practice have been shown to be of great benefit to students of English. Some authors have found that pair work or small group work in this context does help improve language fluency and competence (Long, 1996; Pica et al, 1996), perhaps because these activities provide different opportunities and options for ESOL learners which are not possible during teacher-led activities. These students may find themselves able to become more confident in a setting which is not only smaller, but comprises only peers who are also ESOL students. Johnson 91995) argues that learners who interact and engage with each other in these ways feel more self-efficacy and control over their own learning. However, others argue that small group work in peer-only groups does not necessarily help with issues such as pronunciation (Morley, 1991) and proper grammar (Widodo, 2006; Widdowson, 1978). Another particular issue for group work is that of English intonation, which can be particularly difficult and may represent for some the last hurdle of English fluency and comprehension (Atoy e, 2005; Morgan, 1997). McDonough (2004) carried out a small-scale research study which â€Å"explored instructors and learners perceptions about the use of pair and small group activities in a Thai EFL context, and examined whether the learning opportunities theoretically attributed to pair and small group activities occurred in an intact classroom† (p 207). The study also looked at whether the learners showed improved outcomes (McDonough, 2004). McDonough (2004) found that â€Å"learners who had more participation during the pair and small group activities demonstrated improved production of the target forms, even though they did not perceive the activities as useful for learning language† (p 207). This would suggest that these activities might improve elements of fluency and skill, but this study does not demonstrate how this occurs, nor does it look in detail at language fluency, which is our concern here. Li and Campbell (2008) carried out a study in New Zealand which  examined â€Å"Asian students perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments†, and â€Å"found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their cultural understanding and provide them with opportunities to make friends† (P 203). Again, this underlines social elements of group working in ESOL learning which may be important in developing true fluency, because the elements of language skills and enhancing cultural understanding can be related to development of deeper-level fluency. Not all the outcomes of this study were positive, however, and LI and Campbell (2008) also found that these Asian students â€Å"held intensely negative views about group assignments that required stud ents to complete a project as a group with shared marks determined by the performance of the group† (p 207). This may have something to do with the learner orientations of these students, or it may have to do with other factors. Li and Campbell (2008) found that â€Å"contributing factors affecting group dynamics included members attitudes and willingness to cooperate and contribute as a team, the composition of the group, students competing demands on students time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members† (p 207). Because Li and Campbell (2008) found that group assignments that were assessed seemed to disempower the students in their study, it would suggest that group activities which are collaborative have a different meaning than group activities which are assessed, and this should be taken into account when applying group working to ESOL classrooms. However, the study does suggest the group learning itself enhanced competency level (Li and Campbell, 2008). The negative responses to the group assessment activities may have had something to do with students’ preconceptions or expectations about their ESOL learning (Bordia et al, 2006). Expectations which are not fulfilled might negatively affect responses to and evaluations of these learning activities (Bordia et al, 2006). These expectations, of course, may originate in the background, culture and previous experiences of the learner, which would suggest that teachers need to take into account these kinds of expectations and find ways to address them. Ewal (2004) describes a study which focuses on the student perspective on group work, in which â€Å"21 students and their teachers participated in a collaborative forum in which they explored the use of small group work in their L2 classroom.