The Role Of Communicative Language Teaching

The Role Of Communicative Language Teaching Introduction Foreign languages play a very important role in our system of knowledge. They are not only an effective tool for us to exploit information to acquire scientific technology, to share experiences with or to learn experiences from others in specialized fields but also a useful means of improving peoples material and spiritual lives. In the sixteenth century English became known as a communication language for people around the world. Its popularity as a foreign language has been increasing since then and been developing into the second language of many countries (Richards and Rodgers, 2002). English is now the most popular foreign language in Vietnam and English competence is considered one of the most necessary characteristics for anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life. English gradually becoming the main communication language in parts of education, business, entertainment and culture exchanges with o ther cultures excitingly taking place in daily life in Vietnam require appropriate recognition of English speaking from Vietnamese learners, especially teachers and those who are working in education. Language teaching profession has experienced many changes and a number of different language teaching methods and approaches have been proposed and applied for the sake of teachers and learners benefits in their teaching and learning so far. However, which one is the most appropriate for teachers and their learners depending a lot in their teaching and learning context. Therefore, Communicative Language Teaching has been employed in most of Vietnamese classrooms, especially in PVMTC, for its advantages in improving the speaking skills though it is not the latest one. HISTORICAL BACKGROUND THE MAJOR TRENDS OF LANGUAGE TEACHING METHODS AND APPROACHES. Since the begining of the twentieth century, communication between people of different cultures in differrent parts of the world has became urgent request. Teaching and learning a foreign language became more and more popular. However, to teach a foreign language effectively requires a lot of effort from the teachers who have direct and significant impact on their students achievement which is controled by the methodology they choose to apply to their language teaching in different learning and teaching contexts. Understanding the importance of the matter , linguists and teachers themselves have been done a large number of studies on language teaching in order to find out and introduce more practical and effective language teaching methods and approaches that help teachers in performing well their job. The two recent centuries have witnessed ceaseless changes and innovation in language teaching in terms of teaching methods and approaches. These decide how the language is taught and what materials and activities are used in the classroom to help learners get the best achievement in their language learning. Thus, each approach shows its own view of the nature of the language and how the language is learnt. According to Richards and Rodgers (2002, p. 3), Latin was the dominant language of education, commerce, religion and government in the Western world until the sixteenth century when French, Italian and English gradually replaced it to become the languages of communication. However, the tremendous impact of Latin teaching and learning principles and procedures on the way of teaching and learning the newly emerging languages was still occuring until the nineteenth century. This language teaching method has been known as Grammar Translation Method (GMT). As the result, the language lessons occured mostly in students first language, heavily focused on grammar rules which were deductively taught to students in order to guide them to decoding written texts and producing correct writing in target languages (Prator Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were expected to memorize a number of w ords and their meanings and all grammar rules and then apply them to make sentences. They were also expected to read, comprehend literature and write sentences without errors. Listening skill and speaking skill were completely ignored (Larsen-Freeman, 1986) in GMT classrooms. However, the changes in the society at the time resulted in the change of learners goal of learning languages: learning languages to communicate. The Grammar Traditional Method then couldnt meet the requiement since it appeared to fail to equip learners with interaction and communication skills in the target language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Gouin, a teacher of Latin in France introduced a famous book called Art of teaching and learning of languages to the public. His assumptions of how a foreign language could be taught together with those of Henry Sweet, an English philologist, came together on encouraging students to think in the target language in learning process (Nagaraj, 1996, p. 71-72). This shaped the early version of the Direct method, a revolution in foreign language teaching, which went against the current traditional one. The Direct Method (known as Natural Method) was first introduced in Germany and France and it was the strong response to the dra wbacks of the Grammar Translation Method. It then became popular in The United States in the late of nineteenth century. At the time, Lambert Sauveur, an extraordinary man and his colleage, Gottlied Henness, first applied object lesson technique to teach German and French in their classrooms and they enjoyed great success. Sauveur after that developed this teaching method to the one known as Natural Method and used it widely in his language schools (Howatt, 2004, p. 217). At the same time, Maximilian D Berlitz also used this teaching method in his language schools in the US but in another name: Berlitz Method. Basically, the Direct Method based on the assumption of using the target language to teach itself and that oral practice could help students assess the target language in terms of forms and meanings. It was also the advocacy for the natural language learning principles and teaching of oral skill. So all instructions in the classroom were in the target language. Pronunciation a nd speaking skill were strongly emphasized by conducting question-and-answer activities to motivate and encourage students in using the language confidently (Larsen-Freeman, 1986). Interaction between teacher and students in the target language was considerd a way to present it. Grammar, vocabulary and translation skills which were very important under the Grammar Translation method was now marginalized to guaratee the acquisition of oral proficiency because the proponents of the method had a strong belief that everyday vocabulary used in the classroom could be learnt effectively through visual presentations and that grammar rules could be worked out by students through the teachers inductive grammar teaching. By means of its innovation in language teaching, the Direct method, which negated the effectiveness of the Grammar Translation method, became the first and the most concerned language teaching method that marked the begining of the method era (Richards Rodgers, 2002, p. 14). However, apart from being a breakthrough in teaching interactive speaking skills, the Direct Method also showed its weaknesses in terms of applied linguistics which made the method not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use (Brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which firmly focused on oral skill but lacked a systematic basic in applied linguistic theory and practice (2002, p. 