My Antonia

The book, My Antonia, by Willa Cather is a superlative piece of realism and vivid storytelling. The novel relates, through the eyes of narrator, Jim Burden, the fact-based story of a Bohemian girl, Antonia Shimerda, thrown into rugged farm life. The colorful and sensible traits of the title character, combined with a memorable theme, endear this book to all who open its cover. The first of these traits is the virtue of caring. Antonia watched over the children of her employer as if they were her own. She frequently acquainted them with the vibrant stories from her childhood and comforted them in their time of trouble. Additionally demonstrating her loving qualities, she was never ashamed of her illegitimate child and was always an exceptional mother. Finally, Antonia fiercely defended her family against insult, even to the points of vowing never to again notice one of her friends. Clearly, Antonia was the epitome of this virtue. Perseverance is the next attribute which had been perfected by this young Bohemian. She always did the constant manual labor that was necessary to run the farm well. On the other hand, insisting to go to the â€Å"dances† every night, Antonia started neglecting her work. Also, she persisted in seeing boys whom she hardly knew; this habit eventually cost Antonia her job. Antonia is surely an example that persevering is not always a first-class quality of character. Another personality characteristic of Antonia is her naivety. She persisted in traveling to Denver to marry a flighty young man, who, shortly after, left her and their unborn child. Additionally, trying to fit in, Mrs. Shimerda began to always dress like the other girls. Through this sample, it is obvious that this Bohemian, although mature in some ways, was ignorant of the seriousness of life. My Antonia The book, My Antonia, by Willa Cather is a superlative piece of realism and vivid storytelling. The novel relates, through the eyes of narrator, Jim Burden, the fact-based story of a Bohemian girl, Antonia Shimerda, thrown into rugged farm life. The colorful and sensible traits of the title character, combined with a memorable theme, endear this book to all who open its cover. The first of these traits is the virtue of caring. Antonia watched over the children of her employer as if they were her own. She frequently acquainted them with the vibrant stories from her childhood and comforted them in their time of trouble. Additionally demonstrating her loving qualities, she was never ashamed of her illegitimate child and was always an exceptional mother. Finally, Antonia fiercely defended her family against insult, even to the points of vowing never to again notice one of her friends. Clearly, Antonia was the epitome of this virtue. Perseverance is the next attribute which had been perfected by this young Bohemian. She always did the constant manual labor that was necessary to run the farm well. On the other hand, insisting to go to the â€Å"dances† every night, Antonia started neglecting her work. Also, she persisted in seeing boys whom she hardly knew; this habit eventually cost Antonia her job. Antonia is surely an example that persevering is not always a first-class quality of character. Another personality characteristic of Antonia is her naivety. She persisted in traveling to Denver to marry a flighty young man, who, shortly after, left her and their unborn child. Additionally, trying to fit in, Mrs. Shimerda began to always dress like the other girls. Through this sample, it is obvious that this Bohemian, although mature in some ways, was ignorant of the seriousness of life.

