Advertising †the Main Cause of Unhealthy Eating Habits Essay

Nowadays, the advertisement is becoming so vast. Everybody in our society watching TV or searching additional information on internet and every day we meet with advertising. Generally, advertising plays an irreplaceable role in luring people to buy food and thus contributes to unhealthy eating habits. However, advertising is not the main purpose of these unhealthy eating habits. There are others factors to buy unhealthy eating habits, such as, increasing stress of work, less time for taking a good meal. Therefore I’m in disagreement with the statement. Firstly, people every time are in a fast rhythm of life, they hasten of their work at the morning, than searching a little period of time to have a lunch and after hardworking day they hasten to their homes to have a little rest, in this regard, coming home, they gorge on the night, which has also a very bad effect on the body. So some people gradually form a habit of eating a lot of food merely to stuff their stomach when they are not really hungry. This is something like a defense response of body. I believe, nowadays, people form bad eating habits partly owing to the hurry in their daily life. The second cause of malnutrition is a wrong concept of healthy eating. Many of the girls trying to be thin restrict themselves from sweet and calorie products, but also from the products that can actually be very healthy. Accordingly, one crucial cause of unhealthy eating habits is the wrong concept of beauty in modern society rather than advertisements. In conclusion, advertising is not the main cause of unhealthy eating habits. Working stress, wrong concept of beauty and lack of time for dinners also lead to unhealthy eating habits.