† (p 163). This study found that by engaging students, in an almost metacognitive way, in learning about how the group work affected their learning and behaviour, the students were able to discover the benefits of group work for themselves, in improving their literacy and fluency, and in supporting peer bonding, confidence and self-efficacy (Ewal, 2004). In this study, small group behaviours changed as the students became aware of these behaviours and of the functions of the group and the class as a whole (Ewal, 2004). This demonstrates that while group work is still viewed along pedagogical lines as a requisite of proper learning, through application and testing of knowledge, the dynamics of group work require some attention, and may act as militating or mediating factors in the effectiveness of group activities. Ewal (2004) concludes that â€Å"teachers should be attentive to opportunities to discuss language learning and classroom-related issues with their students† (p 175). This adds an extra dimension to the concept of group work, as functioning for students on many levels, not simply on a praxis/practice level. Of course, the discussion of group work leads us neatly into the concept of peer feedback, which is connected to the theories on group activities and just as contentious, it seems. Rollinson (2005) shows how although peer feedback has been supported in ESL classrooms, teachers and students are less than convinced of its efficacy and usefulness. Rollinson (2005) argues that proper training and procedures for peer feedback in ESOL classrooms is the key to making such feedback effective. Hu (2005) seems to echo this, that peer feedback can enhance learning, but does acknowledge that these activities need monitoring and that peer review situations can be problematic. Feedback and review of English language proficiency can be formalised into learning activities in the classroom context. Al-Hazmi and Scholfield (2007) describe an action research study which was aimed at improving English language writing proficiency in Saudi Arabian university students. This study involved â€Å"a regime of enforced draft revision, using a checklist† in which two groups were involved, one trained in peer revision, the other doing their own revision (Al-Hazmi and Scholfield, 2007 p 237). These authors found that â€Å"there were clear draft improvements in quality, especially in mechanics, despite only modest amounts of meaning-changing an d multisentential revisions being recorded† Al-Hazmi and Scholfield, 2007 p 237). The most significant finding from this study demonstrated that the students enjoyed and responded positively to peer review (Al-Hazmi and Scholfield, 2007). This may simply underline the fact that language learning is as much a social as an individual process (Dagenais et al, 2008; Roberts and Baynham, 2006; Schellekens, 2007) Formal tutor feedback is also an essential component of developing fluency, although again, the form that this takes can affect its value. Hyland and Hyland (2006), for example, agree that feedback is vital in terms of encouraging learning and consolidating that learning, and demonstrate that it is used in process-based classrooms and in genre-orientated learning environments. It may seem obvious to some that tutor feedback is important, but teachers and learners should be aware that feedback has different purposes, as well as different forms, and while it can be difficult for some students to assimilate feedback and correction, it is through signposting mistakes as well as successes that students can learn how much they have learned. Feedback itself has expanded to encompass not only written comments from the teacher, but language workshops, conferences and even electronic feedback (Hyland and Hyland, 2006). Lyster and Mori (2006) examined the effects of explicit correction, recasts, and prompts on learner uptake and repair, and found that â€Å"instructional activities and interactional feedback that act as a counterbalance to a classrooms predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation† (p 269). This suggests that feedback must be specific to the task and to the context, and also that there is a need for a deeper understanding of the pedagogical dimensions of formal tutor feedback, and the purpose that this feedback serves. This also shows that the emergence of the communicative classroom is not necessarily the final evolution of the ESOL context (Campbell an d Duncan, 2007). However, there are those who have argued strongly against written feedback, and the trends in ESOL teaching in recent years has been to avoid this (Bitchener, 2008). However, research by Bitchener (2008) shows that in some cases, written feedback enhances learning: The study found that the accuracy of students who received written corrective feedback in the immediate post-test outperformed those in the control group and that this level of performance was retained 2 months later. Bitchener 2008 p 102. This would seem to suggest that there is value in providing written tutor feedback. Lochtman (2002) also shows the value of oral or verbal feedback, but underlines the need to give different kinds of feedback depending on the language learning context, the task, and the learner, suggesting that while this feedback is beneficial, it is only so if it meets the needs of the individual learner. One of the issues with fluency is also related to currency (Taylor, 2006), and it could be that the provision of both types of feedback is central to understanding the current use of various idiomatic forms as well as of slang and vernacular. While many ESOL teaching contexts shy away from teaching ‘common’ spoken forms and focus on formal, correct English, feedback from a tutor, for example, can help to draw comparisons between the two forms and allow students to develop awareness of when it is appropriate to use the different types of English expression (Taylor, 2006; Wallace, 2006). This ability to speak fluently is much more complex than simply learning linguistic form, it is about