Storm Born Chapter Seventeen

To his credit, he didn't really manhandle me too badly that night. At dinner, he kept a hand on mine or an arm around my shoulder but little more than that. As he pointed out to me in a quiet moment, anyone could make a brazen display of fleshiness. What really indicated intimacy was how two people interacted with each other, what their body language said. So I worked on looking comfortable and happy in his presence, and from the shocked expressions on people's faces, we must have done a pretty convincing job. He took me to his bedroom after that, looking smug and presumptuous to those watching. But when we got there, he actually gave me my first lesson. Honestly, it was a bit disappointing. I'd been ready for fireworks. What I got was a lot of practice on quiet meditation and focus. He claimed if I couldn't control my own mind, I couldn't control the power. So I spent the next couple hours with him working on this and found my most difficult challenge was in not slipping into trance or astral travel. Those behaviors came so automatically to me in still moments that I kept lapsing. The kind of meditation he wanted me to do involved turning my senses outward rather than inward, which seemed strange to me since I had thought magic came from within. We finally ended the lesson with him giving me a heavy gold ring that he'd put part of his essence into. It was an anchor. Now if he left the Otherworld through a thin spot, he could transition to mine without appearing in a corresponding thin spot. He would simply travel to wherever the ring was. It would save both of us extraneous travel time. What it also meant was that he planned on coming to my world for some of the lessons. I had mixed feelings on this. Certainly it would be more convenient for me. But the fact that he could even jump with an anchor like that indicated how powerful he was. That realization was just a teensy bit unsettling, as was the thought of him in the human world at all. And yet, by being there, his powers would diminish. He would be safer – or rather, humanity would be safer. Back home, the following couple of days were more of the same: fights, fights, and more fights. Yet, as Dorian had predicted, some of the traffic dried up. I liked to think this was because my reputation was scaring would-be suitors away. More likely, my new connection to the Oak King made my assailants think twice about incurring political fallout. As it turned out, I had to deal with my own share of fallout over this alliance – from Kiyo. â€Å"Are you sleeping with Dorian?† He stood in my doorway, his dark hair backlit by the late afternoon sun. He wore a white lab coat with KIYOTAKA MARQUEZ, DVM on the pocket. He must have driven here straight from work. â€Å"Good news travels fast,† I said. â€Å"Come on in.† I offered him a drink and a seat at my kitchen table, but he just kept pacing around restlessly. He reminded me of a wolf or a guard dog. I didn't really know anything about fox behavior. â€Å"Well?† he asked. I poured myself a cup of coffee and gave him a sharp look. â€Å"Don't take that tone with me. You have no claims to what I do.† He stopped pacing, and his expression softened. â€Å"You're right. I don't.† It wasn't exactly an apology, but it was close. I sat down in a chair, folding my legs up underneath me. â€Å"All right, then. No. I'm not sleeping with him.† His face stayed the same, but I saw visible relief flash in his eyes. It was petty, I realized, but knowing he'd been jealous made something warm flutter up inside of me. Grabbing a chair, he turned it around and sat down so that his chin rested on its back. â€Å"Then what's up with the stories?† I told him. When I'd finished, he closed his eyes and exhaled. A moment later, he opened them. â€Å"I don't know what bothers me more. You turning to magic or you turning to Dorian.† I beckoned behind me. â€Å"Have you seen my living room? I am not going to be responsible for inflicting Hurricane Eugenie on Tucson.† That made him smile. â€Å"Tucson already deals with Hurricane Eugenie on a regular basis. But yeah, I get your point. What worries me†¦I don't know. I don't really use magic, but I've spent half my life around people who do. I've seen how it affects them. How it can control them.† â€Å"Are you questioning my self-control? Or my strength?† â€Å"No,† he replied in all seriousness. â€Å"You're one of the strongest people I know. But Storm King†¦I saw him once when I was little. He was†¦well, let's put it this way. Dorian and Aeson and Maiwenn are strong. Compared to other gentry, they're like torches beside candles. But your father†¦he was more like a bonfire. You can't use that kind of power and walk away unscathed.† â€Å"I appreciate the warning, Gandalf, but I don't know that I have a choice.† â€Å"I guess not. I just don't want to see you changed, that's all. I like you the way you are.† A smile flickered across his lips and then faded. â€Å"And as for working with Dorian†¦well, that just makes the situation worse.† â€Å"You sound jealous.† â€Å"Of course.† He answered without hesitation, not really ashamed to fess up to his feelings. â€Å"But he's power-hungry too. And he wants to see the Storm King conquest happen. Somehow I doubt he'll be content to have you be his pretend-lover for long.† â€Å"Well, hey, remember I've got a choice in there too. Besides, contraceptive technology is a wonderful thing, right?† â€Å"Absolutely. But Maiwenn says – â€Å" â€Å"I know, I know. All sorts of wise and compelling things.† Kiyo eyed me warily. â€Å"What's that supposed to mean?† â€Å"Nothing. Just that I think it's funny for you to talk to me about Dorian when – â€Å" â€Å"When what?† I set down my cup of coffee and looked him in the eye. â€Å"Honesty again?† He returned my stare unblinkingly. â€Å"Always.† â€Å"You two seemed†¦more than chummy. Is there anything going on between you? Romantically, I mean?† â€Å"No.† The answer came swift and certain. I reconsidered. â€Å"Was there anything going on?† This got a hesitation. â€Å"Not anymore,† he said after a moment. â€Å"I see.† I looked away and felt my own wave of jealousy run through me as my cruel mind pictured him and that beautiful woman together. â€Å"It's over, Eugenie. Has been for a while. We're just friends now, that's it.† I glanced up. â€Å"Like you and I are friends?† His lips turned up wickedly, and I saw the temperature in his eyes dial up a few degrees. â€Å"You can call it whatever you want, but I think we both know we aren't ‘just friends.'† No, I supposed not. And suddenly, after so much time with him and the fact that I'd made out with a full-fledged gentry, Kiyo being a kitsune wasn't really a problem anymore. The lines that organized my life had all blurred. That scared me because I wanted Kiyo, and suddenly I had no excuses standing in my way. And honestly, I realized, it was a lot easier having excuses. Excuses meant you didn't have to work or open yourself to someone else and be vulnerable. If I really wanted to be near and with Kiyo now, I was going to have to look beyond sex. Sex was easy – especially with him. What was going to be hard was remembering how to get close to someone and trust him. I looked away, not wanting him to see the fear on my face, but he already had. I don't know what it was about him, but sometimes he seemed to know me better than I knew myself. He stood up and moved behind me, his hands kneading the kinks in my neck and shoulders. â€Å"Eugenie,† was all he said, voice warm. I relaxed into him and closed my eyes. â€Å"I don't know how to do this.† I referred to him and me, but considering the rest of my life, that statement could have applied to any number of things. â€Å"Well, we stop fighting, for one. Let's drop this other stuff and go out.† â€Å"Now? Like on a date?† â€Å"Sure.† â€Å"Just like that? Is it that easy?† â€Å"For now. And really, it's only as easy or hard as we choose to make it.† We took Kiyo's car, a pretty sweet 1969 Spider, to one of my favorite restaurants: Indian Cuisine of India. The name sounded redundant, but the latter part of it had been a necessary addition. Considering all the local restaurants that served Southwest and American Indian cuisine, a lot of tourists had come in expecting to find Navajo fry bread, not curry and naan. The tension melted between us – the hostile kind, at least – though he did have one pensive moment in which he asked, â€Å"All right, I have to know. Is it true you kissed him?† I smiled enigmatically. â€Å"This is as easy or hard as we choose to make it.† He sighed. After dinner, he drove us out of town but wouldn't say where we were going. Almost forty minutes later, we were driving up and around a large hill. Kiyo found an area with other cars but saw there were no spots left, forcing him to drive back down and park a considerable distance away. Twilight was giving way to full night, and it was hard to find the path up the hill with no lighting. He slipped his hand in mine, guiding me. His fingers were warm, his grip tight and secure. It took us almost a half hour, walking until the path finally crested to a small clearing. I hid my astonishment. It was filled with people, most of whom were setting up telescopes and peering up at the clear, star-thickened sky. â€Å"I saw this advertised in the paper,† Kiyo explained. â€Å"It's the amateur astronomy group. They let the public come out and hang with them.