Bloodsucking Fiends: A Love Story Chapter 11~12

Chapter 11 Lather, Rinse, Repent The Animals were humming the wedding march when Tommy walked in the store. Tommy was rattled from the cab ride from Telegraph Hill. Evidently the cabdriver, who had a nervous tic and the habit of screaming, â€Å"The fuckers!† at indeterminate intervals and for no particular reason, felt that if you weren't going to top a hill without all four wheels leaving the ground and land in a shower of sparks, you might as well not top it at all, and, in fact, should avoid it by taking a corner on two wheels and crushing your passengers against the doors. Tommy was sweat-soaked and a little nauseated. â€Å"Here comes the bride,† Troy Lee said. â€Å"Fearless Leader,† Simon said, â€Å"you look like you just left a three-toweler.† Simon measured the success of any social event by the number of towels it took to clean up afterward. â€Å"Was a time in my life,† Simon would say, â€Å"when I only owned one towel and I never had any fun.† â€Å"You're not still pissed at me?† Tommy asked. â€Å"Hell, no,† Simon said. â€Å"I had me a three-toweler myself tonight. Took two choir girls from Our Lady of Perpetual Guilt out in the truck and taught them the fine art of slurping tadpoles.† â€Å"That's disgusting.† â€Å"No, it ain't. I didn't kiss 'em afterward.† Tommy shook his head. â€Å"Is the truck in?† â€Å"Only fourteen hundred cases,† Drew said. â€Å"You'll have plenty of time to plan the wedding.† He held out a stack of bride magazines to Tommy. â€Å"No, thanks,† Tommy said. Drew chucked the magazines behind him and held out a can of whipped cream with his other hand. â€Å"Take the edge off?† â€Å"No, thanks. Can you guys stack the truck? I've got some stuff I want to do.† â€Å"Sure enough,† Simon said. â€Å"Let's go do it.† The crew headed to the stockroom. Clint stayed behind. â€Å"Hey, Tommy,† he said, his head down, looking embarrassed. â€Å"Yeah?† â€Å"A pallet of kosher food came in tonight. You know, getting ready for Hanukkah and everything. And it's supposed to be blessed by a rabbi.† â€Å"Yeah. So?† â€Å"Well, I was wondering if I could say a few words over it. I mean, they're not washed in the Blood or anything, but Christ was Jewish. So†¦Ã¢â‚¬  â€Å"Knock yourself out, Clint.† â€Å"Thanks,† Clint said. Taken with the Spirit, he scurried off to the stockroom. Tommy went to the news racks by the registers and gathered up an armload of women's magazines. Then, glancing over his shoulder to make sure that none of the Animals was watching, he took them into the office, locked the door, then sat down at the desk and began his research. He was about to move in with a woman for the first time, and he didn't know a thing about women. Maybe Jody wasn't crazy. Maybe they were all that way and he was just ignorant. He flipped quickly through the tables of contents to get an overview of the female mind. There was a pattern here. Cellulite, PMS, and men who don't commit were the enemies. Delightfully light desserts, marriage, and multiple orgasms were the allies. Tommy felt like a spy, as if he should be microfilming the pages under a gooseneck lamp in some back room of a Bavarian castle stronghold, and any minute some woman in SS gear would burst in on him and tell him that she had ways of making him talk. Actually, that last part wouldn't be too bad. Women seemed to have some collective plan, and most of it seemed to involve getting men to do stuff that they didn't want to do. He skimmed an article entitled: â€Å"Tan Lines: Sexy Contrast or Panda Bear Shame? – A Psychologist's View,† then flipped to one entitled: â€Å"Men's Love for Sports Analogies: How to Use Vince Lombardi to Make Him Put the Seat Down.† (â€Å"When one player falls in, the whole team gets a wet butt.†) He read on: â€Å"When it's fourth and ten and Joe Montana decides to go for it, would his linemen tell him that they won't go to the store to get him tampons? I don't think so.† And: â€Å"Of course Richard Petty doesn't want to wear a helmet, but he can't drive without protection either.† By the time Tommy got to the warnings about never using Wilt Chamberlain or Martina Navratilova as examples, he was completely disenchanted. How could you deal with a creature as devious as woman? He turned the page and his heart sank even further. â€Å"Can You Tell Him He's a Lousy Lay?: A Quiz.† Tommy thought, This is exactly the kind of thing that made me stay a virgin until I was eighteen. 1. It's the third date and you're about to have an intimate moment, but when he drops his shorts you notice he's less blessed than you expected. Do you: A: Point and laugh. B: Say, â€Å"Wow! A real man at last.† Then turn and snicker to yourself. C: Say, â€Å"Is that what they mean by microbiology?† D: Just go ahead with it. He might be shamed into making a commitment. And what do you care if all your sons are nicknamed Peewee? 2. You decide to do the dread deed, and just as things are starting to get hot he comes, rolls over, and asks, â€Å"Was it good for you?† You: A: Say, â€Å"God, yes! That was the best seventeen seconds of my life!† B: Say, â€Å"Sure, as good as it gets for me with a man.† C: Put a Certs in your navel and say, â€Å"That's for you, Mr. Bunnyman. You can have it on your way back up, after the job is finished.† D: Smile and throw his car keys out the window. 3. After fumbling in the dark, he thinks he's found the spot. When you tell him that's not it, he forges ahead anyway. You: A: Grab the lamp off the nightstand and beat him with it until he gets off you. B: Grab the lamp off the nightstand and beat him to death with it. C: Grab the lamp off the nightstand, turn it on, and say, â€Å"Would you look where you're at?† D: Wait patiently until he finishes, wishing the whole time that you had a lamp on your nightstand. The phone in the office rang. Tommy closed the magazine. â€Å"Marina Safeway.† â€Å"Tommy, is that you?† Jody asked. â€Å"Yeah, I have on my phone voice.† â€Å"Look, you're registered into room two-twelve at the Van Ness Motel – the corner of Chestnut and Van Ness. There's a key waiting for you in the office. The papers and keys for my car are on the bed. I left some papers for you to take to Transamerica and some money too. I'll meet you at the motel office a little after sunset.† â€Å"What room are you in?† â€Å"I don't think I should say.† â€Å"Why? I'm not going to come in and jump you or anything.† â€Å"It's not that. I just want things to be right.† He took a deep breath. â€Å"Jody?† â€Å"Yes.† â€Å"Is there a lamp on the nightstand in your room?† â€Å"Sure, it's bolted down. Why?† â€Å"No reason,† Tommy said. Suddenly, from the back of the store, the Stones belted out  «Satisfaction » from a boom box cranked to distorted fuzz level. Tommy could hear the Animals chanting, â€Å"Kill the pig!† in the background. â€Å"I've got to go,† he said. â€Å"I'll see you tomorrow night.† â€Å"Okay. Tommy, I had a nice time tonight.† â€Å"Me too,† he said. He hung up and thought: She's evil. Evil, evil, evil. I want to see her naked. Jeff, the failed power forward, burst into the office. â€Å"The truck is stacked, dude. The ski boat is charged! We're talking luau in the produce aisle.† The Clark 250, self-propelled, professional floor-maintenance machine, is a miracle of janitorial design. Approximately the size of a small desk, the Clark 250 sports two rotating scrub disks at the front of the machine, as well as an onboard reservoir that distributes soap and water, and a squeegeed vacuum that sucks it up. It is propelled by two overpowered electric motors that will drive its gum-rubber tires over any flat surface, wet or dry. A single operator, walking behind the Clark 250, can, in less than an hour, scrub four thousand square feet of floor, and buff it to a shine in which he can see his soul, or so the brochure claims. What the brochure neglects to mention is that if the squeegee is retracted and the vacuum turned off, a single operator can slide along behind the Clark 250 on a river of soapy froth. The Animals called the machine the ski boat. When Tommy came around the corner of aisle 14, he saw Simon, shirtless, wearing his cowboy hat, cooking weenies over thirty cans of Sterno on a stainless-steel rack that normally was used to display potato chips. â€Å"I love the smell of napalm in the morning,† Simon said, waving a barbecue fork. â€Å"It smells like victory.† â€Å"Cowabunga!† Drew screamed. He was sliding through two inches of soapsuds behind the ski boat, towing Lash toward a makeshift ramp by a length of clothesline. Lash hit the ramp, went airborne, and flipped in the air with a battle cry of â€Å"Workman's Comp!† Tommy stepped aside as Lash landed on his chest and plowed a drift of suds with his face. Drew powered down the boat. â€Å"Eight-two,† Barry shouted. â€Å"Nine-one,† said Clint. â€Å"Nine-six,† said Drew. â€Å"Quatro-uno,† said Gustavo. â€Å"A four-one from the Mexican judge,† Simon said into his barbecue-fork microphone. â€Å"That's got to hurt his chances for getting into the finals, Bob.† Lash spit out a mouthful of soap and coughed. â€Å"The Mexican judges are always tough,† he said. He wore a beard of suds that made him look like a thin, wet version of Uncle Remus. Tommy helped Lash to his feet. â€Å"Are you okay?† â€Å"He's fine,† Simon said. â€Å"His personal trainer is here.† Simon grabbed a coconut off the shelf and lopped the top off with a huge knife from the meat department. â€Å"Dr. Drew,† he said, holding the coconut out to Drew, who took a pint of rum from his hip pocket and splashed some in the shell. â€Å"Down this,† Simon said, handing the coconut to Lash. â€Å"Kill the pig, partner.† The Animals chanted â€Å"Kill the pig† until Lash had downed the whole drink, coconut milk and rum washing streams though his beard of suds at the corners of his mouth. He stopped to breathe and threw up. â€Å"Nine-two!† Barry shouted. â€Å"Nine-four,† Drew said. â€Å"Six-one,† Simon drawled. â€Å"Penalty points for chunks.† â€Å"Fuego,† Gustavo said. Simon jumped in Gustavo's face. â€Å"Fuego? What fucking number is Fuego? You can be disqualified as a judge, you know?† â€Å"Fuego,† Gustavo said, pointing over Simon's shoulder to the chip rack, where three dozen weenies had burst into flames and were spewing black smoke. The smoke alarm went off with a Klaxon scream, drowning out the Rolling Stones. â€Å"It rings into the fire department,† Drew shouted in Tommy's ear. â€Å"They'll be at the door in a minute. It's your job to head them off, Fearless Leader.† â€Å"Me? Why me?† â€Å"That's why you make the big bucks.† â€Å"Kill that stereo and put out the fire,† Tommy yelled. He turned and was heading for the front door just as Clint came out of the stockroom. â€Å"The kosher stuff is all blessed, and I prayed over some of the gentile food for good measure. You know, Tom, the guys said that you might be getting married, and I'm getting my minister card in the mail soon, so if you need – â€Å" â€Å"Clint,† Tommy interrupted, â€Å"clean-up in the produce aisle.† He went to the front door, unlocked it, and went outside to wait for the fire department. The bay was socked in with fog and the beam from the lighthouse on Alcatraz cut a swath across Fort Mason and the Safeway parking lot. Tommy thought he could make out the figure of someone standing under one of the mercury lights. Someone thin, dressed in dark clothing. A fire truck pulled into the parking lot, siren off, its flashing red lights cutting the fog. As the fire truck's headlights swept across the lot, the dark figure dodged and ran, staying just ahead of the lights. Tommy had never seen anyone run that fast. The thin guy seemed to cover a hundred yards in only a few seconds. A trick of the fog, Tommy thought. Chapter 12 Fashionably Doomed There were five police cars parked at the Van Ness Motel when Tommy got off the bus across the street. He thought: They've come to get me for turning in a false alarm to the fire department. Then he realized that only Jody knew that he was coming to the motel. Pity, he thought, I would have gotten a lot of writing done in prison. He crossed the street and was met at the office door by a uniformed police woman. â€Å"Crime scene, sir. Move along unless registered.† â€Å"Am registered. Need shower,† Tommy said. He'd learned his lesson about saying too much when he had talked to the angry fireman at the store. They didn't want to hear why it happened, they just wanted to be sure that it didn't happen again. â€Å"Name?† the cop said. â€Å"C. Thomas Flood.† â€Å"ID?† Tommy handed her his Indiana driver's license. â€Å"Says ‘Thomas Flood, Junior. No ‘C. ; † ‘C' is pen name. Thomas is writer,† Tommy said. The cop adjusted her baton. â€Å"Are you trying to give me a hard time?† â€Å"No, I just thought you wanted to talk that way. What's going on?