attaining a degree of comfort and ease with using the language, and using it appropriately and ‘naturally’. All of these approaches to supporting language learning could be said to be fostering this development, but only if they are properly planned, and managed, and it seems that quality ‘teaching’ and facilitation is still required. Conclusion This essay demonstrates that there is a range of literature to support the development of language fluency in ESOL classrooms through group work and through interactive processes of learning, and through the provision of tutor feedback and peer feedback. There are issues and challenges with ESOL learning in relation to developing verbal skills, because verbal language requires real-time interaction and the ability to respond to different cues and situations. It would seem from the literature cited above that the use of group work in ESOL learning needs to be planned carefully and designed to ensure that learning is not impeded by individual differences or by the negative aspects of group work, including frustration between learners with different levels of competency, and difficulties in group work which is assessed formally. Collaborative learning may be a strength in developing fluency, and this could be incorporated with peer feedback, but it would seem that this is only truly effective if the students are ‘trained’ and supported in giving feedback to ensure it is fair and an constructive, and given in the appropriate spirit. Similarly, it would seem that feedback may assist in developing fluency, but the literature cited does not provide strong or conclusive evidence that formal feedback is good for this, despite its value in developing written and verbal language skills. More research is required in looking at different kinds of feedback in supporting fluency. However, the literature does indicate that feedback must be individualised and meet the needs of the learner. References Al-Hazmi, S.H. and Scholfield, P. (2007) Enforced revision with checklist and peer feedback in EFL writing: the example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences 18 (2)237-267. Atoye, R.O. (2005) Non-native perception of English intonation. Nordic Journal of African Studies14 (1) 26-42. Bitchener, J. (2008) Evidence in support of written corrective feedback Journal of Second Language Writing 17 (2) 102-118. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Campbell, C. and Duncan, G. (2007) From Theory to Practice: General Trends in Foreign Language Teaching Methodology and Their Influence on Language Assessment. Language and Linguistics Compass 1 (6) 592-611 Chan, M..M. (1998) What We Already Know about Teaching ESL Writers (Research in the Classroom). English Journal 77 (6) 84-85 Chen, R. and Hird, B. (2006) Group Work in the Efl Classroom in China: A Closer Look. RELC Journal, 37 (10) 91-103. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Haneda,. M. (2005) Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research Canadian Modern Language Review 62 (2) 313-333 Hyland, K. and Hyland, F (2006). Feedback on second language students writing. Language Teaching, 39 83-101. Holliday, A. (2005) The Struggle to Teach English as an International Language New York: Oxford University Press. Hu, G. (2005) Using peer review with Chinese ESL student writers. Language Teaching Research 9 (3) 321-342. Johnson,K.E. (1995) Understanding communication in second language classrooms New York: Cambridge University Press. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Lyster, R. and Mori, H. (2006). Interactional Feedback And Instructional Counterbalance. Studies in Second Language Acquisition, 28 , 269-300 McDonough, K. (2004) Learner-learner interaction during pair and small group activities in a Thai EFL context System 32 (2) 207-224 Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morley, J. (1991) The pronunciation component in teaching English to speaker sof other languages. TESOL Quarterly Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Olivo, W. (2003) Quit Talking and Learn English!: Conflicting Language Ideologies in an ESL Classroom Anthropology Education Quarterly  34 (1) 50-71 Pica, T., Lincoln-Porter, F., Paninos, D. and Linnell, J. (1996) Language learners’ interaction: how does it address the input, output and feedback needs of L2 learners? TESOL Quarterly 30 59-84. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rollinson, P. (2005) Using peer feedback in the ESL writing class ELT Journal Volume 59/1 ELT Journal 59 (1) . Schellekens, P. (2007) The Oxford ESOL Handbook Oxford: Oxford University Press. Seedhouse, P. (2005) Conversation Analysis and language learning. Language Teaching (2005), 38: 165-187 Cambridge University Press Shin, H. (2006) Rethinking TESOL From a SOLs Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL Critical Inquiry in Language Studies 3 (23) 147 – 167. Taylor, L. (2006) The changing landscape of English: implications for language assessment ELT Journal 60(1):51-60 Wallace, C. (2006) The text, dead or alive: Expanding textual repertoires in the adult ESOL classroom, Linguistics and Education, 17, 74-90 Widdowson, H.G. (1978) Teaching language as communication Oxford: Oxford University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152.