† Sure enough, everyone there was more than happy to let us come and look through their telescopes. They pointed out sights of particular interest and told stories about constellations. I'd heard a lot of them before but enjoyed hearing them again. The weather was perfect for this kind of thing. Warm enough to not need jackets (though I still wore one to hide weapons) and so perfectly clear that you could forget pollution existed. The Flandrau Observatory, over at the university, had fantastic shows, but I loved the casual nature of this one. While listening to an older man talk about the Andromeda galaxy, I thought about just how vast our existence really was. There was so much of it we didn't know about. The outer world, the universe, spread on forever. For all I knew, the inner world of spirits continued on just as far. I only knew about three worlds: the world we lived in, the world the dead lived in, and the Otherworld, which caught everything in between. A lot of shamans believed the divine world was beyond all of this, a world of God or gods we couldn't even imagine. Looking up at that snowstorm of stars, I suddenly felt very small in the greater scheme of things, prophecy or no. Kiyo shifted beside me, and I felt his arm brush mine. My body kept an exact record of where we touched, like some sort of military tracking system. He caught my eye, and we smiled at each other. I felt at peace, almost deliriously happy. For this moment, all was right in the world between us. Maybe I'd never fully understand what pulled two people together. Maybe it was like trying to comprehend the universe. You couldn't measure any of it. It just was, and you made your way through it as best you could. â€Å"Thank you,† I told him later, as we walked back down the hill toward the car. â€Å"That was really great.† â€Å"I saw the telescope at your house – er, what was left of it anyway.† â€Å"Oh. Yeah.† Being up here had sort of taken me away from reality. I'd forgotten that my home was in a state of disaster. â€Å"Mine couldn't really compare to any of these. Maybe I'll have to upgrade now.† We passed the other cars and finally finished the long trek back out to his car. The temperature had cooled down a little, but it was still nice out. Kiyo wrinkled his nose as we walked. â€Å"Smells like†¦dead fish out here.† I inhaled deeply. â€Å"I don't smell anything.† â€Å"Consider yourself lucky. You probably couldn't smell how many people hadn't showered back there either.† I laughed. â€Å"I remember how you smelled my perfume back in the bar that night. I thought it was crazy. So super-smell is another kitsune perk?† He shook his head. â€Å"Depends on what you're smelling.† We got into the car. He started to put the keys in the ignition, then decided he wanted his coat. â€Å"Can you reach it? It's behind my seat.† I unfastened my belt and shifted around, practically hanging through the seats to reach his coat. It was crumpled and lying on the floor. â€Å"Jesus,† I heard him say. â€Å"Are you staring at my ass?† â€Å"It's practically in my face.† I snagged the troublesome coat and leaned back, but his arm caught me and pulled me onto his lap. It twisted me in an awkward position, and I squirmed to straighten out my legs. I finally ended up sort of straddling him. â€Å"I can't believe you lectured me earlier about the dangers of losing control,† I chastised. His hands had slid down to the ass he so admired. â€Å"What was I supposed to do?† â€Å"Hey, I'm not complaining. Just surprised, that's all.† â€Å"I think it's the fox in me.† â€Å"Never heard that excuse before.† â€Å"No, it's true. You'd be amazed how simple the instincts are – and how strong. Sometimes I have to fight to not jump every woman I see. And then I always want to eat. Like I have this paranoid fear if I don't stock up now, I could be starving later when winter comes. It's really weird.† It was compelling too, but wrapped up against him, I realized this conversation was wasting perfectly good make-out time. I unfastened his seat belt and then put my hands palm down on his chest. Leaning forward, I kissed him, pushing myself harder into his lap. His grip on me tightened. â€Å"I thought you didn't want to get involved with a kitsune.† â€Å"Well†¦I happen to think foxes are cute.† I wriggled out of my coat and then pulled off the tank top underneath, neither of which was easy to do with the steering wheel behind me. I rose up on my knees a little, putting my breasts near his face. His mouth showered my cleavage with kisses while his hands tried to undo the bra. Meanwhile, my own hands unfastened the button on his pants. I reached down and slid my hand into his boxers. â€Å"Eugenie†¦Ã¢â‚¬  he breathed. He managed to combine a cautionary tone with an utterly turned-on one. â€Å"We don't have condoms.† I moved my hand farther, suddenly very turned on myself by the thought of having nothing between us. â€Å"The pill, remember? Besides, contraceptive technology is a – â€Å" The car suddenly lurched dangerously onto the side we weren't sitting on. My back jammed into the steering wheel, and we half-tumbled onto the other side. Kiyo's arms went around me, pulling me toward him in an effort to shelter me with his body and keep me from falling. Guess I shouldn't have undone his seat belt earlier. Fortunately, the car didn't flip all the way over, and a moment later, it slammed back down on the side we were sitting on with a jaw-rattling crash. â€Å"What the – † I began. In the dark, I could just barely discern Kiyo's wide eyes staring beyond me, through the windshield. â€Å"I think we should get out of the car,† he said quietly, just as something heavy and solid slammed down on the hood behind me. I heard headlights smash. The entire car shook. I didn't need to be told twice. We kicked open the driver's side door, and I scrambled out. A smell like rotting fish slammed into me. Kiyo started to follow me out, and then the car was lifted up from its front end and slammed back down to the ground. Glass and metal crunched as the motion tossed Kiyo back in the car. The windshield cracked like a spider's web. Fear for him shot through me, but then I finally saw the culprit, and fear for me shot through me. It looked like one of the fuaths, I thought. A fachan, possibly. If so, he was far from home since they were native to Ireland and Scotland. Still, the Otherworld had become as global as the human world, and you never really knew what could pop up where. He looked like something you might get if Bigfoot had sex with a cyclops and then their offspring moved to the Deep South and interbred for another century or so. He was almost eight feet tall and every part of his grossly muscled body was covered with hair – matted and smelly hair that needed a thorough washing. One giant eye, its color indeterminable in the starlight, peered out at me. One extra hand extended weirdly from the right side of its chest, and an extra leg hung off of its hip. The leg didn't seem to help him walk; I wondered if it and the extra arm did anything at all or were just used for effect. Seeing me, he left the car alone and started lumbering forward. Hopefully Kiyo would be able to get out now. I reached for my gun and discovered it was gone. Son of a bitch. It had slipped its holster either from grappling with Kiyo or when the car had tipped. â€Å"Get my gun out!† I yelled back toward the car. Meanwhile, I took a few cautious steps back, assessing how to handle the fachan. Fachans, despite inhabiting the earth, originated in the Otherworld. They could therefore be banished back there. They also crossed to this world in a physical form, which meant they could be killed. I had both athames in my belt. Silver would be more effective, but iron would probably do some damage too. Okay. I just had to manage one of those while keeping it from getting too fresh with me. No problem. He swung one of his long, almost awkward-looking arms at me, and I intercepted it, stabbing him in the hand with the silver athame. I pushed as hard as I could, shoving through tendons and bones. The creature shrieked and jerked his hand back. My hand was on the hilt, but he moved too quickly, too strongly. He took the athame with him. Shit. â€Å"Kiyo!