† Tommy looked over the cop's shoulder at the motel manager, a tall, balding guy in his forties who was wiping fingerprints off his bulletproof window with a towel, looking as if he was going to start crying any minute. â€Å"Were you in the motel last night, Mr. Flood?† â€Å"No, I just got off work at the Marina Safeway. I'm night-crew leader there.† â€Å"You live in the City then?† The cop raised an eyebrow. â€Å"I've just been here a few days. I'm still looking for a place.† â€Å"Where can we reach you if the detectives need to talk to you?† â€Å"At the store from midnight to eight. But I'm off tonight. I guess I'll be here. What's going on?† The cop turned to the motel manager. â€Å"You have a C. Thomas Flood registered?† The manager nodded and held up a key. â€Å"Room two-twelve,† he said. The cop gave Tommy back his license. â€Å"Get that changed if you're going to stay in the City. You can go to your room, but don't cross any of the yellow tape.† The cop walked out of the office. Tommy turned to the manager. â€Å"What's going on here?† The manager motioned for Tommy to come closer to the window. The manager bent over and whispered through his talk hole: â€Å"The maids found a woman's body in the dumpster this morning – a woman from the neighborhood, not a guest.† â€Å"Murdered?† Tommy whispered. â€Å"Her and her poodle. This looks horrible for the motel. The police are talking to all of the guests as they check out. They knocked on your friend's door, but she didn't answer.† The manager passed Tommy's key through the slot, along with a business card. â€Å"They want her to call the detective at that number when she gets in. Would you give it to her?† â€Å"Sure,† Tommy said. He took the key and stood there trying to think of something to say to relieve the manager's anxiety. â€Å"Uh, sorry about your dumpster,† he said. It didn't work. The manager burst into tears. â€Å"That poor little dog,† he sobbed. On the bed were a stack of official-looking papers, a map of San Francisco, and a thick envelope filled with cash. There was a note clipped to the papers. It said: Dear Tommy, Here's the stuff to get my Honda out of impound. Use some of this cash to pay the fines. I don't know where the impound lot is, but you can ask any policeman. You will have to go to the Transamerica Building to get my last check. (I marked it on the map.) I've left a message on the personnel department's voice mail that you are coming. Good luck finding an apartment. I forgot to mention that you want to avoid getting a place in the Tenderloin (also on map). Sorry I'm being so mysterious. I'll explain everything tonight. Love, Jody Why in the hell was she being so mysterious? He opened the envelope and took out a stack of hundred-dollar bills, counted them, then put them back in the envelope. Four thousand dollars. He had never seen that much money in one place. Where did she get that kind of money? Certainly not filling out claims at an insurance company. Maybe she was a drug dealer. A smuggler. Maybe she embezzled it. Maybe it was all a trap. Maybe when he got to the impound lot to pick up her car, the police would arrest him. She had a lot of nerve signing her note â€Å"Love.† What would the next one say? â€Å"Sorry you have to do hard time in the big house for me. Love, Jody.† But she did sign it that way: â€Å"Love.† What did that mean? Did she mean it, or was it habit? She probably signed all of her letters with â€Å"Love.† Dear Insured, We are sorry but your policy will not pay for your barium enema as it was done for recreational purposes. Love, Jody. Claims Dept†¦Ã¢â‚¬  Maybe not. Maybe she did love him. She must trust him, she had given him four grand. He shoved the money in his back pocket, picked up the papers, and left the room. He ran down the steps to the ground level and tripped over a large black plastic bag full of dead woman. A coroner's deputy caught him by the arm before he fell. â€Å"Easy there, fella,† the deputy said. He was a big, hairy guy in his thirties. â€Å"I'm sorry.† â€Å"It's okay, kid. She's sealed for freshness. My partner went to get the gurney.† Tommy stared at the black bag. He'd only seen one dead person in his life, his grandfather. He hadn't liked it. â€Å"How did it†¦ I mean, was it murder?† â€Å"I'm betting creative suicide. She broke her own neck, drained out her blood, then killed the dog and jumped into the dumpster. The ME's betting murder, though. You pick.† Tommy was horrified. â€Å"Her blood was drained?† â€Å"Are you a reporter?† â€Å"Nope.† â€Å"Yeah, she was about a gallon low, and no visible wounds. The ME had to go into the heart for a blood sample. He was not pleased. He likes things simple – decapitation by cable car, massive gunshot trauma – you know.† Tommy shuddered. â€Å"I'm from Indiana. Stuff like this doesn't happen there.† â€Å"Stuff like this doesn't happen here either, kid.† A tall, thin guy in coroner blues came around the corner pushing a gurney with a small, gray, dead dog on it. He picked up the dog by a rhinestone leash. â€Å"What do I do with this?† he asked the big hairy guy. The dog spun slowly at the end of the leash like a fuzzy Christmas ornament. â€Å"Bag and tag it?† said Big Hairy. â€Å"A dog? That's a new one on me.† â€Å"I don't give a shit. Do what you want.† â€Å"Well,† Tommy interrupted, â€Å"you guys have a good day.† He hurried away to the bus stop. As the bus pulled up he looked back and saw the two coroners tucking the little dog into the woman's body bag. Tommy got off the bus at a coffeehouse near Chinatown where he had seen guys in berets scribbling in notebooks and smoking French cigarettes. If you were looking for a place to sit and stare into the abyss for a while, always look for guys in berets smoking French cigarettes. They were like road signs: â€Å"Existential Crisis, Next Right.† And the incident with the body bag had put Tommy in the mood to contemplate the meaninglessness of life for a few minutes before he started hunting for an apartment. They had treated that poor woman like a piece of meat. People should have been crying and fainting and fighting over her will. It must be some sort of protection mechanism, more of that ability that city people had for ignoring suffering. He ordered a double mocha at the counter. A girl with magenta hair and three nose rings frothed it up while Tommy searched though a stack of used newspapers on the counter, separating the classified sections. When he paid the girl she caught him staring at her nose rings and smiled. â€Å"Thought is death,† she said, handing him the mocha. â€Å"Have a nice day,† Tommy said. He sat down and began flipping though the classifieds. As he read through the apartments for rent, the money in his pocket seemed to shrink. Here was the reason why people seemed so distracted. They were all worrying about making rent. An ad for a furnished loft caught his eye. He was a loft kind of guy. He imagined himself saying, â€Å"No, I can't hang around, I've got to get back to the loft and write.† And, â€Å"Sorry, I left my wallet in the loft.† And writing, â€Å"Dear Mom, I've moved into a spacious loft in fashionable SOMA.† Tommy put the paper down and turned to a beret guy at the next table who was reading a volume of Baudelaire and building up a drift of Disc Bleu butts in the ashtray. â€Å"Excuse me,† Tommy said, â€Å"but I'm new in town. Where would I find fashionable SOMA?† The beret guy looked irritated. â€Å"South of Market,† he said. Then he picked up his book and cigarettes and walked out of the cafe. â€Å"Sorry,† Tommy called after him. Maybe if I had asked him in French†¦ Tommy unfolded the map Jody had left him and found Market Street, then a neighborhood marked â€Å"SOMA.† It wasn't far from where Jody had marked the Transamerica Pyramid. He folded up the map and tore the loft ad out of the classifieds. This was going to be easy. As he prepared to leave, he looked up to see an enormously fat man in a purple velvet robe enter the cafe carrying a leather sample case decorated with silver moons and stars. He sat at a table near Tommy, his bulk spilling over either side of the cane chair, and began removing things from the sample case. Tommy was captivated. The fat man's head was shaved and there was a pentagram tattooed on his scalp. He covered his table with a piece of black satin, then placed a crystal ball on a pedestal of brass dragons in the center. Next he unwrapped a deck of tarot cards from a purple silk scarf and placed them by the crystal ball. Last he removed a sign from the sample case and set it up on the table. It read: â€Å"Madame Natasha. Palmistry, Tarot, Divination. Psychic Readings $5.00. All proceeds go to AIDS research.† Madame Natasha was sitting with his back to Tommy. As Tommy stared at the pentagram tattoo, Madame Natasha turned to him. Tommy looked away quickly. â€Å"I think you need a reading, young man,† Madame Natasha said, his voice high and feminine. Tommy cleared his throat. â€Å"I don't believe in that stuff. Thanks, though.† Madame Natasha closed his eyes as if he were listening to a particularly moving passage of music. When he opened them again he said, â€Å"You're new to the City. A little confused and a little scared. You're an artist of some kind, but you don't make your living that way. And you've recently turned down a proposal of marriage. Am I right?† Tommy dug into his pocket, â€Å"Five dollars?† â€Å"Have a seat,† Madame Natasha said, waving him to a seat at his table. Tommy moved to the seat across from Madame and handed him a five-dollar bill. Madame Natasha picked up his tarot cards and began shuffling. His hands were tiny and delicate; his nails painted black. â€Å"What shall we ask the cards today?† Madame said. â€Å"I've met this girl. I want to know more about her.† Madame Natasha nodded solemnly and began laying the cards out on the table. â€Å"I don't see a woman in your near future.† â€Å"Really?† Madame pointed to a card on the right of the pattern he had laid out. â€Å"No. You see the position of this card? This card rules your relationships.† â€Å"It says ‘Death. ; â€Å"That does not necessarily mean physical death. The Death card can be a card of renewal, signifying a change. I would say that you recently broke up with someone.† â€Å"Nope,† Tommy said. He stared at the stylized picture of the skeleton with the scythe. It seemed to be laughing at him. â€Å"Let's try again,† Madame Natasha said. He gathered the cards, shuffled them, and began laying them out again. Tommy watched the spot where his relationship card would fall. Madame paused, then turned the card. Death. â€Å"Well, well, what a co-in-kee-dink,† Madame Natasha said. â€Å"Try again,† Tommy said. Again Madame shuffled, and again, when he laid down the relationship card, it was Death. â€Å"What does it mean?† Tommy asked. â€Å"It could mean a lot of things, depending on your other suits.† Madame waved to the other cards in the pattern. â€Å"Then what does it mean with the other cards?† â€Å"Honestly?† â€Å"Of course. I want to know.† â€Å"You're fucked.† â€Å"What?† â€Å"As far as relationships?† â€Å"Yes.† â€Å"You're fucked.† â€Å"What about my writing career?† Madame Natasha consulted the cards again, then, without looking up, said, â€Å"Fucked.† â€Å"I am not. I'm not fucked.† â€Å"Yep. Fucked. It's in the cards. Sorry.† â€Å"I don't believe in this stuff,† Tommy said. â€Å"Nevertheless,† Madame Natasha said. Tommy stood up. â€Å"I have to go find an apartment.† â€Å"Do you want to consult the cards about your new home?† â€Å"No. I don't believe the cards.† â€Å"I could read your palm.† â€Å"Will it cost extra?† â€Å"No, it's included.† â€Å"Okay.† Tommy held out his hand and Madame Natasha cradled it delicately. Tommy looked around to see if anyone was looking, tapped his foot as if he was in a hurry. â€Å"Goodness, you masturbate a lot, don't you?† A guy at a nearby table spit coffee all over his paperback Sartre and looked over. Tommy pulled his hand away. â€Å"No!† â€Å"Now, now, don't lie. Madame Natasha knows.† â€Å"What's that got to do with an apartment?† â€Å"Just checking my accuracy. It's like zeroing out a polygraph.† â€Å"Not a lot,† Tommy said. â€Å"Then I'll have to adjust my reading. I would have rated you a wankmaster of the first degree. It's nothing to be ashamed of. Considering your relationship card, I'd say it's your only option.† â€Å"Well, you're wrong.† â€Å"As you wish. Let me see your palm again.† Tommy surrendered his palm reluctantly. â€Å"Oh, good news at last,† Madame Natasha said. â€Å"You will find an apartment.† â€Å"Good,† Tommy said, pulling his hand back again. â€Å"I've got to go.† â€Å"Don't you want to know about the rats?† â€Å"No.† Tommy turned and headed toward the door. As he reached it he turned and said, â€Å"I'm not fucked.† The Sartre reader looked up from his book and said, â€Å"We all are. We all are.†