The Contributions of the Iroquois Essay -- Native Americans Indian Tri

The Contributions of the Iroquois The Native American Indian tribe called the Iroquois contributed greatly toward America. They have many stories about the world, and how things came to be the way they are. They have one story about the creation of the world. They use oral traditional elements in this story which is represented by nature. They also use a romantic aspect, which is represented by God’s and the super natural. In the beginning there were two worlds. The lower world, and the upper world. Everything existed in total darkness. The upper world was to hold mankind, and the lower world was where all of the monsters lived. A woman gave birth too twins. One twin was the good mind and the other was the evil mind. The good mind wanted to continue with creation, while the evil mind wanted the world to remain in it’s natural state of darkness. The good mind creates rivers, creeks, bushes, animals, and humans. This brings the oral traditional elements of their respect for nature. Mountains and valleys were created. The good mind kept destroying what ever he created for fear it was not perfect. Traces of animals from the beginning of time were left in the rocks known as fossils. The moon and the sun were created. Both the good and the evil mind attempted to create mankind. When the evil mind tries to create mankind he messes up and accidentally creates apes. When the evil mind is unable to create mankind as the good mind does, he becomes angry with him. The twin...

Complex Project Management: Historical Background, Problems and Approaches Essay

Managing a project that has cross-cultural team members is a very involving task, which calls for application of appropriate leadership styles and approaches (Arbaugh, 2007, p. 569). The applicability of theories, models and approaches of management in the Belbin Consultancy Project can be deeply elaborated with clarity, to demonstrate the understanding of the topic. Since managing and leading cross-cultural teams in such projects does not just happen, as the monitor and shaper, I comprehensively applied the necessary aspects of leadership and management as I deemed appropriate. Below is a presentation of the report of Belbin Consultancy Project that my team and I, as the monitor and shaper, undertook. Project management             Project management is a comprehensive undertaking by project managers which involves several steps from inception to completion, and which guarantees the success of the project (Klimenko, 2014, p. 13). As I experienced during the Belbin Project execution, these activities have to be carefully organized and precisely planned for execution. Project Processes             During the management of the project, I applied 5 fundamental processes as shown in the appendix 1. The first process was initiation, which involved determining the nature and range of the project (Daft & Lane, 2005, p. 337). All the requirements ranging from analysis, goal setting, current operations review and feasibility were considered at this stage. The second process that we carried out was planning which involved the setting of appropriate time for each activity, considering the costs involved and the resources required. We also did a risk planning activity that was geared towards tackling uncertainties. The third process was executing, which involved following all the activities of the project as outlined during the planning stage. This was geared towards meeting all the set deadlines of the set milestones. The fourth process involved monitoring the progress and controlling the execution, noting of any deviations from the plan and taking the appropriate managerial actions (Stewart and Powell, 2004, p. 37). At this stage, I verified and validated the activities and their execution as per the allocated resources and timelines. It is at this stage that the quality of the activities that different team members were involved in was considered. The last process of the project involved the closing out of the project after its completion (Xie and Zhang, 2013, p. 725). The final product that the team developed was accepted having delivered to the best of our ability. Management Approaches             For effective execution of the processes mentioned above, I applied several management approaches. These approaches assisted in carrying out the processes in a planned manner, towards realizing the requirements. The first approach I utilized was the traditional method, which involved the execution of all the processes in a sequence. In this approach, some processes were recursively extended to support the cycle of development of the project (Collyer & Warren, 2009 p. 359). The second approach was event chain approach, which involved the identification and management of proceedings and the chains of proceedings attached to the project schedule. This approach helped me in managing the negative effects, and allowed for modeling of uncertainties that were foreseeable as was outlined in the project schedule (Symonds, 2014, p. 2). The third approach was scrum methodology, whose goal was to improve the productivity of the team by removing every possible hurdle. The fourth methodology was crystal approach in which I directed the team away from focusing on the processes. It was thus crucial to focus more on the skills of the team members, interactions, communication and people. This way, every member was able to deliver in their allocated part. Organizing and Structuring Teamwork             At this stage, the central focus is given on the capabilities of team members. As defined by Scarnati (2001. P. 5), teamwork is a cooperative procedure that assists normal people to accomplish surprising results. It, therefore, called for effective allocation of tasks on individual members. We generated a commitment oath of the team and