† I yelled. I took out the iron athame and darted over to his right side, opposite the car. The fachan was bigger, but I was smaller and therefore faster†¦right? My blade snaked out, digging deep into the soft flesh of his stomach. This time I made sure to bring the athame back with me before he moved and took this one too. Blood, looking black in the dim lighting, gleamed where I'd cut. I put some distance between us. I just needed to slow him so I could snag a few moments for the banishing. But he wasn't slowing. He hadn't seemed happy about the injuries, but he still kept coming for me. I kept the distance between us, wanting to injure him without getting within his range. It was kind of hard when it felt like his arms were as long as my body. He swung out his uninjured fist, and I ducked it, using the opportunity to draw blood again. As I did, something occurred to me. His blow, had it landed, would have done some serious damage. Very serious. It had had no purpose, save to inflict as much brute pain as possible. I could understand the tactical advantage of rendering me unconscious before sex, but being in a coma – or dead – might complicate the prophecy a bit. My blade bit into him again, and I followed with a sharp kick to his side, dodging at the last minute. We soon developed a little dance. His large, muscled arms would swing out at me, and I would sidestep and get in my slash or kick. Considering my fight with the mud elemental had been two days ago and I wasn't entirely in peak condition yet, I felt my performance here wasn't too shabby. At least until I moved too slowly, and he caught me with the edge of his hand – his extra hand. Apparently it wasn't useless after all. It was a glancing blow, but I flew backward, into the car, up onto the roof, and into the windshield. The glass – already cracked and fractured – shattered upon impact, and sharp, excruciating pain burned through the side of my stomach as I hit. The skin there was still bare and uncovered from where I'd stripped in the car. My head felt like a cartoon character had just dropped an anvil on it, and for a few seconds, I couldn't get my body to do the things I wanted it to do. The fachan lurched toward me, his limbs and their bulging muscles swinging, and I didn't have anywhere to go. He grabbed me by my shoulders and lifted me up high. I knew in those slow-motion seconds that he was going to slam me down and that I would be dead. As it was, the jerking, lifting motion alone made my addled brain scream. Suddenly, the fachan's head tipped back, and a look of agony crossed his face. His hold on me released, and I dropped back to the hood. It was much less painful than what he'd been about to do, but it still hurt. I frantically tried to sit up and see what had happened, but everything spun. Some wolf was attacking the fachan. No, no wolf. The colors and shape weren't quite right. The ears were more defined, the tail haughty and white-tipped. It was a fox. It was Kiyo. But he was bigger than I'd ever seen him, which was why I'd mistaken him for a wolf. He was huge, muscled and powerful, and his teeth were tearing into the fachan's back. The fachan turned and swatted him away. Kiyo took it with grace: hitting, rolling, and then getting right back up. I wished I could do that. I still felt like crap, but my vision had righted itself. Peering into the car, I could see where my gun had rolled across the passenger seat and lodged between it and the door. Beyond me, I heard blows and yips as Kiyo and the fachan continued their fight. Gingerly, I started crawling back into the car on all fours, careful to avoid the shards of glass ringing the gaping remains of the windshield. I didn't do a very good job and brushed sharp points in a few places. They stung my skin. Worse, I could do little to protect my hands when forced to creep over the broken shards covering the dashboard. At last I made it inside and retrieved the gun. Grabbing it, I worked my way back to the driver's side seat and took aim at the fachan still grappling with Kiyo. Only, my hand could barely hold the gun up. That was no good. I shifted and held the Glock two-handed. My arms still shook, but I was steadier now. I watched them pace and attack each other, moving fast. Too fast, I worried. I was likely to shoot Kiyo in the process. But I had to try. Nothing was hurting this thing. It was unstoppable. I didn't want to try to banish it at full strength, particularly since I'd never get close enough to put the death symbol on him and speed his passage. I therefore needed him wounded and easy to send over. Taking aim, I waited for a window of opportunity, for a broad target on the fachan. There. The bullet bit into his back, and he jerked in surprise. It slowed him just enough. I fired again. I kept firing until I'd unloaded the entire clip into him. He made horrible noises and staggered slightly. I half-expected him to keep coming, but then Kiyo the Giant Fox leaped at his chest and knocked him to the ground, teeth tearing into what appeared to be the fachan's throat. Ew. My wand was in the car. I swapped it with the gun, and called upon Hecate, focusing on the snake wound around my arm. My mind slipped this world, opening the gates, and I aimed for the fachan's spirit. My will, pouring through the wand, seized him and ripped a hole between the Otherworld and my world. It was harder than usual. â€Å"Mind over matter† might be the adage, but the mind was reluctant to obey when the body was so weakened and had had its head slammed into a windshield. My path to the Otherworld was clear. But then, seeing him start to get up, despite Kiyo's mauling, I decided I didn't want him potentially coming back. So I pushed my mind past the Otherworld, brushing the gates of the world of death instead. I felt Persephone's butterfly flare on my arm as I connected with her domain. The fachan roared as it recognized the tug. He resisted me, his body and spirit presenting a formidable match for my own. I focused harder, pushing every ounce of me into forcing him through the black gates. I called on – no, I begged – Persephone to take him. At last he went through, his physical body disintegrating as the Underworld sucked his spirit through. Only it was pulling more than him through. I'd pushed so hard that my spirit had touched more of the world of death than I normally allowed. In my weakened state, my focus wasn't as sharp about keeping me out. My mind felt like it was being sucked in by a whirlwind, and I had the impression of ghostly, skeletal hands pulling at me. â€Å"No, no, no, no!† Whether the words were in my head or on my lips, I didn't know. I struggled against the hands, trying to gain a grip on the human world. I would have even settled for the Otherworld. There I could survive, but from the world of death, there was no return. Half of me prayed to Hecate to pull me back through the gates while the other half of me prayed to Persephone to block me out. At last I fell back with a snap, my spirit returning firmly to my physical body. My physical and mental senses burned. Almost immediately, I slumped forward, unable to support myself. Only my hand on the edge of the steering wheel caught me from falling out of the car. I felt nauseated and dizzy, with too many parts of me hurting to count. Kiyo, still as that giant fox, stood by me, gleaming eyes watching me with all seriousness. â€Å"Hey,† I said, reaching out a tentative hand. His fur was as soft as silk. I stroked it carefully, my motor control still not all it could be. Those fine hairs touched my skin like the lightest of kisses. â€Å"That was some trick. How'd you do it?† He neither answered nor changed shape, merely nuzzling my hand with his nose. I smiled but then felt too tired to keep holding my arm up. I dropped the hand to my side, feeling something wet and sticky. Pulling my arm up, I saw blood covering my fingers, dark and glistening. â€Å"Oh, man,† I muttered. The world had started spinning again; black spots danced in front of me. â€Å"We need to†¦go†¦somewhere. Do something. Change back; I can't drive.† He kept watching me, eyes solemn and intent. â€Å"I mean it. Why aren't you changing? Are you hurt?† He rested his chin on my knees, and I petted him again, even though I got blood on that gleaming fur. I didn't get why he wasn't changing. Could he not hear me in this form? No, he'd always understood before. Well, if he wasn't going to help, I needed someone who could. I had a cell phone in the car somewhere. I could call Roland or Tim. But where was the phone? I couldn't climb in the backseat, not in this shape. Could foxes fetch? Maybe I could summon a spirit for help. Not Volusian, not like this. But maybe Finn? What were the words? How did I call him? It was suddenly too hard to think. â€Å"Help me†¦Ã¢â‚¬  I whispered to Kiyo. â€Å"Why won't you help me?† White spots now danced with the black ones. I closed my eyes, and it felt better. â€Å"I'm going to lie down,† I told him, stretching back. â€Å"Just for a minute, okay?† I rested my head on the passenger seat, lying perpendicular to the seats. I heard a soft, almost doglike whine. He must have stood on his hind legs, because I next felt paws and a head resting near my knee. â€Å"Why won't you help me?† I asked again, feeling tears spill out of my eyes. â€Å"I need you.† I heard the whine again, mournful and contrite. My hand reached out, grasping for soft fur. I clutched the strands as though they alone could keep me alive. Then, my fingers lost their grip and slipped away as my hand dropped.