Liquid Chromatography

9. 1 Orbitals and Theories of Chemical Bonding 1. Which one of the statements concerning valence bond (VB) and molecular orbital (MO) bond theories is correct? a) MO theory predicts that electrons are localized between pairs of atoms. b) In VB theory, bonding electrons are delocalized over the molecule. c) MO theory accurately describes bonding in O2 and NO, VB theory does not. d) VB theory can describe molecular bonding in excited states. e) MO theory is used to accurately predict the colors of compounds. Answer: c 9. 2 Valence Bond Theory 2. Which of the following statements is/are CORRECT? . The overlap between an s orbital and a p orbital is called a pi-bond. 2. The overlap of two s orbitals in H2 is called a sigma bond. 3. HF is formed from the overlap of a hydrogen 1s orbital with a fluorine 2s orbital. a) 1 onlyb) 2 onlyc) 3 onlyd) 2 and 3e) 1, 2, and 3 Answer: b 3. Which of the following statements concerning hybrid orbitals is/are CORRECT? 1. The number of hybrid orbitals eq uals the number of atomic orbitals that are used to create the hybrids. 2. When atomic orbitals are hybridized, the s orbital and at least one p orbital are always hybridized. 3. To create octahedral structures, two d orbitals must be hybridized along with the s and all three p orbitals. a) 1 onlyb) 2 onlyc) 3 onlyd) 2 and 3e) 1, 2, and 3 Answer: e 4. How many sigma (? ) bonds and pi (? ) bonds are in ethene, C2H4? a) four ? , one ? b) four ? , two ? c) five ? , one ? d) five ? , two ? e) six ? , zero ? Answer: c 5. How many sigma (? ) bonds and pi (? ) bonds are in carbon monoxide? a) three ? , zero ? b) two ? , one ? c) two ? , two ? d) one ? , two ? e) zero ? , three ? Answer: d 6. How many sigma (? ) bonds and pi (? ) bonds are in the following molecule? a) seven ? nd three ? b) seven ? and two ? c) five ? and five ? d) five ? and three ? e) five ? and two ? Answer: a 7. To form a molecule with a trigonal bipyramidal electron geometry, what set of pure atomic orbitals must be mixed? a) one s and three p b) one s, three p, and one d c) one s, three p, and two d d) two s, six p, and two d e) two s, six p, and four d Answer: b 8. What is the maximum number o f hybridized orbitals formed by a fluorine atom? a) 1b) 2c) 3d) 4e) 6 Answer: d 9. What is the hybridization of either carbon atom in acetylene, C2H2? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: a 10. What is the hybridization of the nitrogen atom in NCl3? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 11. What is the hybridization of the xenon atom in XeF2? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: d 12. What is the hybridization of the central nitrogen atom in nitrite ion, NO2-? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: b 13. What is the hybridization of the chlorine atom in chlorite ion, ClO2-? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 14. What is the hybridization of the central atom in a molecule with a square-planar molecular geometry? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: e 15. What is the hybridization of each carbon atom in benzene, C6H6? Benzene contains a six-member carbon ring. a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: b 16. For which of the following molecules does the central carbon atom have sp2 hybridization? a) Cl2COb) CHCl3c) CS2d) CH2Cl2e) HCN Answer: a 17. For which of the following molecules and ions does the central nitrogen atom have sp3 hybridization? a) NO2-b) HNO3c) NOBrd) NBr3e) HNO2 Answer: d 18. For which of the following molecules and ions does the central atom have sp hybridization: NO2+, O3, and I3-? a) NO2+ onlyb) O3 onlyc) I3- onlyd) O3 and I3-e) I3- and NO2+ Answer: a 9. What is the molecular geometry around a central atom that is sp3 hybridized and has two lone pairs of electrons? a) bent b) linear c) trigonal-planar d) trigonal-pyramidal e) trigonal-bipyramidal Answer: a 20. What is the molecular geometry around a central atom that is sp3d2 hybridized and has one lone pair of electrons? a) tetrahedral b) trigonal-bipyramidal c) square-planar d) square-pyramidal e) see-saw Answer: d 21. What is the molecular geometry around a central atom that is sp2 hybridized, has three sigma bonds, and one pi bond? a) trigonal-planar b) trigonal-pyramidal c) bent d) T-shaped e) tetrahedral Answer: a 2. What is the molecular geometry around a central atom that is sp3d hybridized and has one lone pair of eletrons? a) trigonal bipyramidal b) trigonal-pyramidal c) see-saw d) tetrahedral e) square-planar Answer: c 23. What is the hybridization of a central atom that has four sigma bonds and has no lone pairs of electrons? a) spb) sp2c) sp3d) sp3de) sp3d2 Answer: c 24. Upon heating, CaCO3 decomposes to CaO and CO2. What change in the hybridization of carbon occurs in this reaction? a) sp to sp2b) sp2 to sp3c) sp3 to spd) sp2 to spe) no change Answer: d 25. One product of the combustion of ethane, C2H6, is carbon dioxide. What change in hybridization of the carbon occurs in this reaction? a) sp3 to sp2b) sp3 to spc) sp2 to sp3d) sp2 to sp3d2e) sp2 to sp Answer: b 26. Nitric acid, HNO3, dissociates in water to form nitrate ions and hydronium ions. What change in hybridization of the nitrogen atom occurs in this dissociation? a) sp2 to sp3b) sp2 to spc) sp3 to spd) sp to sp3e) no change Answer: e 27. Which of the following hybridized atoms is not possible? a) an sp hybridized carbon atom b) an sp2 hybridized sulfur atom c) an sp3 hybridized phosphorus atom d) an sp3d hybridized oxygen atom e) an sp3d2 hybridized xenon atom Answer: d 8. Which of the following characteristics apply to SO2? 1. polar bonds 2. nonpolar molecule 3. linear molecular shape 4. sp hybridized a) 1 onlyb) 1 and 2c) 3 and 4d) 1, 2, and 3e) 1, 2, 3, and 4 Answer: a 29. Dichloromethane, CH2Cl2, is a common organic solvent. Which of the following statements concerning dichloromethane is/are CORRECT? 1. CH2Cl2 has two isomers. For one i somer of CH2Cl2, the chlorine atoms are adjacent to each other and the molecule is polar. 2. CH2Cl2 has two isomers. For one isomer of CH2Cl2, the chlorine atoms are on opposites sides of the carbon atom and the molecule is nonpolar. 3. The hybridization of the central carbon atom is sp3. a) 1 onlyb) 2 onlyc) 3 onlyd) 1 and 2e) 1, 2, and 3 Answer: c 30. For which of the following compounds is it possible for cis and trans isomers to exist? a) 1 onlyb) 2 onlyc) 3 only d) 1 and 2e) 1, 2, and 3 Answer: b 31. Which of the underlined atoms (C1, C2, N, and O) are sp2 hybridized? a) C1 and C2 b) C1, N, and O c) N and O d) O and C2 e) O only Answer: a 9. 3 Molecular Orbital Theory 32. All of the following statements concerning molecular orbital (MO) theory are correct EXCEPT a) the Pauli exclusion principle is obeyed. b) Hund’s rule is obeyed. ) electrons are assigned to orbitals of successively higher energy. d) a bonding molecular orbital is lower in energy than its parent atomic orbitals. e) the combination of two atomic orbitals creates only one molecular orbital. Answer: e 33. Atomic orbitals combine most effectively to form molecular orbitals when a) electrons in the orbitals have no spins. b) electrons in the orbitals have the same spin. c) the atomic orbitals are hybridized. d) the atomic orbitals have similar energies. e) p-orbitals are half-filled. Answer: d 34. A molecular orbital that decreases the electron density between two nuclei is said to be ________. ) hybridizedb) bondingc) antibondingd) pi-bondinge) nonpolar Answer: c The following molecular orbital diagram may be used for problems 35-48. For oxygen and fluorine, the ? 2p orbital should be lower in energy than the ? 2p. However, the diagram will still yield correct bond order and magnetic behavior for these molecules. |Energy | |________ |? *2p | | | | | | |________ | |________ |? 2p | | | | | | | |________ |? 2p | | | | | | |________ | |________ |? 2p | | | | | | | |________ |? 2s | | | | | | | |________ |? 2s | | | | | | | |________ |? *1s | | | | | | | |________ |? s | 35. According to molecular orbital theory, which of the following species is the most likely to exist? a) H22-b) He2c) Li22-d) Be2e) Be22- Answer: e 36. A ccording to molecular orbital theory, which of the following species is least likely to exist? a) Be2b) F22+c) C22-d) Li2e) B22- Answer: a 37. According to molecular orbital theory, which of the following species has the highest bond order? a) F2b) F22+c) C22-d) Li2e) B22+ Answer: c 38. According to molecular orbital theory, what is the bond order of oxygen, O2? a) 1b) 3/2c) 2d) 5/2e) 3 Answer: c 39. According to molecular orbital theory, what is the bond order of N2-? a) 1b) 3/2c) 2d) 5/2e) 3 Answer: d 40. According to molecular orbital theory, which of the following lists ranks the oxygen species in terms of increasing bond order? a) O22+ < O22- < O2 b) O22- < O2 < O22+ c) O2 < O22+ < O22- d) O2 < O22- < O22+ e) O22+ < O2 < O22- Answer: b 41. Consider the molecules B2, C2, N2 and O2. Which two molecules have the same bond order? a) B2 and C2b) B2 and O2c) C2 and N2d) C2 and O2e) N2 and O2 Answer: d 42. Use molecular orbital theory to predict which species is paramagnetic. ) N2b) O2c) F2d) Li2e) H2 Answer: b 43. Use molecular orbital theory to predict which ion is paramagnetic. a) F22+b) O22-c) O22+d) N22+e) B22- Answer: a 44. What is the molecular orbital configuration of F2? a) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)2 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 (? *2p)2 c) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? *2p)4 d) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)6 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)4 Answer: e 45. What is the molecular orbital configuration of N22+? a) [core electrons] (? s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)2 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 c) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 d) [core electrons] (? 2s)4 (? *2s)4 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2(? *2p)4 Answer: b 46. Assume that the molecular orbital energy diagram for a homonuclear diatomic molecule applies to a heteronuclear diatomic molecule. What is the molecular orbital configuration of NO? a) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)2 (? *2p)1 b) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 (? 2p)2 (? *2p)2 c) [core electrons] (? 2s)2 (? 2s)2 (? 2p)2 (? 2p)3 d) [core electrons] (? 2s)2 (? *2s)2 (? 2p)4 (? 2p)1 e) [core electrons] (? 2s)2 (? *2s)2 (? 2p)2 Answer: a 47. Assuming that the molecular orbital energy diagram for a homonuclear diatomic molecule appli es to a heteronuclear diatomic molecule, determine which of the following species has the highest bond order. a) NO-b) OF-c) CN-d) O2e) NO Answer: c 48. Assuming that the molecular orbital energy diagram for a homonuclear diatomic molecule applies to a heteronuclear diatomic molecule, determine which of the following species is paramagnetic. a) NO+b) COc) CN-d) OF-e) NO Answer: e 49. Which molecule will have the following valence molecular orbital level energy diagram? |? *2p | | | | |? *2p | | | | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) Li2b) Be2c) B2d) C2e) N2 Answer: e 50. The following valence molecular orbital energy level diagram is appropriate for which one of the listed species? |? 2p | | | | |? *2p |[pic] | |[pic] | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) B22-b) C22-c) N22-d) O22-e) F22- Answer: c 51. Which molecule will have the following valence molecular orbital energy level diagram? |? *2p | | | | |? *2p | | | | |? 2p | | | | ? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | a) Li2b) Be2c) B2d) C2e) F2 Answer: d 52. In the NO2- ion, each atom can be viewed as sp2 hybridized. Thus, each atom has one remaining unhybridized p orbital. How many ? 2p molecular orbitals (including both bonding and antibonding orbitals) are form ed using the unhybridized p orbitals? a) 1b) 3c) 4d) 6e) 12 Answer: b 53. Benzene, C6H6, consists of a six member ring of sp2 hybridized carbon atoms. Each carbon atom has one unhybridized p orbital. How many ? p bonding, antibonding, and nonbonding molecular orbitals exist for benzene? a) Three ? 2p molecular orbitals exist; two bonding and one antibonding. b) Three ? 2p molecular orbitals exist; one bonding, one antibonding, and one nonbonding. c) Six ? 2p molecular orbitals exist; three bonding and three antibonding. d) Six ? 2p molecular orbitals exist; two bonding, two nonbonding, and two antibonding. e) Twelve ? 2p molecular orbitals exist; six bonding and six antibonding. Answer: c Short Answer Questions 54. Which theory, valence bond or molecule orbital, correctly predicts the existence of paramagnetic molecules? Answer: molecular orbital theory 55. In valence bond theory, each sigma bond in CH4 is formed from the overlap of a hydrogen atom’s 1s orbital with a ____ hybridized orbital on the carbon atom. Answer: sp3 56. In molecular orbital theory, the bond order is defined as 1/2(the number of electrons in ________ orbitals minus the number of electrons in antibonding orbitals). Answer: bonding 57. Triiodide ion, I3-, has a trigonal-bipyramidal electron-pair geometry and a linear molecular geometry. The hybridization of the central iodine atom is ________. Answer: sp3d 58. The hybridization of the xenon atom in XeOF4 is ________. Answer: sp3d2 59. Draw a Lewis structure of xenon trioxide. What is the hybridization of the xenon atom in this molecule? Answer: The hybridization is sp3. 60. Draw the valence molecular orbital energy level diagram for nitrogen monoxide, NO. |? *2p | |[pic] | | |? *2p | | | | |? 2p | |[pic] | | |? 2p |[pic] | |[pic] | |? *2s | |[pic] | | |? 2s | |[pic][pic] | | Answer: ———————– [pic] [pic] [pic] [pic]