developed shared goals. The team focused on providing quality results as opposed to achieving individual personal satisfaction that might have interfered with the achievement of objectives. Similarly, I facilitated and nurtured positive relationships that were cooperative as a way of motivating the team members towards achieving the final goal. The issues of interdependence among the team members were put into consideration (Schneider & Barsoux, 2003, p. 137). The creation of a positive attitude in the members through inspiring examples was thus vital. When experiencing difficulties, team members were enthusiastic to help out their peers, regardless of their backgrounds (Symonds, 2014, p. 2). Whenever deviations resulted from the unwillingness of some members to ask for assistance, a quick meeting was convened to remind them of their interdependence responsibilities. During the allocation of tasks, interpersonal skills were put in consideration a step that allowed for proper allocation of tasks. I encouraged open communication as well as positive feedbacks as a way of improving relationships among team members. This way, the team had an understanding that discussing problems was healthy for their interdependence. Similarly, as an overall manager, I worked hard to ensure that the teams had the appropriate composition, by carefully considering the skills of each member and the kind of personality that each possessed. After careful consideration, the team members were allocated tasks that matched their profile. On the same note, commitment to the processes of the team and accountability were highly emphasized. Respect for every member was exceedingly regarded and especially on the response towards several individuals who took leadership roles (Wateridge, 2001, p. 191). To ensure effective and efficient implementation of the project activities, elect ronic tools were highly utilized and whenever the tools were not enough for use on a particular task, the available tools were shared. This highly facilitated the process of implementation of the project activities. Project Execution             During the project execution, my vital role was to control the process. At this point, practicing MBWA (management by walking around) was necessary. There were some instances where the project activities carried out by the team members veered from the plan. These deviations resulted from the inability of some members to fully comprehend what is expected of them during certain activities. This was so because of the diversified back grounds of the team members, which prevented them from consulting or asking for assistance. It was thus necessary for me to carry out the proper monitoring role, to match the activities with the plan and to assure quality. To do this, I convened several emergence meetings to remind the team members on their roles as team players. During the completion stage when the project was nearing the close out phase, one of the team members got seek and had to fly back home. Because of the limitation of time, the tasks were allocated to some members of the team. It was unfortunate because the delivery time of the added tasks was late for the reason of failure to understand the tasks. This made it necessary for convening an abrupt meeting to brief the affected members on what is expected of them. For this reason, the delivery of the tasks allocated to the ailing member did not go in accordance with the plan. Team Working and Leadership Cross-cultural Teams             During the initiation stage, the team rules as shown in appendix 2, as well as the roles of every member were developed. To facilitate this, discussions on the cultural dissimilarities that were easily perceivable and their effects on behavior of the members and performance were established. This was geared towards creating an open discussion that inspired mutual trust and obligation (Chung et al., 2013 p. 194). After the discussion, the cultural differences that emanated from understanding the background of every team member helped in developing appropriate ways of addressing the issues accordingly. This was done after knowing where these differences emanated from through assessing the situation from individual member’s perspective. This helped in changing the stereo-typed perceptions and improvement on value-based assumptions. To solve some of the cross-cultural issues that arose during implementation of the setout activities, I as the leader worked hard for reconciliation as opposed to compromising. I thus created new ways of perceiving and settling the differences. This encouraged the combining of strengths among the team members as opposed to picking disagreements. Intensive communications, feedbacks and procedures were highly regarded to minimize the risks involved. Changing Roles             The aspect of changing roles was not utilized so as to facilitate the aspect of specialization in tasks. This worked to our disadvantage when one of the team members go sick and had to fly back home. The tasks were allocated to several team members who had almost similar tasks. Because of inadequacy of specialization on the added tasks, the members delivered the tasks late. This prompted me to convene an impromptu meeting to brief the members on their new added tasks. Because of this reason, the delivery of the tasks was out of time plan. Motivation             To motivate the team members, the contributions made by each were highly regarded every time a scheduled meeting was convened as shown in appendix 3. Similarly, the diverse views of different individuals were encouraged and incorporated in the decisions made after a comprehensive discussion (Wateridge, 2001, p. 161). To motivate the team members, I kept reminding them of their capabilities and how appreciated their contributions were. Also, different needs of individual members were identified for easy