38). In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral Approach (or Situation Language Teaching) to language teaching based on more scientific foundation, in which sponken language was important, only general and useful vocabulary was introduced, grammar was graded strictly and all practice took place in situations. The approach also enjoyed the popularity in English for decades there and many textbooks and courses were designed under it principles (Richards and Rodgers, 2002, p. 36-41). Another method became known as the Army method fisrt and then Audio Lingual Method (ALM) as we know it now was a new creative trend in language teaching methodology in The US in the second World War. It was first applied in a special language training programs of Military of the United States. It was devised by an American linguist, Leonart Bloomfield for the servicemen who were going to work as translators, interpreters and quickly needed to have perfect communicative proficiency to perform their jobs in different parts of the world. The method was the combination of language teaching through intensive practice of speaking skills to develop communicative competence with the language learning method based on the disciplines of descriptive linguistics and behaviuor pychology (which considers language learning is a set of language). In this method, immitation, repetition, memorization and reinforcement were impressed within speaking practice with variety of drills. Limited vocabulary w as introduced. Grammar was important but was taught inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no errors were accepted because according to them errors could become bad habits. It was Charles Fries, another American linguist advocating Audio Lingual Method applied the method widely in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States particularly in the 1950s and 1960s (Wong, 2006) and the world. However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many experiments were done and according to Scherer and Wertheimer (1964), this effectiveness was not significant. In the 1970s, the new method based on the wiew of language learning as active mental processes, which was advocated J.B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was born. As Carrol stated, this deductivist method was a modified, up- to-date grammar-translation theory (1966 cited in Stern, 1987, p. 469). It adopted generativist grammatial theory (Danesi, 2003) and focused on grammar structures and all four skills. Clear examples and grammar structure explanation to learners came first. Learners were then asked to pracise them in meaningful contexts. Despite the fact that the method did not win the teachers and linguists favour for long, it deserved merit in leaving contexttualized gramar tranning and the technique of Error Analysis to language teaching ( Danesi, 2003, p. 11). In the early 1980s, the Natural Approach was developed by Tracy Terrell and Stephen Krashen based on Krashens theory about second language acquisition. It looks at language as a set of messages which can be understood. Vocabulary and meaning are primary (Terrell Krashen, 1983 cited in Richards and Rodgers, 2002) and the principles for teaching a language are based on the five hypotheses in Krashens second language acquisition theory. The approach was widely welcomed in the US and around the world for its positive influence on forming more overall principles for effective language teaching that have been considered in the later approaches. In the 1970s, the need for communicative competence continued to increase in line with the changes of economic and political situation in Europe. But teachers and linguists did not satisfy with the current language teaching methods and approaches which were not effective in helping learners use the target language to interact or communicate in real life situations. Communicative Language Teaching (CLT) or Communicative Approach to the teaching of foreign languages then emerged as the answer to the problem. It has didfferent features from those of the other approaches since one of the most characteristic features of Communicative Language Teaching is that it pays basic attention to functional as well as structural aspects of language (Littlewood, 1992, p. 1). To serve communicative goal of language learning, the Communicative Approach is based on the premise that what we do in the classroom should have some real life communicative values or it looks at what people do with language and how they responde to what they hear (Flowerdew Miller, 2005, p. 12). Therefore, all activities used in a CLT classroom are appropriately designed based on these principles. Teachers measures language learnerssuccess by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they have to. To some extent, CLT makes use of presenting and practising speaking and listening in real life situations to help students complete tasks and build their fluency and confidence. The last approach I would like to mention is Task-Based Approach popularized by Prabhu. The method has attracted teachers and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to take place in real world communicative context in form of tasks and the tasks outcome, not the accuracy of language forms, is used to evaluate students progress and competence. The activities in the classroom mainly focus on speaking and students are required to be highly active and cooperative. The approach is rather new and not very familiar to teachers and students in some Southeast Asian countries. However, nobody who concerns linguistics negates its state of the art in the field and it is considered the development of CLT. ENGLISH LANGUAGE TEACHING IN VIETNAM: STATE OF THE ART In the last twenty years, the demand for communicating between people of different cultures has pushed English to its recent status as a popular global language. English has become an official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian nations for economic and political reasons. English teaching profession in the region, as the result, receives more concern of teachers, educators and linguists. In line with the current language teaching trends of the world, English language teaching in Asia has also been inspired by a more effective alternative, Communicative approach which emerged in the ash of less effective approachs and methods of language teaching that had big impact on English language learning and teaching for a long time. The wind of changes prevails and results in a lot of other changes related to English language teaching. Teachers have been encouraged to employ CLT in their English classrooms to improve students spea king skill. However, in some Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and claimed for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, and if it has, how effective it has been, is still questioned. So, what has been the problems? In his study, Hird (1995, cited in Lewis McCook, 2002) stated that the differences in cultures led to the differences in interpreting CLT. The Asian traditionally appreciate the perfection such as acurracy in learning, CLT to their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, teachers as well as students were dubious about the effectiveness of CLT. A study of Musthafa Personal author, compiler, or editor name(s); click on any author to run a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that the communicative approach has failed to help students become any more competent in the use of the English language for real-life purposes. Or Manajitt (2008, p. 83-87) pointed out, although most of the Thai EFL school teachers in Bangkok were very intersted in CLT, learnt about it in many ways and had clear CLT conceptualization, their teaching and their students learning was still a combination between trad itional and communicative approach or still stayed traditional because of difficulties they faced while organizing a CLT classroom. In Vietnam, English became one of the subjects at school in 1987 after Vietnam started Doi Moi in 1986. English appeared in classrooms in some parts of the country. The course books at the time focused on reading skills and grammar and the Grammar Translation Method was applied widely in English teaching in Vietnam (Denham, 1992) beacause the new approaches and methods of teaching English did not reach the country yet and the teachers who were trained before 1986 felt most confident using it (Pham, 1999). Speaking skills were overlooked. Students had to work very hard with grammar rules to past the examinations. Teachers taught to test and students studied to do tests. In 1996, English proficiency at different levels was required to high chool and university students when they finished their study. English joined the rank of major subjects at education institutions. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students cont inued with their rote learning in teacher-centred classrooms and the English teaching methods of the teachers in Vietnam in the late of 1990s were out-of-date (Kennett Knight,1999). The fact that teaching and learning English in Vietnam for over a dacade was staying the same. Yet the social demands for English for communication purposes were increasing because more and more activities in different fields needing poeple with good communicative English competence urgently required a significient change in language teaching profession. In an attempt to improve the quality of teaching and learning English especially the speaking skill, a movement to transform curriculum, text books, and teaching methodologies (Kim, 2001, p.140) was launched. Now, CLT has been announced to be the best choice to replace Grammar Translation approach in Vietnam. Teachers are annually invited to attend workshops about CLT. The new versions of English text books for students at secondary and high schools have replaced the old ones. The new text books, however, include more every day dialogues as the only evidence for the change since long reading texts and grammar exercies which promise to be the most in typical tests that students are going to take still predominent these books. As a result, speaking skills are skipped in class. Teachers spend most of the time on explaining grammar rules and translating reading texts to students. Students have to work with reading and grammar even harder than ever to survive the exams which mainly compri se long reading texts and extremely complicated grammar points. So, CLT although is officially prefered in Vietnam but whether it is really applied in classrooms to enhance students communitive competence or not is still a big question to anyone who has ever taught English in Vietnam. These lead to far-reaching consequence. At universities and colleges, Communicative course books are also chosen for students like the Lifelines set (Hutchinson, 2001), International Express set (Taylor Lane, 2007). The course books cover four macro skills. However, no oral or listening tests but reading and writing tests are carried out during the course. Inconsistencies between teaching and examinations lead to serious consequence like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students dont even have oppotunities to use the language verbally inside their classrooms because Vietnamese is used by teachers and students most of the time (Bui, 2006). Under these con ditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach English to students to help them use English communicatively, teachers fail to teach their students how to speak or listen but read and write in the target language. According to Pham (1999), there are socio-cultural factors against success in tertiary English language training programs in Vietnam. He emphasizes the fact that not only students but also teachers who lack ability of communicating in the target language get so scared to be in CLT classrooms where speaking skills are focused. The new method required both teachers and students really work actively in class. However, they got used to learning and teaching passively with Grammar Translation Method and they have to struggle to overcome their inherent passiveness, shyness, inferiority and fear to deal with the lesson in the new method. To these teachers and students, their English class put them in a state of panic. These have resulted in the quality of teaching speaking skills at university in Vietnam is still poor. And the explanation of the poor quality speaking teaching in English language tertiary education in Vietnam which results in a large number of graduates who have difficulty with communicating English (Bui, 2006) must take into account the concrete factors such as teachers and students conceptualization and practice of CLT, teachers ability and enthusiasm for their badly paid jobs, budget for language education, syllabus design, material and assessment which are the same in most developing countries (Gorlach, 1995). PetroVietnam Manpower Traning College (PVMTC) belongs to the system of vocational schools in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines set was used as the main course books and Grammar Translation Method was applied in teaching English in our college. But since 2007, we have replaced the course books with the Lifelines and International Express set. CLT has hardly received any warm welcome from the senior teachers beause they do not want to change the method that they have used for such a long time and as for them, they do not believe in the effectiveness of the new method and they even do not exactly know what CLT is and how to apply it. However, it has enjoyed the popularity among the younger teachers like me. We have been sent to have training courses on CLT together with our colleagues from other schools and colleges. We have excitingly discorvered it and applied or adapted it to our classes when we teach thousands of both types of stude nts studying English there: regular students and project students. Most of the students in PVMTC now are project students who are recent graduates or experienced technicians and engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They are paid to take a special intensive English course at PVMTC to improve their English skills, especially speaking skills, to perform their job together with foreign experts in their field at industrial facilities or in offices. They are highly motivated because they are given test of four skills and they are expected to achieve at least 650 marks on TOIEC when they finish the training course. They already took a placement test before doing the course and their English proficiency is Pre-intermediate. These are also advantages to us to apply CLT in these classrooms. International Express set is chosen for the course for its characteristics which support teachers and students a lot in conducting a communicative approach classroom. Inductive approach to grammar employed to guide stude nts to work out rules and usage which is usually a foreseen failure to many regular classes for regular students can be acceptable in these classes although both teachers and students have to work extremely hard when dealing with complicated grammar points and occasional failures are inevitable. Students are offered oppotunities speak, to discuss to complete all the task given by the teacher or to solve the problems emerging in the lessons. They are encouraged to