The Birth of Jesus

The painting depicts the prediction of the birth of Jesus and how it came to pass. This happened after the visitation of angel Gabriel to Mary, who was a simple and humble Jewish woman. The angel broke the news to Mary that she had found favor with God, and she will conceive and give birth to a son, Jesus (Chisholm, Hugh, ed, (1911). He further elaborated that Jesus would be the son of God, the most high. At this point, Mary was totally confused and worried about the abrupt news but she later consoled herself and said since she was God's servant, she will do as he says. Moreover, Mary was betrothed to a man called Joseph, who lived in Nazareth (Baynes, T.S., ed., 1978). During this time, a Roman emperor, Caesar Augustus had ordered a census and both Mary and Joseph had to travel to the town of Bethlehem (Orenstein, Nadine M., ed. 2001). The journey took them several days and by the time they arrived, the inn was already full and they were compelled to spend their night near the livestock's shed. Coincidentally, Mary gave birth to Jesus and laid him in a manger. In the same night, there were shepherds in the field near Bethlehem and were watching over their flocks. Suddenly, the angel appeared to them and broke the good news to them that savior, the Messiah had been born and is lying in a manger. (Freed, Edwin D 2004). They immediately hurried to the place and found Jesus as they were directed. They later went to spread the news. Later, wise men saw a star in the sky that signified the birth of a new king. They followed it to the place where Jesus was and knelt down to worship him. They brought him gifts of gold, myrrh, and frankincense. According to Mosaic laws, Jesus was taken to the temple where he was named, circumcised and purified. This was conducted by Simeon.In the first scene, angel Gabriel appears to Mary. The second scene shows the shepherds and wise men who came to visit Jesus and his parent Mary and Joseph. Finally, Jesus is taken to the temple by his parents and is received by Simeon. During the visitation of Jesus by wise men, the gifts were used as a symbol of honor to the born king. Joseph is the patron artist who was a simple village man (St. Joseph Biography). His original location was Nazareth. He was chosen by God to be the earthly father of Jesus. He was a carpenter and had gathered exceptional skills in craft work (Alin Suciu, 2009). He feared God and he would obey him in face of severe humiliation. He came from a humble background and this subjected him to engage in carpentry. Also, Joseph was a man of strong conviction and lived his beliefs in his actions (Bart D., 2011). He is celebrated for his obedience and patience even after Mary, his fiancà © gave birth to Jesus although she was a virgin. Jesus was regarded as an artist because he used to give verbal, visual and dramatic forms to the complicated situations (J. Dwight Pentecost, 1998). He taught the word of God by giving analogies, parables, and creative expressions (Andrew S., 25 September 2015). According to the gospels, his birth took place on November of 5 B.C at Bethlehem. After he completed his work on earth, he died on A.D 33 at a place called Golgotha (Pheme Perkins, 2007.). He was known for using parables in his teachings. (John P. Meler 1992). The original location of his artwork was first meant to be viewed in synagogues, where he presented various sermons. Moreover, this artwork was religious and was meant to make his followers think critically so as to understand the word of God fully. Also, they were used as a means of illustrating profound and divine truths. He claimed that such stories were easily remembered and indicated symbolism that was rich in meaning. â€Å"The entire artwork can be traced back to Gospel period where absolute chronology of Jesus is explained into details (Michael Grant, 1977)†. Further, this historical period is recorded in a number of historical and non-Christian documents like Jewish and Greco-Roman sources (Marcus Borg, 1999). Further information indicated that the baptism and crucifixion of Jesus marked prominent historical events. This period simply means the genesis of the good news and it cut across various groups of people. During this period, Jesus started his ministry, which was later considered as fulfillment of New Testament prophecies (W.D Davies, 1984). He walked down all cities along with his disciples preaching the gospel and urging the people to repent so as to see the kingdom of God. This took him the whole of his lifetime on earth. During this period, he faced mockery and humiliation from some groups although he had a good number of followers. â€Å"Artwork was made to make the Christians understand that those who humble themselves, God uplifts them (Ben Witherington III, 1998)†. This is portrayed when Virgin Mary, a simple village woman was visited by an angel and informed her of good news. Later, the birth of Jesus in the manger indicated the humble beginning of his life (Meier, John P, (1991). It also expressed that Jesus was the king since he was visited by various people who came to worship him. Also, Christians should understand the need of recognizing the church as the temple of God. Even the parent of Jesus observed mosaic laws and took him to the temple for various rituals. Therefore, Christians should follow the footsteps of Jesus by obeying the word of God. Works CitedBen Witherington III. (1998). â€Å"Primary Sources†. Christian History, 17(3), 12-20.Freed, Edwin D (2004).â€Å"Stories of Jesus' Birth†. Continuum International: 119. John P. Meler (1992). Bordering Jew on Reconsidering the Historical Jesus.â€Å"A Chronology of Jesus Life,† pp. 375-433. Anchor Bible Reference Library. Michael Grant. (1977). Jesus. An Historian's Review of the Gospels, p.71 Scribner's