fulfillment. When members felt that their needs are catered for and their views are incorporated in making decisions pertaining to the execution of the project activities, they delivered to their capability (Wright, 2002, p. 121). To encourage harmony within the team, I encouraged communication among the members (Malinowski, 2011, p. 234). This served as a way of understanding the problems that different members are experiencing at particular instances. After the communication of the problems, the issues were addressed accordingly to the satisfaction of all members. This guaranteed harmony among the members through free and unrestricted interactions, characterized by free flow of thoughts (Seteroff, 2003, p. 43). This free flow of thoughts and effective communication facilitated generation of new ideas pertaining to the implementation of activities of the project (Marc & Picard, 2000, p. 38). To get most out of the team members, the same technique of free flow of information and welcoming the contribution of every team member was utilized. Leadership Roles and Styles             During the implementation of the project, several individuals took up the role of leadership. The members who became leaders were chosen by the majority of the team members. The act of leading further boosted the confidence of the chosen members towards obtaining the set goals (Pearce & Sims, 2000, p. 131). I had been previously chosen as the overall manager of the project from the start to the end, to oversee the implementation of activities. This was a good experience that educated me on how cross-cultural teams operate .In the process, different leadership styles as discussed below were utilized. Transactional Leadership             The first type of leadership that different members who took leadership roles utilized was transactional leadership (Lowe & Gardner, 2011, p. 460). This style operated on the basic ground that because the team members agreed on the leadership of a particular member, they must obey the directions he or she gives. This type of leadership led to clarification of the roles played by every member of the team. Similarly, the members were expected to follow the agreed upon rules failure to which one would be ejected out of the team. Transformational Leadership             In this leadership, the leader inspired and motivated team members to transform the issue at hand from worst to best (Sashhin, 2004, p. 171). The means of motivation are as discussed above with encouraging individual members on their capabilities, free flow of information and effective communication at the top of the list (Ashkanasy & Tse, 2000, p. 223). The inspiration and motivation given by the team leaders were genuine, a situation that facilitated the implementation of the planned activities. Participative Leadership             This kind of leadership entails the involvement of team members in decision-making process (Langton & Robbins, 2007, p. 389). Through this kind of leadership, the understanding of the underlying issues of implementation by individual members was enhanced. They thus became more committed to the activities of implementation (Pearce, 2007, p. 357). Under this leadership, people became more collaborative as opposed to competitive and worked on joint team goals. Situational Leadership             In this type of leadership, the leader applies the best action depending on the array of factors of the situation at hand (Northouse, 2004, p. 78). This type of leadership is as a result of several forces namely; the circumstances, the followers and the leader. This style focused more on the behaviors adopted by the leader under different situations (Parry & Bryman, 2006, p. 456). The leader with the most excellent ability of making better decisions had an upper hand in applying the style. Conclusion             In conclusion, managing the activities of a project is a long process more so when dealing with cross-cultural teams. It calls for the manager to understand the different backgrounds of these members. This is done through the application of several techniques as such as the understanding of the cultural differences, their cause, how to change the perception to a common goal of the team and how to motivate individual members bearing in mind the aspect of different backgrounds. This way, he or she is able to inspire the followers to make the best team under a common goal of implementing the activities of the project successfully. On the leadership issue, it is vital that the leader understands the best type of leadership to apply on the team members (Osborn et al., 2002, p. 811). Recommendations             After carrying out all the activities of the project, it became necessary to develop some recommendations based on the lessons learnt. The following are the recommendations that I would implement if I was to undertake the project again as the monitor. To reduce the risk involved when engaging members from different cultural backgrounds in a team, it is essential to apply a flexible approach of management that allows for effective communication, reporting and actions on the raised issues. To change project processes so as to accommodate cultural differences, establishing good relationships with key members of the team is a must. This is geared towards winning their trust which in turn helps the project execution process smooth. To effectively implement the activities of the project, the manager is obliged to know what motivates the team members into doing good job, their specific skills and know-how and their respective communication styles. The combination of participative leadership and transformational leadership is the best option in a project implementation. This is so because participative leadership involves the members in decision-making process and hence motivating them. 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