use their own experiences, limited language they have learnt and appropriate learning strategies to deal with the English language in particular situations together in pair and group work activities. They are encouraged to keep speaking English with their classmates and teachers as much as they can without caring much about making mistakes when speaking. Authentic materials such as video clips or articles from the internet or newspapers, or any sourses relating to the topics of the lessons can be taken into the classroom to link the language they learn in the cousre book and those in real life. Although English is used by teachers and students most of the time in class, most of the students, especially more advanced and senior ones, generally appear to be successful and get progressed in their learning in terms of using the language communicatively, fluently and confidently. With regard to applying CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both the teachers and students in PVMTC have worked increadibly hard to make it success. We, however, confess our less successful outcome when applying CLT to most of the classes for regular students who are young adults at college and are being trained as workers to work for PetroVietnams subsidiaries. Most of them have been studying English for at least three years at high school but their English proficiency level is still beginner only. They are required to pass an English reading and writing test after finishing 90 hours of learning English in the first semester. Then they are offered a free optional 200 hour course of English to get the A level certificate as the education policy of PetroVietnam. The impacts of the different learning context on English teaching and learning are obvious in this situation. Therefore, as motivated language teachers, we have been doing our best to adapt the most appropriate teaching methods we have known to teach our students to get them improved and to these classrooms, an adapted combination of Audio Lingual Method and CLT has appear ed to be the most appropriate. To a large extent, CLT has enjoyed the popularity in PVMTC for proving itself a more effective method in teaching and learning English speaking skills in PVMTC context in this stage. CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONS In conclusion, language teaching profession has undergone great changes. Teaching approaches and methods ranging from Grammar Translation to Task-based were born in different stages in teachers, linguists tireless attempts to improve quality of teaching and learning languages. The later coming into the world does not completely exclude of the previous ones but it maintains the quintessence and condemns the drawbacks of them and contributes innovation to the field ensuring its appropriateness for teaching and learning contexts in a particular period. A number of studies have been done for centeries on teaching approaches and methods reflecting increasingly concerns about speaking skills and the recognition of the importance of the the skills in teaching, learning and using the target language. Improving the quality of teaching and learning English are the main chalenges facing Vietnam educators and government beacause it has been considered part of its social, economic and political development strategies. The first step as access to expected success has been made. In Vietnam, CLT has just really been popularized and used in English classrooms to ameliorate learners English competence. A lot of objective and subjective factors impacting on the effectiveness of this communicative method are still existing in Vietnam education system. So CLT will be the most appropriate one to use in the next years in Vietnamese teaching and learning context before trying to exploit the later ones. PVMTC have become aware of the neccessary of choosing and applying CLT in teaching English to acheive the proposed objective of any English courses to satisfy our students need, to prepare them for their future jobs by getting students involved in using English communicatively effectively, And as I mentioned early, we have enjoyed remarkable success but sometimes our teaching ends in falures. In spite of those, I believe that no teaching methos or approaches are perfect to all types of learners and that depending on object of the courses, as asthusiastic language teachers and if we are creative enough in teaching art, we will know how to adapt the methods we have known for use in each of our particular teaching and learning contexts and we will be successful in preparing our students with communicative competence.

Skills and Responsibilities of a Nutritionist

Skills and Responsibilities of a Nutritionist Monica Suzanne B. Castro Career Investigated: Nutrition/Diet Specialist Part 1: Educational and Career Goals There are many reasons why I chose to study nutrition. A) I will have opportunities in various fields that involve advising people on what to eat, so jobs often are easier to come by than they are in other fields. B) I will be able to work with those who are ill or need a special diet, in which case a hospital, nursing home or treatment center may be the best option for a job. C) I can become a private nutritionist, all types of people can come to me for advice on how to eat right. The nutrition industry is a field of healthcare focused on improving everyday health and state of well-being. I enjoy activities often associated with nutrition and fitness including yoga, running, outdoor activities, meditation, healthy diet, organic living, and more. My goal is to further my education, get certified and become a nutrition specialist. As the health and fitness trend is sweeping the world, it is affecting and revolutionizing the health industry like never before. The demand for young, ambitious health and wellness graduates is continuously rising and a myriad of great job opportunities are opening up in different fields of nutrition science. With the growth in this industry there is an increasing scope of enjoying a successful career in this exciting field of healthcare. It is hard work, and for the dedicated, the pay can be very good to excellent. But I would do it because I want to share my knowledge and help other people, not for the money. Part 2: Employment Opportunities and Applications of Applied Learning Potential Employers Job title: Nutrition Specialist GENERAL PURPOSE: Under close supervision, prepares hot and nutritious meals for homebound individuals and senior citizens. Qualifications Education and Experience: Two (2) years of meal preparation experience OR an equivalent combination of education and experience providing requisite skills to successfully perform position requirements. Special Requirements: Must possess Food Handler’s Card at time of hire. Physical Demands / Work Environment: Works in an industrial kitchen and senior center facility. Must be able to lift up to 50 lbs. without assistance, greater than 50 lbs. with assistance or use of mechanical aid. Miscellaneous Information Reports To: Community Center Manager Supervision Exercised: None Job Title: Nutrition Specialist/Outreach Worker PREFERRED MINIMUM QUALIFICATIONS Graduation from high school or GED equivalent, with previous public contact work experience preferred. Previous supervisory experience preferred. Two years of Food Service training required. Knowledge, Skills, and Abilities: (A) Ability to learn standard Microsoft software and Food Works software. (B) Ability to obtain yearly Food Safety Sanitation Training. (C) Ability to obtain CPR and First Aide training. (D) Ability to drive a motor vehicle. (E) Ability to handle stressful situations. (F) Ability