Business Management Technology Report Essay Example | Topics and Well Written Essays - 2500 words

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Personal reflection - and academic literature to support that reflection - Essay Example As a secretary, I learnt a lot in regard to how a business is ran as will be discussed in the paper below. Personally, I believe that it is the places I have been working in that have a toll on how I make decisions. In this paper, we will be doing an academic reflection supposed to underscore the importance of available resources and disciplines. In today’s business world, being able to organize, plan, and being able to meet set goals are very important part of a job (Bryson & Alston 2011). In my case, I have worked as a secretary in an area that required such experiences. As the secretary of a robust enterprise, I was supposed to keep all leader board members and shareholders up to date with decisions and company policies. The reason is if people are not kept in the loop, they tend to waste a lot of time finding up what they are supposed to know yet the issue might be trivial. As a secretary, I was supposed to keep record of all financial transactions. In one way or another, such an attribute is fundamental in operabillity of a firm and should be bolstered (Zimmerman 2008). If a secretary is able to keep a clear record of what is happening in the firm, the manager will find it easy to follow up with progress of each department. Clearly, experience is a good teacher. I have worked in administrative roles before and that has helped me significantly in coping up with different tasks. My work as a committee secretary for 2 years has been a great part of my 15 year experience. While it may not seem as a big deal, the truth is that it is this type of experience that acts as way to learn. The experience was very important in my career as it allowed me understand what a business setup is and how it works. With the experience, I was able to understand the course a new business takes and at what timeframes this changes occur. Such a position also equipped me with other important tools in management a business. Some of the tools involve

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Paper 1 - Essay Example Nevertheless, this analysis holds that Clausewitz theories of warfare were not only applicable during the previous wars, but are still applicable in the 21st century military strategy. According to Clausewitz theories of war, the application of physical force and material strength is essential for earning victory during a war (Peter et al., 1986). Nevertheless, considering the fact that physical force and material strength does not always result in victory due to the counter-tactics that are employed by the enemy side, then it becomes essential to ensure that the moral factor becomes the fundamental principle in the war strategy. According to Clausewitz, the moral factor in war represents the calculation of the mistakes of the enemy and then responding with a daring action, even in the times of desperation, when it becomes eminent that victory may not be achieved after all (Gat, 1993). The moral principle therefore emerges as the most important factor in Clausewitz theory of war, since it is the moral principle that enables the military to calculate the likelihood of attaining victory in a war, and when such likelihood seems not to be forthcoming, then it is upon the military to take up the defeat bravely. The moral principle serves for both victory and defeat. In the times of war, it is very important that the military approaches the war with the possibility of victory on its side (Peter et al., 1986). However, since victory is never guaranteed in a war, it is also prudent to act against the possibility of victory, when it seems that there is nothing better to do in the circumstances. This is the ultimate test of moral principle in warfare, although it is very hard to attain during a war, since the moral forces cannot be reduced into sketches, maps or written strategies, but these forces can only be seen and felt (Peter et al., 1986). The evaluation of the Clausewitz Moral Theory of War through the lens of the Civil Strategy

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Quality in Service Organisations (Organisational Management) - Essay Example It is based on the total experience of the customer with the organization including all levels and categories of staff and its systems. It is based on the customer’s perceptions of the organizational values, briefs and guiding principles. In case of products, it involves not only meeting the customer needs but also a commitment to make the customer successful in his field of operations and give him a feeling of joy and happiness in dealing with the supplier. For internal customers, it provides for satisfaction between departments based on the agreement on coordinated measures to be taken for up gradation f quality. In short, it focuses on all functions and emphasis that total quality is a company wide effort to improve all departments. What did not seem obvious in first instance, is that quality is not always about big improvements. It is the focus on little things that matter in service. Elephants don’t bite; it is the black flies that get us (Ahluwalia, 2003). Chickeeduck was established in 1990. The company at its inception recognized the need for quality children’s wear at a reasonable price and set about to fill that niche in the market. Chickeeduck markets a full range of children’s wear and accessories catering for new born babies, toddlers and children up to 14 years old, covering such items as basic t-shirts, sweaters, outerwear, underwear, gloves, bibs, baby blankets and baby sleeping bags ( Chickeeduck, PDF). Chickeeduck is Hong Kong’s biggest independent children’s retailer operating 25 shops in the most prestigious shopping malls in triple A locations. Chickeeduck has a long association with regional centres having operated outlets in Singapore and Indonesia for some years. More recently the company has expanded both through its own outlets and franchises into Korea, Saudi Arabia, Macau and potentially its biggest market China, increasing its total number

Macroeconomics. Monetary policy Essay Example | Topics and Well Written Essays - 1500 words

Macroeconomics. Monetary policy - Essay Example In this formulation u* is the unique unemployment rate where inflation is stable. This Phillips curve has the property that inflation rises (the price level accelerates) when u is below u*: since actual inflation exceeds expected inflation, with adaptive expectations, inflation expectations rise over time and are factored into wage and price setting. In contrast, when unemployment exceeds the natural rate, actual inflation falls short of expected inflation, so inflation declines over time as expectations adjust downward toward reality. With chronic high unemployment, deflation is inevitable (Yellen and Akerlof 2005, p.2). According to Yellen and Akerlof, stabilization policy can significantly reduce average levels of unemployment by providing stimulus to demand in circumstances where unemployment is high but underutilisation of labour and capital does little to lower inflation. A monetary policy that vigorously fights high unemployment should, however, also be complemented by a policy that equally vigorously fights inflation when it rises above a modest target level. In their survey, Yellen and Akerlof conclude that there is a solid case for stabilization policy and that there are especially strong reasons for central banks to accord it priority in the current era of low inflation. With a nonlinear short-run Phillips curve, stabilization policy reduces average levels of joblessness and raises average output by a nontrivial amount. A nonlinear relationship between unemployment and social welfare may reflect the increasing incidence of long-duration unemployment spells as aggregate unemployment rises, the diminishing benefits associated with additional job creation as unemployment falls (2004, p.31). On Charles Bean's discussion of stabilization policy, Stanley Fischer comments the following on Bean's analysis the implications of the nonlinearity of the Phillips curve: a one percentage point reduction in an already low unemployment rate will push up inflation more than a one percentage point increase in a higher unemployment rate will reduce inflation. How should this affect policy Fischer cites that Bean's analysis shows that in the presence of a nonlinear tradeoff, the authorities should aim for a higher unemployment rate than the natural rate, because a positive shock that reduces unemployment will have a larger effect on inflation than a negative shock of the same size. Yellen and Akerlof go on that a Phillips curve that is not always accelerationist provides a further, important reason for central banks to pursue stabilization as an objective. The traditional accelerationist Phillips curve captures the following truth on inflation: when product and labour markets are tight, as typically occurs when unemployment is low, prices and wages both tend to increase. This