A Study of BP and its Stakeholders in Nigeria Research Paper

A Study of BP and its Stakeholders in Nigeria - Research Paper Example BP has got much different kind of brands under its product portfolio. Each of BP brand has got its own personality and heritage but have one common thing in them which is that all the brands symbolizes, embodies and also provides tremendous energy. Some of the most top ranked brands of BP includes, ARAL one of the trusted brand in Germany; ARCO which tends to bring in low cost fuels and cleaner in the west coast of US; Castrol which is the world’s top oil for motors and also a specialist lubricants oil; ampm which is a convenience shop brand and Wild Bean Cafe. BP work includes exploration of oil and gas, extraction, moving those extracted oil and gas, making products and fuels out of the gas and oil and finally sells the products and the fuels. BP in the process of its exploration and extraction generates low carbon energy. It has been investing in new ways to provide energy from wind businesses and innovative solar to advanced bio fuels to energy technologies. BP tends to wo rk in ways which would benefit the society, communities and the habitats. The company strives to become the safety leader in its industry, corporate citizen, world class operator and at the same time great employer. BP is working to enhance the safety measures and risk management and earn back the trust and grow value (BP, 2012). Chapter 2 A Brief Organizational and Historical Background History BP history lies from way back in 1908 and since then B has been largely associated with discoveries whether large or small which have contributed into the progress of the company. From an Anglo Persian oil company BP has managed to become the global Oil and Gas Company. In the year 1917 the Anglo Persian Oil company bought BP which was a subsidiary of German company, in order to get its product to the customers across UK. Thus 1917 marked the brand name of BP. In 1920 BP got its official name and logo which was designed by AR Saunders from the purchasing department. 1932 was marked as an ico nic year for B as it has entered the advertisement world and designed advertisement for BP Plus, BP Ethyl and BP Super. In 1961 after the post war, BP had won Academy Award for a short documentary. 1965 BP started giving service with a smurf. Few years later BP extended its product portfolio and included food for poultry, dogs and fish. It became the largest supplier of animal food in North America. In 1988, BP buys Bristol and it became the first ever company to acknowledge potential risk of global warming in the year 1997. Year 2009 marked 100 years for BP and today BP is applying the same dedication towards its work towards challenges and opportunities in the 21st century (BP-b, 2012). Business Review As per the BP Energy Outlook 2030, the world is in the form of transition into a lower carbon energy mix. Thus BP needs to supply oil and gas to meet the demands. In the year 2011, the company invested $1.6billion in the energy business and the total investment made since 2005 amoun ted to about $6.6 million. BP is trying to meet its commitment and is moving forward. 2012 is said to be a year of milestone with high financial expected in the financial year 2013 and 2014 (BP-a, 2011, p.9).

Personal Exploration of Knowledge Paper-epistemological analysis Assignment

Personal Exploration of Knowledge Paper-epistemological analysis - Assignment Example This paper discusses various types of knowledge such as knowledge how, for instance how to drive; knowledge that, which is also known as propositional knowledge, such as knowing that P is P and knowledge by acquaintance, which is knowing a person or a place. Epistemology is mainly concerned with propositional knowledge. When trying to analyze knowledge, epistemologists often distinguish between a priori and a posteriori forms of knowledge. A priori form of knowledge that is independently known that is it does not come from ones experience or senses. This type of knowledge is acquired from sources outside experience such as reason and is usually arrived at beforehand. On the other hand, a posteriori knowledge refers to the type of knowledge that is acquired from experience. It is also known as empirical knowledge and is not known before hand from ones previous experiences. Most of the scientific knowledge is empirical in nature as it is based on previous experiences. Here are various sources of knowledge identified by philosophers. According to Feldman, a renowned philosopher, there are five major types of knowledge, which include perception, memory, expert testimony, introspection, and reasoning. (Feldman, 2003). Perception refers to the type of knowledge derived from one’s senses. It is based on ones sensual perceptions and on the view that the primary source of knowledge is one’s experience. Perception is also referred to as empiricism. Reason is the other source of knowledge. His type of knowledge is acquired a priori, that is outside the realm of senses. This source of knowledge is based on pure reason where truths are deduced based on existing knowledge, for instance mathematical truths. The opinion that reason is the primary source of knowledge is often referred to as rationalism. Introspection has also been widely acknowledged as a major source of knowledge among philosophers. This type of knowledge is acquired through personal internal sel f evaluation (Feldman, 2003). Through introspection, one can know that they are tired of hungry for instance. Some philosophers recognize the similarities between introspection and perception but have widely accepted it as an independent source of knowledge. The other source of knowledge is memory. This refers to knowledge acquired from information stored in one’s brain based on knowledge previously learnt either from current information of past events. Testimony on the other hand is a source of knowledge acquired through communication we get from others (Cooper, 1999). Some philosophers have raised concern about testimony as a source of credible knowledge and have proposed that knowledge derived this way must be verifiable in order for it to be trusted and believed as knowledge. All these sources of knowledge have gained support throughout epistemology and philosophy in general. However some

DQ-4-Terence Essay Example | Topics and Well Written Essays - 1500 words

DQ-4-Terence - Essay Example The new information threatens the regulatory requirements as they provide conflicting information. Concerns though have risen to whether the different uses of internet guidelines are beneficial to the organization and whether the new patterns should align or contradicts the general communication patterns from the body. Investigations into this inquiry are therefore the paramount objective of the paper, articulated through discussions and evidence from the scholarly articles by different researchers. Organizational structure determines the operational policy and the work process of any company that the business employs. Actions as the managerial reporting, movement of knowledge, decision-making process and dissemination of information are the essential components ensured by the organizational structures (Im, Hong & Kang, 2011). The structures whether they move within the organization and between the groups levels has no inherent of being better than the other. Rather, the structures have their sole benefit to the organization that suits them well in a particular situation (Wixom & Watson, 2012). Information flow in the major organizations has been structured on a departmental level and organizational level. The corporate level can be referred to as the flow of ideas within the organization that is inherent from the other organizations branches. The department heads use their own internet rather than sharing a broader network in the whole group. The organizational level uses a different internet in communication to other regions. Many individual will argue that it’s due to the independent nature employed by the organization to ensure each unit performs to its best. Whether the idea of separating internet usage within and between the groups’ levels remains a question for debate? Operating with the same policies and work procedures means the organization has similar goals and objectives to accomplish and why separate their internet