to perform duties with a high degree of attention to detail with a high degree of accuracy. (G) Ability to establish and maintain effective working relationships with Older Americans staff and the general public. Job Title: Nutrition Specialist Qualifications: Two years’ experience as a cook in a non-fast food restaurant or healthcare setting. Familiarity with basic kitchen principles, portioning, stock management. High School Diploma or equivalent, Oregon Food Handlers card ServSafe Certification preferred. Experience growth and development through our continuous training, as well as tuition and licensure reimbursement, or pursue opportunities to advance both clinically and administratively with Youth Villages. Job Title: Nutrition Assistant In this position you will: Assemble and deliver patient, visitor, and staff meal orders in a high-volume, fast-paced environment to patients’ rooms or designated location. Visit patients who did not place a meal order and assist them as appropriate Maintain cash bank and process cash sale orders Retrieve meal trays from patients rooms Requiredqualifications for this position include: -High school Diploma or GED -Related customer service experience Job Title: Nutrition Services Substitute Essential job functions include the following: Assist with preparation of meals according to specifications from the Cook Manager, Head Satellite Cook or Nutrition Services Specialist. Clean all food service equipment and preparation and service areas; wash dishes, pots, pans and utensils used in preparation and service of meal. Set up serving line and gather carts, trays, napkins and utensils; place items in proper location for customers. Serve food to students and staff. Other functions of the job include but are not limited to the following: Operate computerized register (Point of Sale System). Attend workshops and in-services for continued professional growth and training. Other duties as assigned. Knowledge, Skills And Abilities Required: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Understand and follow oral and written directions. Understanding of sanitation and safety practices related to handling and serving food. Ability to use standard kitchen equipment, utensils and measurements. Basic food preparation including washing, cutting and assembling food items and ingredients. Regular attendance. Physical Requirements: Continuously stand, reach with one or both hands, lift up to 15 pounds; frequently twist, lift up to 40 pounds, push and pull up to 15 pounds; occasionally crouch, kneel, stoop, lift up to 50 pounds. Potential Customers In My Local Area Rachel Geller – She is interested in getting a personal nutritionist. She is trying to eat healthier and shred some unwanted pounds. In order to accomplish her goals, I have to discuss and tackle her personalized eating and exercise plan, she will have to start off slow and eventually work her way up, to an everyday natural routine. She will have to start a daily food diary; it will aid her in keeping track of her daily calorie intake. It will also aid her by showing what recommendations she need and how much of them she need, that way she can fulfill her daily nutritional recommendations. The Skills I Have Obtained Nowadays, the requirement for academic achievement play less important role as compared to the soft skills. Competitive world has led the organizations set up their recruitment based on other non-academic factors. Knowledge is being gained through experience, not from the formulae from the prescribed syllabus. The knowledge gained from syllabus 3 years ago is not necessarily applicable in today’s scenario. Therefore, students like me have to update ourselves with general knowledge and current issues happening in the world. I believe that in applying all of my lifelong studies, the lifelong study definitely increase my general knowledge and skills. I am more sensitive about the dynamic environment, have higher flexibility to make my future career as a nutritionist better. Part 3: Continuing Education and Career Development I want to further my education in nutrition sciences by researching and taking online programs. I believe in long life learning and self-paced studies. It will give me many opportunities to intensify my skills while pursuing my occupation. Having access to World Wide Web all over the world, with the information I need at my fingertips will propel me to a higher level of intellectual aptness. The immense number of nutrition programs available over the internet enables me to arm myself with the knowledge needed to aid me on any project or endeavor that I may attempt. Ashworth College is one of those ideal online institution that helped me pursue my dreams and ambitions to become a nutritionist. It goes above and beyond the call of duty to ensure that its students become useful members of society. As I commence my journey into real life challenges, Ashworth College will be my guide making sure that I follow the right track into the future. Two Universities I plan to apply after Ashworth College: Kaplan University – Bachelor of Science in Nutrition Science Total Core Credits: 33 Total Program Credits: 180 In this program you will explore various topics, concepts, values, research methods, and applications in nutrition science. Your coursework will focus on: Exploring the principles and pharmacology of nutrition and how dietary choices can contribute to a healthy lifestyle Acquiring an understanding of digestion, absorption, and metabolism of foods and nutritional needs at various stages of the life cycle Developing the administrative, ethical, and professional skills necessary for leadership positions throughout the health care field Completing an original comprehensive capstone project that demonstrates your ability to apply your nutrition science knowledge and skills to real-world scenarios University of South Dakota – Bachelor in Health Sciences This online Health Science degree program provides the opportunity for students with an interest in the health professions to explore the many opportunities in the field and to develop the knowledge, values and interpersonal skills needed to be successful in todays health and human service settings. Certifications Related to My Field of Study The Certification Board for Nutrition Specialists (CBNS) The Clinical Nutrition Certification Board (CNCB) is a 501(c)(3) non-profit Tax-exempt certification agency which provides professional training, examination and certification for health care organizations, specialty credentialing programs and state license/certification examinations. The Purpose of Certification The Certified Clinical Nutritionist (CCN) Examination Establishes reputable standards of excellence * Creation of a quality examination, based on a validated scope of practice which appropriately represents the field of clinical nutrition * Candidate access to the broad scope of clinical nutrition training and * A mechanism for re-certification every five years, recognizing continued competency in the field. The CCN Examination Candidate must: 1. Satisfy the CORE Requirements 2. Submit Credential Review Application and College Transcripts 3. Obtain Credential Review Approval 4. Complete the Post Graduate Studies in Clinical Nutrition Program (PGSCN) â„ ¢ 5. Achieve a passing score on the written CCN Examination The CCN Examination processes and the examination data bank are reviewed and revised annually, in accordance with the specifications of the Role Delineation Study. The CNCB utilizes a criterion referenced passing point for each section of the certification examination. To obtain a Certificate of Completion in the field of Clinical Nutrition ONLY: Candidate does not meet the minimum standard in core coursework or degree(s). 