Crisis Management Essay Example for Free

Crisis Management Essay Crisis management is easily becoming a concern and priority because of the needs of the modern world. More than ever, there is advancement in technology. Technology can be used to assist prepare for crisis and to make them more manageable. Man made crisis can arise from disasters created by human activity like bombs or war equipment. They require preparedness so as to minimize or eradicate effects on society. Crisis from natural disasters like tsunami, volcanoes also require preparedness since even when they can be predicted, their effects can be quite extensive and hard to wholly avoid. An earthquake of 8. 9 magnitude hit Indonesia, creating a tsunami that led to extensive costs in human life, buildings and finances. As a result, many countries accessed their crisis management systems so as to be prepared in future against such a disaster. Tsunami emergency management systems Due to the 2004 tsunami disaster, countries have amplified their systems for warning, planning and monitoring tsunami. TsunamiReady is such an initiative encouraging alliance between several sectors. StormReady cites these sectors are emergency management agencies in the local, state and federal levels as well as the National Weather Service and general public population. The first task of the alliance is to create tsunami awareness among the population. More awareness will lead to better response. Concentration is on those who are more vulnerable, for example, those along the coasts who would be in direct line of a tsunami. An example is the Australian Tsunami Warning System that deals with exclusively with tsunamis. Governments have launched initiatives to assist in this. In the UK, for example, the contingency planning outlines the management of a crisis from what constitutes a crisis, its declaration as a crisis, what follows after and the role of the various part in the management. In this case, a crisis is an occurrence within the UK threatening grave harm to the public wellbeing (Civil Contingencies Act 2004). It outlines the responsibility of the leaders and accountability. The programs responsible for tsunami crisis management are operated in coordination with Meteorology, Geosciences, and Emergency Management departments. It is through this effort that communities can be served effective tsunami warnings. Information and knowledge gathered by individual countries is also contributing towards international establishment of regional Tsunami Warning System, for example, Indian Ocean Tsunami warnings, West Pacific tsunami warnings among others. These tsunami warning services provide 24hour analysis and monitoring of tsunamis. Documented seismic and sea-level networks are continually extended to facilitate efficient tsunami warnings. They are also actively involved in improving community tsunami training and education programs countrywide. Governments have also set aside radio service that will be operational during tsunami crisis and the frequencies distributed to those at the coastline so that communication can be facilitated during threats of tsunami. National websites have been set for these areas for updates and warnings including tracking tsunami movements. In additional, toll free emergency telephone numbers for tsunami crisis have been set aside in many countries for the dispensation of information. In the America pacific area, tsunami threat is handled by the StormReady under Federal Emergency Management Agency (FEMA). Its one of the programs affiliated with TsunamiReady. It was created in Oklahoma USA in 1999. Its main goal is to assist communities increase safety and communication skills. These two skills are important before, during and after a crisis. StormReady (2010) assists those responsible for community wellbeing to reinforce local safety programs through more education and awareness and better planning. Interagency coordination According University of Defense ( 2003. p. 3) managing crisis effectively means a synchronized addressing of all spheres of a crisis. The University of Defense (2003. p. 3) states that these spheres could be the political, diplomatic, economic, humanitarian or social. Without coordination in planning, operations and communication it is easy for responsibilities to be unmet because it’s unclear whose obligation it is. Interagency coordination also assists maximize efforts and avoid redundancy. When each agency concentrates on one area, another takes a different route and more service and help is offered to those in need. Government role in a crisis Haddow et al (2008, p. 9) states that the government has a major role to play in helping its citizens prepare for crisis like the tsunami crisis. One of the best things the government can do is grant funding that will facilitate smooth running of emergency management services. Paramount in crisis management is education of its citizens, coordination of evacuation procedures and funding for recovery efforts. It is not easy to know the best way to respond to a threat when one does not know the nature of the threat. If a threat is from weather, the citizens need to know all the aspects that are involved and how to respond. Education should aim to educate those who are especially vulnerable. For tsunami, all those on the front shores, coastlines, or are involved in marine life should be well educated as to proper response incase of a crisis. According to Haddow et al (2008, p. 101) The local communities on their part should seek to educate its local population before a crisis hits. They should ensure continuous education and that the local population is well knowledgeable on the crisis that are most likely to affect them and they are able to respond in an effective way incase of a crisis. Practice should be used so that all members of a family, for example, know what to do incase of a crisis. The government should also ensure effective communication before, during and after a crisis. That way, it is able to give warning in time, communicate evacuation routes, assist with information during evacuation and offer necessary services in any aftermath. Some of the services that the government can offer during a crisis proposed by Haddow et al (2008, p. 105) are search and rescue missions, medical services and food provisions to survivors. The role of media in a crisis The media tends to provide information fast. Due to modern technology, the media is able to relay information widely too. During the 2004 tsunami crisis, the local media coverage drew attention to what was happening. Although the tsunami was not expected, media worldwide was able to communicate the disaster and rescue missions were launched. This was one instance where the media really played a crucial role in dispensing information. Sommers et al ( 2006, p. 1) states that media raises awareness and can be challenging to authorities as was seen in the hurricane Katrina disaster. It is argued that sometimes also becomes directly involved in the events as happened in New Orleans during the disaster. However, media can be discriminatory in its coverage. Even as media was creating tremendous awareness on the situation, its response was considered sluggish. In an ironical twist, racism was blamed for the slow response to the disaster by media even as the media blamed the government’s slow response on racism as Sommers pointed out (2006. p. 2). Sommers et al ( 2006, p. ) found that sometimes the media can also pick a spin on a crisis that might not be of most importance as long as it will give their news an edge. This has been cited as what happened during hurricane Katrina where there was undue focus was on crime happening. Sommers et al ( 2006, p. 7) also argues that media is also prone to exaggerations especially in the heat of the making of a story as was also evident in hurricane Katrina coverage. Public perception during a crisis Public perception in crisis is largely influenced by information that the public receives. This is because in most cases the public is far from firsthand information. If they receive erroneous information from the media or government, they will respond according to that. Sommers (2006, p. 8) found that in the case of hurricane Katrina crisis the emphasis on crime coverage may have greatly discouraged some individuals from rescue efforts and had potential to bias people outside that state. In the age of free media where overload of information seems like the norm, the role of responsible media coverage can not be over emphasized in the formation of healthy public perception. While crisis are hard to deal with, the media can find itself pressured to create scapegoats when the public wants to allocate blame. In the case of 2004 tsunami many reports especially on the Internet tried to blame the victims, global warming, western countries and even God. It can sometimes feel easier to blame victims for what happens to reduce feelings of vulnerability in the general population as Sommers et al noted (2006. p. 9) Post crisis recovery and continuity strategies Post recovery and continuity plan are integral parts of managing a crisis. The process of crisis management is not over until those affected are able to continue with their economic, social and productive life. According to research by Gartner (2001, p. 2) the economic aspect is especially imperative since it accelerates the recovery of businesses and thus peoples lives and their communities. Post crisis recovery strategies need to be in place before the disaster for best effect. It is necessary to set recovery objectives. Gartner cites one of the most important post recovery strategies as recovery of data and critical technology. Loss of information is one of the hindrances to quick recovery. For example, businesses find it important to have human resource information so that it can facilitate services to its employees, for example, as they claim benefits. Another strategy is government funding and dispensation of emergency funds. Finances play a big part in the recovery process especially in rebuilding. Finances also facilitate businesses to begin their functions and rebuilding of communities can begin. Gartner (2001, p. ) states that in addition governments require financial institutions to continue their services in areas hit by crisis as a means of encouraging growth and to avoid disruption of economic endeavors. This was helpful after hurricane Katrina for example. Through policing peace and security are enforced to avoid lawlessness. Other human needs are addressed through various agencies offering humanitarian assistance that caters for social requirements. Doctors and counselors are especially helpful in dealing with the physical and psychological effects of a crisis. Conclusion Crisis can come from human activities or through natural forces. It can be hard to anticipate them. Even when they are anticipated, it might not be easy to avoid their impact on communities. There is better preparedness today against crisis but at the same time, there are increasing threats to human wellbeing. While nature continues to threaten human wellbeing with better planning and execution of crisis management much of the effects can be reduced. Human threats like chemical warfare are best avoided and stringent measures put in place to reduce loss.

