Paper 1 Essay Example | Topics and Well Written Essays - 1250 words - 1

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

Business Report to managment on online entertainment Essay

Business Report to managment on online entertainment - Essay Example The special features will include a visually rich content, streaming video linkages to various features, flash and banner advertisements, additional benefits to members as emails on entertainment related activities including alerts on mobile, briefs on stars and music icons, gossip related news to achieve an emotional link up, games, quizzes and event markers. The company logo and motif is as given below:- The company philosophy will be as indicated in its name, to provide holistic entertainment value to persons at one location that is its web site. EntertainmentYou.com will be located in Los Angeles the hub of all entertainment and gaming activity in the World. It will have a lean organization which would be cellular and networked. A large quantum of work will be outsourced. However a minimal required employee profile will have to be maintained. Thus there will be a number of departments. A privacy policy will also be declared. This is essential to build confidence of the customer that his personal data is safe with the company. Customer policy and terms of reference will be clearly stated and personnel will have to accept the terms and conditions before becoming members. There are a number of companies operating in the on line entertainment segment of e business. Some of these are subsidiaries of large entertainment corporations as Sony. These are operating multiple entertainment sites which offer a variety of audio and video services including movies, music and even dating services. Three of these organizations are being covered in the competitor survey given below as follows:- (a) Eonline.com - URL - http://www.eonline.com. (b) Abc.com - URL - http://www.abc.com/ (c) 1netcentral.com - http://www.1netcentral.com These sites have been selected based on the popularity ratings as per Google search, the range of services provided and the variety of communications, new media inputs and overall popularity. A varied profile of the content provided by each site has been attempted to enable drawing maximum inputs for planning EntertainYou.com. Each site is being covered in detail as given below. Eonline.com E! Online is an entertainment web site which caters for a large number of entertainment needs of the modern consumer. These include music and movie reviews, coverage of live events, branded merchandise for film, TV and music enthusiasts, in addition to the latest daily news and celebrity information. The site places its USP as a fun and some what irreverent tone. Its popularity is identified by the 2.5 million users that it gets. Being a subsidiary of E! Entertainment Television Inc which is a large producer and distributor of entertainment news and life style programmes, it has ready stock of information and content available from this reliable source. Over the years it has also created an archive of 16,000 news stories and has a wide range of popular columnists

Quality in Service Organisations (Organisational Management) Essay

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.