1. Submit your Candidate Profile Page to the CNCB. 2. Complete the 56 hour PGSCN course to obtain a Certificate of Completion in the field of Clinical Nutrition through the Clinical Nutrition Certification Board. MAINTAINING THE CERTIFICATION The CCN Credential requires on-going maintenance to verify that the practitioner is continuing to update knowledge and skills: Forty approved CE Hours every 2 years, fulfilled by the following; 1. Attendance at three out of four IAACN Annual Scientific Symposiums (60 CEs earned). 2. Payment of Annual CNCB Maintenance Fee. (No refunds in part or in full) 3. Recertification in the spring of your fifth year via annual study textbooks with contracted Open Book Exam. Recertification Text books total 24 CE hours. The CCN Continuing Education Maintenance Requirement of attendance at 3-out-of-every-4 IAACN Scientific Symposiums will satisfy the above stated CE requirements. Part 4: Job Application Details Applicant’s Name (last) Castro First Middle Initial B. Monica Suzanne Social Security #: 518-50-7839 Mailing Address (Number) Street 1632 N Normandie Avenue, Apt 315 Work Telephone # (323) 345 5839 City Los Angeles Zip code 90027 State California Education Name of School FT Career College Ashworth College Location of School Los Angeles, CA 6625 The Corners Parkway, Suite 500 Norcross, Georgia 30092 Degree or Course of Study Certified Nursing Assistant Nutrition, Diet and Health Science Date Completed May 2013 March 2014 Employment History – Begin with your most recent job. List Job Separately Job Title: Nursing Assistant Dates worked from 2012 to Present Name of Employer: Mark Auria Name of Supervisor: Estelle Francia Duties Performed: Experienced ambulatory and non- ambulatory elderly patients. Administered medication, documented food and fluid intake, measured and charted vital signs, prepared meals, provided personal care including feeding, grooming and dressing. PERSONAL REFERENCES: List the names of references that employers may contact. 1 Name Noelia Black Telephone # (323) 345 8709 Relationship Instructor Address: City State 123 Easton Blvd., Los Angeles CA Zip code 90078 2 Name April Sky Telephone # (434) 346 7563 Relationship Teacher Address: City State 564 Walnut Drive Los Angeles CA Zip code 90045

The Self-destructive Relationship in Wuthering Heights Essay -- Wuther

On the face of it, it would seem that the relationship between Catherine and Heathcliff is self-destructive to an extreme. Due to the lovers’ precarious circumstances, passionate personalities and class divisions, it seems that fate transpires to keep them apart and therefore the hopelessness of their situation drives them to self destruction. However, although the relationship is undeniably self-destructive, there are elements within it that suggest the pain Heathcliff and Catherine put each other through is atoned for to an extent when they share their brief moments of harmony. Catherine is trapped between her love of Heathcliff and her love for Edgar, setting the two men down a path of destruction, a whirlwind of anger and resentment that Catherine gets caught in the middle of. Catherine is drawn to Heathcliff because of his fiery personality, their raw attraction and one certainly gets the sense that they are drawn together on a deeper level, that perhaps they are soulmates. C. Day Lewis thought so, when he declared that Heathcliff and Catherine "represent the essential isolation of the soul...two halves of a single soul–forever sundered and struggling to unite." This certainly seems to be backed up in the novel when Catherine exclaims â€Å"Nelly, I am Heathcliff! He's always, always in my mind--not as a pleasure, any more than I am always a pleasure to myself, but as my own being...† This shows clearly the struggle Catherine feels as she is drawn spiritually to Heathcliff, but also to Edgar for very different reasons. Edgar attracts Cath erine predominantly because he is of the right social class. Catherine finds him "handsome, and pleasant to be with," but her feelings for him seem petty when compared to the ones she harbours... ...ctive. Catherine is pushed to death and Heathcliff to brutal revenge, bordering on the psychotic. Yet before Cathy’s death, the knowledge that the other loves them is strong enough to make Wuthering Heights such a classic love story, and â€Å"that old man by the kitchen fire affirming he has seen two of 'em looking out of his chamber window, on every rainy night since his death,† shows that as they walk together on the moors, their self destruction may have led them to death, but also to what they most desired-being together. Works Cited - MLA Format Bronte, Emily. Wuthering Heights. London: Dover Publications, 1996. Chatterjee, Praving. Emily Bronte. September 28, 2013. Web 22 Apr. 2015. https://emilybronteparminder.wordpress.com/2013/09/28/brontes-contributions/ Wikipedia. Emily Bronte. Web 22 Apr. 2015. http://en.wikipedia.org/wiki/Emily_Bront%C3%AB

Animal Imagery in Timothy Findley’s The Wars Essay -- Timothy Findley

Animal Imagery in Timothy Findley’s The Wars Sigmund Freud once argued that "our species has a volcanic potential to erupt in aggression . . . [and] that we harbour not only positive survival instincts but also a self-destructive 'death instinct', which we usually displace towards others in aggression" (Myers 666). Timothy Findley, born in 1930 in Toronto, Canada, explores our human predilection towards violence in his third novel, The Wars. It is human brutality that initiates the horrors of World War I, the war that takes place in this narrative. Findley dedicated this novel to the memory of his uncle, Thomas Irving Findley, who 'died at home of injuries inflicted in the First World War" (Cude 75) and may have propelled him to feel so strongly about "what people really do to one another" (Inside Memory 19). Findley feels a great fondness for animals, and this affection surfaces faithfully in many of his literary works. The Wars is a novel wrought with imagery, and the most often recurring pattern is that of animals. Throughou t the novel, young Robert Ross' strong connection with animals is continually depicted in his encounters with the creatures. Findley uses Robert to reveal the many similarities between humans and animals. The only quality, which we humans do not appear to share with our animal counterparts, is our inexplicable predisposition to needless savagery. In his video documentary, The Anatomy of a Writer, Findley describes his affinity for animals when he says that he has "always been in awe of . . . animals. [He has] never understood where [humankind] picked up the idea that [animals] are less than [people] are-that man is everything". In The Wars, Findley stresses his belief that humans are "no better and... ...s of humankind and the hostile environment we create. Although a common assumption is that animals are vicious and wild, there is no evidence of this in the novel. Malice appears to be solely attributable to humankind. This is the truism that Findley depicts in his telling of the tragic story of Robert Ross. Works Cited Cude, Wilf "Truth Slips In: Timothy Findley's Doors of Fiction" The Antigonish Review, Spring 1996, vol 27 pp75. Findley, Timothy. Inside Memory: Pages From a Writer's Notebook. Harper Collins, Toronto: 1990. Findley, Timothy. The Wars. Penguin Books, Toronto: 1996. Macartney-Filgate, Terence. Timothy Findley: Anatomy of a Writer. National Film Board of Canada, Toronto: 1992. Myers, David G. Psychology 6th ed. Worth Publishers, New York: 2001. Roberts, Carol. Timothy Findley: Stories from a Life. ECW Press, Toronto: 1994.