Protection Of The Uncrc Children And Young People Essay

Protection Of The Uncrc Children And Young People Essay In every part of the world, children are particularly vulnerable beings thus they should be in contained of every rights that recognize their need for protection and harboured away from any intentional and unintentional harm. Littlechild (2000) construe child protection as children requiring proper protection from their states and agents, because they are not up to power in protecting themselves. It is fundamental children should be nurtured in a safe and healthy environment, benefitting them in all areas of development and future progress. Siraj-Blatchford and Woodhead (2009) shared, a childs progress and success in life depends primarily on the earliest experiences of a childs learning. It is the responsibility and duty of care of the stakeholders to safeguard children by creating a positive and responsive environment for them. ODonnell and Seymour (2004) analysed issues of childrens disadvantages in unfavourable situations are due to economic factors, poverty, social values, norms and traditions. These adversities put children at stake of education disadvantages and impairment in aspects of physical, intellectual and social-emotional development. These consequently escalate later in life to unemployment, violence, crimes, poor housing, poor health and illness hence shortening lives and poor parenting skills to provide for the younger ones. Davis (2011) identified these conditions persist from childhood to adulthood and transmit across one generation to another. He added that intervention services are needed for these people so as they can better provide and equip themselves with common necessities and break the cycle of poverty. Laming (2009) acknowledged the same to protect children at risk and actions to be taken at soonest. It is necessary for stakeholders with authority to interrupt the chain of negati ve effects by investing early and intensively in childrens rights and wellbeing. Outlining UNCRC, Britto (2012) noted it has incorporated fifty-four articles, categorized into three focuses: key principles, humanitarian rights, and means of monitoring the convention. Lundy, McEvoy and Byrne (2011) suggested areas in humanitarian rights which children should be entitled on are education, play, privacy, health and healthcare as well as adequate standard of living and protection from harmful influences. UNCRC establishes on three main fields of childrens rights: protection, provision and participation (Leer, 2009). In Winter (2011), Alderson (2008) exemplified an insight to each field. He addresses on protection (in forms of abuse, harm, exploitation, neglect and violence), provision (of services, support, guidance and information) and participation (whereby children being fully involved in family, cultural and social life). UNCRC aims to help children in meeting necessity basic needs and expanding opportunities that reaches out in developing childrens full potentia l. In doing so, UNCRC brings a community together in creating a protective environment for their children. Saffigna et al (2011) noted intricacy in defining every childs experience of community as all of them differ. Bronfenbrenners (1979) ecological systems theory identifies a child is influenced indirectly and directly by five intersecting systems. These environmental factors can be people, neighbourhood, home, traditions, schools, cultures, laws, services, policies, ministries and relationships. Woodhead (2006) detailed with microsystems being closest to child, everyday settings usually home and school, and relationships with people in there. Mesosystems are interrelationships between microsystems, exosystems refer to strong influences acting indirectly on the child such as local government, welfare services and polices, and last but not least, macrosystems acknowledge the mediating influence of dominant beliefs and values around children (Woodhead, 2006). Drawing from there, the UNCRC is logically to be field in the outermost layer of the ecological system theory as Vaghri et al (2011 ) defined, articles 42-45 of the Convention accedes in assisting state parties to better comprehend, administer and monitor the implementation of UNCRC in their respective countries. UNCRC influences the composition of societys image on children, early childhood and the practices. They increase awareness all over the world to provide a fair level playing field for protecting children from disadvantages (Siraj-Blatchford, 2009). Article 4 of the Convention on the Rights of Child (UNCRC, 1989) adjure governments in undertaking all appropriate legislative, administrative, and other measures to ensure children achieves equality, receives protection and the rights to survival and development in all areas. The convention requires governments undertaking all measures to greatest extent pertaining to their available resources complying with UNCRC. For instance pledging childrens rights to the fullest potential of mental and physical health (Fortin, 1999). According to Welbourne (2002) by Shier (2001), it is mandatory that all authority and organizations signatory to the UNCRC ought to be committed in making them part of their laws and to ensure that their practices shoul d be all time consistent and conforming with the standards set on protecting the rights and intended benefit of children. Mekonen (2010) derived state parties efforts in meeting the conventions obligations to children reflect childrens significance on their policy agendas hence is creating a child-friendliness state. This indicates UNCRCs power to drive on state parties on to take on different views and perspectives in making differences to better quality welfare for best interest of children. That being said, there remain concerns of to what extent does UNCRC protect children and making differences in their lives. Across to the Committee on Rights of the Child (1989), articles dealing specifically on the protection of children comprises of extensive areas. The focus areas decided upon on are: child labour and education. The programme shares how UNCRC was beneficial to the children who fall through the cracks in Paraguay. Article 32 of the CRC commits state parties in protecting children from economic exploitation and labour that is prone to hazardous or interference to childrens education and overall development. Children who are actuated to labour are derived of opportunities, development and childhood (Dukess, 2006). Poverty is a potential cause that drives children to labour (UNICEF,2012). To break the cycle, it is to ensure children get access to attend school and receive a quality education. In Paraguay, UNICEF (2007) analysed that in 2001, there were 1 in every 5 children who were economically active, some beginning at an early age and those working daily shown poorer academic results. Searching for attempts to eradicate child labour in these communities, the government initiated Abrazo Programme in 2005 based on the methodology developed by UNICEF (UNICEF, 2010). ESC (2010) briefed Abrazo Programme as a blanket that provides care and attention, such as healthcare access, education support and other benefits for children and their families. It is inclusive of financial support via conditional cash transfers. This policy instrument renders cash transfers directly to households, however as programmes requirement, parents are expected to send their children to school in return (Fors, 2012). Being part of the Abrazo Programme, Cabrera (2010) noted that presences of community centres in the neighbourhoods are safe havens for children. Providing them with education reinforcements, playgrounds, lunch and social assistances. Children have access to education and are provided with one healthy meal per day. The Social Welfare Institute contributes food supplies, benefitting children with necessary nutrition yet also creating jobs for mothers preparing meals. Children from other schools are welcomed to the centre after their classes, thus cases of children facing abuse and exploitation on the streets becomes less likely. Though education is an significant factor in terms of enriching childrens life-long skills to future engagement (Mekonen, 2010), qualities of education centres are vital tools to childrens learning, containing: teachers, lessons, resources and materials. Rivkin, Hanushek and Kain (2005) highlighted that teachers effectiveness determines schools quality. To hire and retain teachers, the Houston Independent School District (2008) established the Abrazo New Teacher Induction Program providing grade-level trainings and mentoring for beginning teachers with the veterans. Expanding the concept, they work together towards a new scheme compromising of professional development trainings for all teachers. Though workshop opportunities and community support groups for upgrading, equipping teachers with better knowledge and practices in classrooms. The program ensures teachers learning and teaching in constant betterment in order to provide productively for children. Teachers are necessities for schools functioning, hence the importance on their quality. Dale (2004) analysed to acquire phenomenal transformation experiences; these outcomes have to go through commendable interagency bundles with assessment and proficient professionals. Paraguay raises profiles of childrens rights significantly with support and guidance of UNCRC. As poverty is a major challenge to child vulnerability, the Abrazo program was formed intended to reduce poverty in the long run to improve lives of children. Although it benefitted Paraguayans, there is lack of accurate statistics that track progress on child labour. Explained by Joleby and Konstadinidis (2008) the difficulty faced while collating findings was some children were never registered in Paraguays records, whereas UNICEF only provided general look with no specific data. To evaluate phenomenon of UNCRC, Mekonen (2010) discerned it is measured by the state parties effort of inputs that they channelled for the benefit of children and outcomes they achieve. It is more helpful if stakeholders within states are in conjunction with the UNCRC and play by the laws and policies in attaining childs well-being. Noted by Axford (2008), anything that contributes to the development and sustenance of childs well-being and growth plays a role: these involve the whole Bronfenbrenners Ecological System. Despite commitment of multisectoral strategies and plans of actions, approaches to protect and up bring a child is to broad extent depending on the caregivers in the microsystem as they have closest interaction with the child. The caregivers behaviour, imparted knowledge, traditions and cultures affect their practices with children. Hence, ODonnell and Seymour (2004) determined that it is substantial for frontline staffs to be equipped with the skills in recognizing an d knowing how to respond to children in need. The UNCRC acts as a push factor for people to have more awareness on the importance of early childhood and encourages stakeholders to invest in early childhood sector. As discussed before, investing in early childhood breaks poverty in distant future. Children are more competent of success in life through good health and nutrition, and quality education programmes with appropriate stimulation and interaction with others (The World Bank, 2011). The UNCRC advocates encouragement and support for countries to invest in the future workforce thriving the lives of children generation after generation as a society.