Life in the Antebellum U.S Essay Example | Topics and Well Written Essays - 2500 words

Life in the Antebellum U.S - Essay Example The Native Americans were the initial occupants of land in America. They hunted and gathered to sustain their nutritional requirements. President Thomas Jefferson saw the institution of a policy which allowed Native Americans to retain their ancestral lands east of the Mississippi. The only condition attached to this was that the native population was to assimilate themselves with the rest of the population. They were to supplement their hunting and gathering practices with agriculture. As time elapsed, it became impossible for the government retain their policy. The rapid population increase among the immigrants and Whites in America made it improbable for the government to retain this policy. They, therefore, resorted in the displacement of Native Americans from their ancestral land. The president Andrew Jackson signed 'the Indian Removal Act’ on May 26, 1830 (Keegan 72). The acquired land was to be used to set up plantations. These would ensure large-scale production of cro ps that would be used for food and other industries. It would also provide the immigrants with a place to settle in; where they could begin building their lives. Time ensued, and the Whites encroached on Native American’s land outnumbering the native population. They assumed total ownership of the land and established their own institutions and systems. The Natives signed treaties that guaranteed them equal land West of Mississippi in exchange for their original parcels of land. Tribes that did not co-operate faced forceful eviction from their lands by government officials who abused their power. For example, the Cherokee people experienced forceful eviction from their land. This was after signing the ‘Treaty of New Echota’ by a small part of the entire tribe. The tribal leaders missed out of the entire treaty signing process. This led to the death of estimated 4,000 tribe members in 1835. The march came to be known as the ‘Trail of Tears’ (Keegan 27 ). The government justified their actions by claiming that the natives’ presence disrupts the harmony in the region. They also claimed that the land would benefit the American population. However, this was not entirely true. Many of the government officials were greedy and simply desired sole ownership of the land. This led them to act in inhumane ways that led to the death of many Natives. These officials also did not honor the terms of the treaties in which they coerced the natives to sign. The Antebellum period saw increased manufacturing of products in America. Most manufacturers were, therefore, in need of cheap labor to meet their manufacturing demands. This could only be provided by immigrant workers. There were two categories of immigrant workers in the antebellum period. The first lot is the workers who migrated to America left their homes to search for a means to sustain their livelihood without coercion. The others underwent forceful eviction from their countries w ithout their approval. The zeitgeist of that time supported the expansive use of slave labor. The thriving slave market profited from the sale of slaves acquired from conquered states in the African continent (Keegan 33). A variety of factors worked together to contribute to widespread colonialism; and in turn to slavery all around the world. The superior states were always in constant disagreement as they all rushed to acquire colonial territories overseas. The Berlin conference 1885-1886 came up with guidelines of

Fast Food in US Essay Example | Topics and Well Written Essays - 1250 words

Fast Food in US - Essay Example They are modeled after success, and as long as you go away with food in hand, they really could care less about the effects it has on you, or your life down the long road. This is what Eric Schlosser took a deep look into in the book Fast Food Nation. Using witty examples and biting realism, Schlosser was able to tear apart the wrapper surrounding the Big Mac that is the fast food industry. Showing the whole what they really were eating, Schlosser offered a unique journalistic look into the making, formation, and distribution of the one of the most beloved things in America: Food. The companies probably weren't expecting this to happen. They were safe under the wrappers they had made, and didn't want people to know how unhealthy the food is, and how it really is all part of a consumer fraud in a way, where the supplier is supplying the consumer with something that is unhealthy while making no attempts to change this. One of the main reasons the companies do as good as they do is their products. In today's fast paced society, everybody is busy, hustling around, always moving. We live in a very fast paced society, and time is money. And everybody needs to eat, but not everybody can find the time to sit down at an expensive meal. Money is also an issue here. Some people can't afford to eat out all the time. The state of families is not what is was years ago, and in effect, is causing more people to eat out compared to what they used to. So here comes fast food to save the day. Offering a quick and easy solution to each of these problems, fast food is quick, easy, cheap and simple. It offers a quick hamburger to a busy businessman, or to a family who only has a spare few minutes in which time they need to eat dinner. Fast food offers all of these solutions, and with new to go orders and serving sizes, the convenience only continues to grow. As popularity grows, so does the message, you can come here and get a quick food in the middle of your fast passed life. No busy lines, no busy sit down restaurants, just a cheap easy and quick meal. Than it itself offers a lot to customers and really widens the fan base of such fast food joints. Convenience and price are two factors of the product, but only a small part of the large picture of the product. Mass producing the product is important, and I am not just talking about mass producing the product actually, but in the people's minds. Images of good looking fast food sandwiches are thrown every, on build boards, on commercials on tv, on magazine ads, everywhere you look is the image of a good tasting burger. This is very in your face advertising, but when a person needs something quick, they remember that add and that image and go back to that fast food place to eat. The image of the product that is displayed is just as important as the actual product, and the fast food companies make sure to display a good quality image, and to display it all over the place, well engrained into people's memories. All of these are strong factors to the product of fast food, but one of the next items is how the food is actually presented. Although most fast food is not different from one another, they would have you believe that it is way better than the other guys, and the competition between the chains keeps more and more original

Relativism and Morality Essay Example | Topics and Well Written Essays - 750 words - 4