Literature Ethics Essay

points in their journey.   In both cases, the old men appear weak and ill-suited to survival in the harsh world of the novel.   In the first instance the father refuses to help the old man (49-52), but in the second instance the father agrees to help the old man (161-174), suggesting uncertainty and inconsistency in his moral reasoning.   But how might the father have responded if he had followed a specific branch of moral philosophy in approaching these situations? Thesis chosen: If the father had approached these situations as a deontologist he would have helped both old men, but if he had approached the situations as a utilitarian he would have refused to help both men. In staying true to the path of most deontologists, we could say that had the father been a practitioner of the said philosophy, he would have helped both old men in their respective scenarios of need. As generally defined, deontology is the ethical judgment of a certain act which founds itself on the intent of the act itself to serve as the basis for which to determine the morality of the said act. It is also accepted that deontologists believe in the existence of universal moral norms that transcend boundaries, applying to everyone; the individual helping out another individual being one of them. To deontologists, one is duty-bound to help his fellow man; doing so would allow one to adhere to what they deem as the categorical imperative, and would therefore be a fulfillment of responsibility. Had the father in Cormac McCarthy’s The Road been a follower of this approach on ethics, he would have helped both old men who were in need, and should anyone else turn up requiring any manner of assistance, then he would have turned to help them out too. The foundation of deontology requires that one should always fulfill the moral obligation of the individual, which lies in accordance with the said norms that apply to everyone. Should any evil or unpleasant consequence surface from the said action, one would remain morally pure as one had only done what was dictated by the obligations of the individual; a dying criminal nursed to health who would continue to practice crime would be responsible for his own actions and the healer would remain pure as he had only acted upon this said moral norm: this is the basis of deontology. Had the father been a practitioner of utilitarianism, however, then he would have gone and ignored both men. Helping out any of them would only hamper them in their goal of finding lasting safety and refuge for the boy. We must keep in mind that the journey was brought about by the need for a secure future for the boy as his father is weakening as well. The pilgrimage is led by the father with no specific destination, and therefore no specific timeframe. To take on other matters such as aiding old men who would have nothing to contribute to the group and should be taken with them would only serve as a liability would only delay and possibly cost the success of the expedition. Utilitarianism is the concept of analyzing an action’s moral worth by basing it on the outcome or consequences of the aforementioned action, therefore the perfect representation of the maxim â€Å"The end justifies the means.† Utilitarians often keep in mind what they deem to be â€Å"the greater good† and anything less than that is to be considered expendable. As opposed to deontologistic belief of a â€Å"universal moral norm†, utilitarians believe the pinnacle of ethics to be to spread happiness, maximizing it to the most number of people, no matter what. This means that they are willing to sacrifice the happiness of the few for that of the many. Therefore, applying this into Cormac McCarthy’s The Road, had the father in the story acted out in a utilitarian manner, he would not have helped both old men, seeing as they would have nothing to offer to aid them in their journey. Works Cited McCarthy, Cormac. The Road. Vintage Books, 2007.

Bureaucratic Politics and Intelligence in the Falklands War 1982 Essay

The Farklands war began on Friday, 2 April 1982. The fight was between Argentina and the United Kingdom (UK). The main dispute was over Farklands Islands and South Georgia and the other Islands known as South Sandwich. The fatalities of the violence included many people such as left-wing activists, trade unionists, students and even journalists. The Farkland Island was well known for its abundant supply of oil within its territorial waters. Argentina had already occupied the islands which was a British colony. Their main aim was to relocate attention from economical and social problems at that particular time (Grant, 2000, 3). Therefore, it was a political contrive by the Argentine political government to break away from its own state of social conflicts. Jorge Rafael Videla’s military dictatorship as part of the Operation Condor carried out the state terrorism. The Farklands conflict marked the great use of modern weapon systems under the military theorists. All the main elements of military theory came into practice at that period. This included several elements such as public enthusiasm, national determination, opportunity and miscalculation. Additionally, the war was itself an inquisitive combination of modern high-tech warfare and low-tech. The British forces were much outnumbered on the war ground. They never had the exact air true covers and only what they had was the aircraft that came with the task force. The bureaucratic politics played a major role in ensuring the victory of the British during the Farklands war. For instance, four factors are said to have neccessitated the British success. This includes, effective and sufficient training of the military, good leadership by the political leaders who gave them a lot of support, courage in the army and above all the Britain’s closest supporter, the United States. The endorsement of the United State’s policy towards the Farklands conflict provides an adequate evidence of how bureaucratic politics was involved during the war. The proper response of the above mentioned policy was properly constituted and played at the highest levels of the Reagan administration. The process was mainly confined entirely to the executive branch which was by that time dominated by the conformist view of the America’s place in the whole world. On the other hand, Graham T. Allison’s bureaucratic politics did not support the acceptance of the foreign policy goals. The president Reagan’s leadership style, the relationship of assorted personalities, conflicting interpretations of national interest and the opposing bureaucratic imperatives played a main role in creating a situation that was being characterized by disperse power and multiple actions in the war (Gustafson, 1998, 14). During the 1982 Falklands war, the Thatcher government attempted to assume an isolated and remote colony in the South Atlantic as British sovereign territory was very important in ensuring the mobilization of the media and also the support for the war recovery campaign. The re-imaginative process also included the role of the rural imagery. Additionally, the