Teaching Listening Skills In The Classroom English Language Essay

Teaching Listening Skills In The Classroom English Language Essay Introduction Because of requiring quality for teaching students, especially teaching listening skills in the classroom, assorted schools, colleges, and universities have tried to look for good strategies (Teaching listening skills), for this area is the most complicated to teach students, and then this issue has developed into a good subject for teachers and those institutions to be concerned about. On the other hand, these concerns are dealt with many books and journal articles with new strategies for teaching listening skills in the classroom these days. In online publication date: 29 July 2010 article written by Dorothy R. and Sid T. states Most teachers are aware that students listening skills are not what they once were. Our classrooms are filled with students who either do not listen or listen with their ears but not with their brains. (Dorothy R. Sid T. (2010, july 29). 56, 310-311). Instead, many more authors or writers in numerous books and journal articles can respond to this issue with out any hesitation. In order to answer this issue, authors and other teachers assert that copious strategies in abundant books and articles are much better than only one.Penny contends that in principle, the objective of listening comprehension in the classroom is that students should learn to function successfully in real-life listening is(Penny 1996, p 105).Moreover, a statement states that there is no one way of doing a listening skills lesson- it depends on such factors as the aim, the text type, the level of the students, etc.(Roger, Diane, Steve 1983, p89). Hence, studies of the strategies for teaching listening skills in the classroom according to various references- both books and journal articles- embrace a variety of techniques and strategies. I, however, now extract one of those to outline this. Depending on the journal article written by Dorothy R. and Sid T., it reveals that there are several ways of teaching listening skills in the classroom effectively (Dorothy R. Sid T. (2010, july 29). 56, 310-311). First, Call attention to careful listening will heighten childrens awareness of the importance of the skill. An oral check of student responses will call immediate attention to errors and eliminate paper checking for the teachers. Second, Taped selections can be played to students, followed by questions about their content. Questions that encourage beneficial listening skills include those that ask about cause and effect, sequence, main ideas, terminology, drawing conclusion, and the names of the main characters. In addition, Mrs. King a third-grade teacher in the Huntsville, Texas public school system starts the school year by telling the students that her very quiet voice is her teaching voice. She does not yell, and she insists on politeness speaking only with permission and not talking when others are speaking. As a result of this and other techniques, the noise level in her classroom is always low. Finally, exercises in careful listening habits are being learned by our television- oriented young people (Dorothy R. King (2010, july 29). 56, 310-311). These diverse approaches have been applied to peruse good strategies for teaching listening skills in the classroom, and how much the students understand those. This proof is shown that most of the students in listening class demand many strategies for improving their listening skills. Only studies, nevertheless, of Dorothy R. Sid T. are not sufficient for teaching listening skills in the classroom, for one skill requires a variety of strategies or techniques in order that instructors are convenient to impart knowledge to students effectively. Therefore, Roger, Diane, and Steve state that there is no one way of doing a listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc.( Roger, Diane, and Steve 1983). Besides, the shortage of searching more information related to the strategies for teaching listening skills in the classroom is deplorable because it is advantageous to our skills (Teaching as career). Not only do you believe in one authors documents, but you also try to search the work of arts of others in order to have new ideas or techniques to teach the students both effectively and successfully. In conclusion, this study attempted to donate the knowledge base related to teaching listening skills by probing as many strategies for teaching listening skills in the classroom as possible to make sure that students are contented to accept those effectively. In order to apprehend this research clearly, you are asked a few questions as follows: 1. What are the strategies for teaching listening skills in the classroom? 2. With what benefits do they provide you? 3. How do these strategies respond to the students in the classroom and the real world? Annotated Bibliography 1. Æ’ËÅ" King, D. R Womack, S. T. (2010, july 29). Strategies for Teaching Listening Skills. The Clearing House: A Journal Of Education Strategies, Issues and Ideas, 56, 310- 311. Dorothy R and Sid T., in this journal article, show off teachers difficulty in teaching students listening skills because theirs are not what they once were, and the classrooms are filled with the students who do not pay attention to teachers explanation (Teaching listening skills). When listening, they use only their ears but not the brains. Therefore, the purpose of this article is focused on several strategies which can help teachers teach listening skills in the classroom successfully. Even though this article is not the most perfect one, it can provide good methods for dealing with this issue and my research, especially the strategies for teaching listening skills in the classroom, and then this tool is used to conduct the next one in general classes. Finally it is also able to help me to apply all the strategies in my study in order to improve the skills as teacher of English in the future. 2.Æ’ËÅ" Scrivener, J. (1994). Tearning Teaching. Great Britain: Macmillan Jim, in this book, offers several procedures and strategies that can help students improve their listening skills, such as task-based listening, the task feedback circle, how we listen, and listening ideas, which are effective to upgrade students listening skills in the classroom; also, it is really significant to the study because this research (Teaching listening skills in the classroom) is applied to the real world. This book also provides a great deal of information related to teaching listening skills for research, particularly the key points. Moreover these strategies can help many researchers and learners create more methods to conduct next research effectively. Last of all, they do assist me to use the key concepts of these strategies in my study successfully, and I also have a good opportunity to upgrade my knowledge teaching as career. 3.Æ’ËÅ" Ellis, R. (2003). Task-based Language Learning and Teaching. China: Oxford University Press. In this book (tasks, listening comprehension SLA), Rod shows that this chapter based on listening tasks has contributed to theory (as it concerns both listening and language acquisition), research methodology, and language pedagogy. These three key terms are really crucial to the research related to teaching listening skills; for example, Academic listening task research has shown that when learners lack relevant schemata their ability to take notes and comprehend a lecture suffers. Thus Rod offers a promising tool for investigating the micro processes involved in comprehending and language acquisition. These strategies are very much valuable for the study since it not only focuses on the classroom teaching but also concentrates on learners in general, and this task too is very useful to my study because it is the guideline to achieve either the next new research or the teaching listening skills in the classroom. 4. Æ’ËÅ" Ur, P. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press Penny, in this book (Chapter 8: Teaching listening, Unit one), teaches about Real-life listening in the classroom. In the unit, he indicates three main steps to teach listening skills, such as Guidelines, Practical classroom application, and Implementing the guidelines: some specific practical implications. These key points are very essential, for they can make teaching listening in the classroom effective and beneficial. Furthermore it is able to provide a lot of information and new strategies to my study, which relates to the teaching listening research. Therefore this research can be applied not only in my classroom but also in the real world. 5. Æ’ËÅ" Pearse, E. Davies, P. (2000). Success in English Teaching. New York, Hong Kong: Oxford University Press. In this book, Paul and Eric provide the strategies for teaching listening skills; that is, the strategies generally recommended are: pre-listening, while-listening, and post-listening, which are absolutely useful to draw students attention on teaching listening class effectively. In addition this book classifies listening text in terms of learner control and some more activities that can help both teachers and learners achieve the objectives during their processes. All the strategies can be applied to all teaching listening classrooms not only one class as they are absolutely practical to all learners, in particular they are very crucial to my research study, for my topic is related to this area, and it can assist me to apply the strategies in the real classroom teaching. 6. Æ’ËÅ" Gower, R., Phillips, D., Walters, S. (1983). Teaching Practice Handbook. China: Macmillian,Heinemann. Roger, Diane, and Steve, in this book, raise good strategies related to the skills how to improve students listening skills, which help the students find it easier to embrace this area. In addition they say that there is no one way of doing listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc. and they also give the example involving in guidelines on one way of conducting a listening skills lesson which is divided into three sections before listening, first listening, and second listening; i.e. all these are included with its feedback too. These strategies are applied to implement classroom teaching, in particular these key points used to do the survey on students understanding of listening skills effectively. They will also help me to conduct the authentic research on my field- teaching as career successfully. 7. Æ’ËÅ" Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press. In this book, Tricia tells a lot about the strategies related to teaching listening skills in the classroom. First he talks about the role of listening in the ELT curriculum, such as pre-listening task and listening note taking, which can be assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. Next he shows what we know about listening process bottom-up processes and top-down processes in listening, which can be applied with real knowledge of learners. Furthermore he also indicates the purpose of listening; i.e. it refers to conversation of a personal kind in which the listening is reciprocal or participatory and so on, especially designing listening activities for the classroom, which is really vital to the academic course because I need this for my teaching listening classroom. All these key strategies will make my research study more and more advanced as teacher of English. 8. Æ’ËÅ" Peterson, P. W. Teaching English as a Second or Foreign Language. (M. C. Murcia, Ed.) the USA. Pat W., in this book, indicates a few prompts related to the strategies for listening skills. First he shows the types of strategies specific to listening comprehension, such as categories of metacognitive, cognitive, and socioaffective strategies, which are very important to the study because each has a various function in teaching listening methods. Next, he spots a development view of listening skills. In this section he focuses on profile of the beginning, intermediate, and advanced-level student in listening good strategies which can be segregated for teaching in each class. Moreover he sets the goals for them Bottom-up and Top-down processing, Goals and exercise types, and beginning, Intermediate, advanced-level learners which can make teachers easy to teach them successfully. All these strategies are valuable to the study, for they are classified differently. I hope that these will not only help me teach my students in the class but also be helpful to my MA research program . 9. Æ’ËÅ" Hadfiekd, Jill Charles. (2008). introduction to teaching English. Portugal: Oxford University Press. In this book, Jill and Charles show the explanation to the stages of a listening lesson set up as follows: First he talks about before a listening Lead-in method engages learners interest, introduce the topic and context, activate learners background knowledge, help the learners to predict what the speakers might say, and introduce some key words and expression; also, Language focus introduces some key vocabulary, and other words. Second it is about during a listening lesson; that is, Tasks show that you should aim to repeat the listening several times with a series of listening tasks. Finally it is about after a listening lesson; i.e. Language focus concentrates on some of the language in the text, such as new vocabulary, and Transfer uses the listening and the language work as the basis for work in a different skill. These strategies are really practical to the study. Even though they are not the perfect ones, they show off good advantages to teachers in order to implement these t echniques in the classroom successfully. Also they will be useful to me because I become a teacher of English and I have to use these as my teaching tools. 10. Æ’ËÅ" Fernandez-Toro, M. (2005). The role of paired Listening in L2 listening instruction. Language Learning Journal, 31, 3-8. Maria, in this journal article, mentions much of the difficulty related to the fact that listening processes cannot be easily observed and shown because they all take place inside t he listeners mind. She, however, indicates that paired listening offers a number of potential benefits, both as a diagnostic tool and as a valid learning exercise in itself. Moreover, this research is also profitable for the study, for the writer shows not only the problem to the skills but also the good methods applied to deal with its issues. Thus, this article is really useful to my research because I can use these strategies to operationalize all good points in my own study.