government-imposed censorship enhanced positive reporting of the war campaign. During the Falklands war, there were some negotiations between the two sides to avoid war but an agreement was never reached. This means that the use of diplomacy had failed in the Falklands Islands (Mauro, nd, 3). The main reason that constituted to this disagreement is that, there was a lot of misconstruction between the British and the Argentines. For instance, The Argentines never believed that the British would retaliate and on the other hand, the British always fought to believe that Argentina wanted a peaceful solution. Regarding the president’s personalities they were required to remain and appear very strong in terms of the diplomatic principles. The diplomatic solution was however not reached in the Falklands due to the political self-preservation, practical obstructions and diplomatic principle that were being practiced by the political leaders. During that time of war, the Argentina’s rulers were under the General Galtieri, a murderous, unpopular military junta. When they invaded the Falklands islands, they decided to make themselves less unpopular at home with the forces of Argentine prejudice behind them. This enabled them to be aware of all what was happening in the world around them and support Galtieri invasion and occupation. Margaret Thatcher together with her government in Britain was at that particular time very unpopular at home too. As a result of 1982 defeat, a vicious and incompetent dictatorship was overthrown in Argentina and then democracy was restored back (Robert, 1988, 428). The army was subjected to a civilian rule and was also transformed into modern professional institutions that were devoted to regional integration and peace. The Role of Intelligence in Explaining the War of Falklands 1982. The Britain intelligence professionals disregarded signs of political unrest and particular military intelligence communications from Argentina. As a result of their ignorance, they were vulnerable to surprise attacks. Another factor that contributed to the acceleration of the Falkland conflict was the neglected United State diplomatic efforts and reactions. The British were enjoying the privilege to access the U. S intelligence in their policy making. Intelligence was only considered to be the main determining factor in making of foreign policy that was being used during the war (Justin, 2007, 6). Application of intelligence enabled the successful conduct of the military operations of the Britain and the Argentina government. Domestic ratification of international agreement which seemed so much peculiar was applied during the Farkland war. In win-set game theory, the agreement was only possible if those win-sets overlaps and the larger each win-set and more probably they overlap. However, the smaller the win-sets, the more the risk those negotiations between the parties will finally break down. This was the same case that applied during the prolonged pre-war Anglo-Argentine conciliation over the Farklands islands. Tentative agreements were opposed in one capital or the other. This was mainly caused by political reasons when it became vivid that the earlier British and Argentine win-sets did not overlap at. As a result, the war became virtually inevitable. The negotiations were interpreted in terms of a bureaucratic politics model of level 11 politicking The armed forces of Britain were much closer to those of the United States and their air forces worked together during the Falklands war. The Britain also had well collaboration of weapons programme which was very strong in the nuclear area (Sean, 2007, 9). Additionally, there was much co-operation on human intelligence between Central Intelligence Agency (CIA) and the Britain’s Secret Intelligence service (SIS). The intelligence services included satellite photos, unmanned aerial vehicles and other defense intelligence staff. Therefore, the Britain found it much easier to re-conquer Falklands because of the American intelligence. The Argentines used up-to date intelligence together with their detailed skills and knowledge. For instance, the Argentine ships were sailing to and around the Falkland Islands testing the Argentine defenses. During the Falklands conflict, France seemed to be very helpful to the Britain in support of intelligence. For instance, President Mitterrand instructed the French intelligence services to help the Britain track the movements of an Argentine ship that sailed close to France and Spain and was suspected of trying to get French-made military hardware. Additionally, the selective discharges of French signals intelligence were of great benefit to the Britain during the Falklands war. References Gustafson, L 1988, The Sovereignty Dispute over the Falkland (Malvinas) Islands, Oxford University Press, New York Justin, V 2007, Argentina and Britain: the lessons of war, viewed 5 August 2010 from Mauro, J nd, The Falklands Islands War: Diplomatic Failure in April 1982. Wake forest University, viewed on 5 August 2010 from Robert, D 1988, Diplomacy and Domestic Politics: The Logic of Two-level Game. International Organization, Vol. 42, No. 3, p. 427-460. Viewed 5 August 2010 from Sean, M 2007, Some Reflections on the Falklands War and the Kitsch-left Now Viewed on 5 August 2010 from Grant, C 2000, Intimate Relations, viewed 5 August 2010 from

Sugar Revolution

THE EFFECTS OF Migration Since the 1950’s migration has by no means on a small scale. The main reason people from the Caribbean migrate is to make a better type for themselves and their families. Many sacrifices are made when West Indians deceive their home lands for foreign lands. DISADVANTAGES AND ADVANTAGES OF MIGRATION Migration has disrupted the family structure. While parents are away trying to make a living and sending home remittances[1] guardians are expected to fulfill the role of one or both parents. Disadvantages: Although they may be financially better off, the absence of a biological arent could lead to delinquent behaviors. Advantages: However, this is not always the case, since some children are able to complete studies successfully and become worthwhile citizens. In fact, some migrants are able to send for their families to join them in their adopted countries. This is a very exciting time in the life of the family and is regarded as a new adventure. Once sett led, they realize how different the country and lifestyles are and they are forced to adjust quickly. Once fully adjusted to the new lifestyle, some people no longer yearn for back home but ake new friends and get on with their lives. Others, especially the older people, continue to yearn for the lifestyle they once had back home and make plans to return home on regular vacations. These vacations, being the focal point of their lives, are enjoyed to the maximum as persons return bringing gifts or relatives and friends. The stories and experiences shared entice other West Indians to want to migrate–. And d 2 thing above migrate. 1. Remittances: Money sent to a person. 2. This migration very often leads to brain drain of the West Indian countries. ———————– [1]