Relativism and Morality - Essay Example This is used to describe values and concepts of ethical and moral considerations (Baghramian, 2004). Goodman pointed out that relativism can be equated to compromise of value which can prevent conflicts but it prevents the achievement of a meaningful morality or values. This is a bold philosophical view since values, ethics and morality are concepts significantly affected by the social norms (Goodman, 2010, p.87). Goodman’s view regarding relativism can be considered as an important eye opener. He stated that due to the intentions to achieve a common good, the global formulations are becoming culture-bound. This means that cultural differences are being considered as one of the most important factors if not the top most priority. Such scenario leads to the generalization of moral laws which according to him is in the risk of blandness, vagueness, and compromise of principles, which is common and widespread in the present era. The ambiguity in the guiding principles of morality in the international community becomes the law and judicial tactic (Goodman, 2010, p.87). This can be observed in the manner different nations, cultures and societies deal with social, economic, and political issues. Issues that are considered charged and controversial although of great importance and vitality are faced with ambiguity, thus, lost in social compromises of different forms. There are numerous issues that can be cited as examples such as abortion, divorce, same sex marriage, etc. The relativism in morality can explain why in some nations and cultures, these issues are accepted while in other nations and cultures, such issues are prohibited and even detested. Due to the differences in the view and opinions of different nations and communities in the world and due to the stratification of societies on the basis of geographical, cultural, religious, and economic divides, social and political authorities are preventing heated discussions that can lead to violent misunderst andings. As a result, the international community can be observed to have a moral view that is bland and safely coasting between the multitudes of clashing moral views. Moral values are meant to guide and to lead the people in different forms of decision making process. But having a relative morality can be considered ineffective to guide the people their way of life. Upon expression of the dangers of compromise and relativism in morality, Goodman presented his view on the different crimes. He stated and stressed that regardless of the fact that compromise in values rule the present society, there are actions that are simply wrong and that no social and cultural consideration can correct. Goodman said that slavery, genocide, terrorism, murder, rape, polygamy, and incest are examples of crimes and actions that are plainly and absolutely wrong, regardless of the perspective (Goodman, 2010, p.89). This means that it is hard to justify any of these acts as a morally right act on the bas is of any particular culture. No logical reason can justify killing and causing hard to other people such as terrorism, genocide, and murder as the right thing to do in any given situation. Similarly, no logical reason can make slavery and limiting of other people’s rights and freedom such as slavery an acceptable act. This is the same for rape, polygamy, ad incestuous relationships wherein no reasons can make these sexual

Educating in math Essay Example | Topics and Well Written Essays - 500 words

Educating in math - Essay Example Every problem in mathematics requires understanding of the underlying concept and using the ideas to solve the problem. By studying mathematics major, I have the opportunity to work on many mathematics problems in various topics such as geometry, calculus and statistics. Through the study of mathematics, my analytical skills will be enhanced, and this will help me think clearly. For instance, one of the analytical skills needed in mathematics is paying attention to detail. This will allow my mind develop the ability to think critically and come up with logical arguments. In addition, one the important skills in mathematics is the ability to investigate in order to understand and solve mathematics problems. This skill also contributes to improving my thinking through deeper analysis and examination of a problem. Studying mathematics involves interpreting texts, mathematical expressions, functions and graphs. As a student, I have to communicate these ideas to the teacher and fellow students in order to demonstrate my understanding. Therefore, through mathematics, my communication skills will be greatly enhanced. The math major course gives me the opportunity to engage with fellow students and the teachers in understanding mathematical concepts and solving problems. Communication is important in every aspect of life, and mathematics helps me improve on this important skill. This will be vital not only to my social life but also throughout my career. The knowledge acquired by studying mathematics major is important in enhancing creativity and innovation. In particular, the knowledge gained through studying various topics in mathematics will help me create solutions to current problems. For example, the ideas gained through the study of statistics could be used to provide creative solutions on how to manage an organization’s data. The math major course offers the flexibility one needs in providing creative and innovative solutions to various problems.

Boeing corporation crisis Essay Example for Free

Boeing corporation crisis Essay Attached is a report of the biggest crisis that the Boeing Corporation has ever faced in its existence. First it will describe the events leading up to the problem before it became a public issue. Then we will discuss in extensive detail exactly what the problem is that Boeing is facing and how they can overcome it. The team of xxx completed the research and the written report of the crisis. Boeing is an international supplier of commercial airline planes, military defense aircraft, and surveillance. Partially due to the September 11th attacks on the United States, the Boeing Corporation will be laying off 30,000 employees from their nationwide facilities. The layoffs will affect cities such as Los Angeles, Seattle, Houston, St. Louis, Philadelphia, and will affect employees from entry level to executive offices. The announcements of these issues have caused Boeings stock to fall to a surprising low and production levels to drop dramatically. XXX would like to thank XXX for giving us the opportunity to complete this research assignment. The research helped us learn how to more efficiently utilize the different databases available to us and put it into a format so it can be presented to a public organization or the media. The skills learned in the duration of completing this report will be able to be utilized when presenting to upper management a detailed issue and solutions to a specific problem. Boeing Corporation Crisis Cal State Fullerton Jean Fuller May 28, 2002 Executive Summary Today the Boeing Corporation is facing one of the largest crises in the history of the company. They are in the process of laying off a total of 30,000 employees from their facilities nationwide. The layoffs will take place in cities such as Los Angeles, Seattle, St. Louis, Philadelphia, and Atlanta. Most of the layoffs affect the commercial airline division, but the military defense and aerospace divisions will also be affected. The plan for the reduction in employee size began in July 2001, but the attacks on the United States on September 11th left the company having to lay off more employees. At the present time, Boeing is mainly focusing on reducing the amount of mandatory layoffs. This is going to be hard to accomplish because of the reduced demand for the companys goods and services. In the future, Boeings focus will be on returning to a high level of production and profitability. They will be focusing on competing with the competition by increasing product innovation and reducing expenses that the company incurs during production in an effort to keep prices low. Due to economic slowdown and reduced spending by consumers, the Boeing Corporation was beginning to experience loss in revenues and a decline in production. Not more than three months later, the attacks on the World Trade Center in New York impacted the demand for commercial aircraft because of fear to travel by airplane. Also, heavy competition with Lockheed Martin and Northrop Grumman, Boeing is not being awarded as many contracts with the United States military, which is causing a decline in revenues for the aerospace and military defense divisions. There are not many ways to overcome the entire problem, but there are some alternatives that the company can consider in order to reduce them. The alternatives are to distribute hours equally among the employees, reallocate employees into different divisions, offer severance pay, and to continue to layoff employees. Boeing has to be careful in the way that this particular situation is handled. If employees feel as though they are being treated unfair, they will not have job satisfaction and production may decrease. The best possible solution for the Boeings problem is to equally distribute the hours among the employees. By doing this employees will maintain their jobs. This will result in higher job satisfaction than other alternatives, and Boeing will not have to go through an extensive process to rehire when they return back to a stage of profitability. Boeing Problem Statement As Boeing faces one of the greatest financial crises in the history of the airline industry, Boeing plans to cut production workers, engineers and support staff by mid-2002 (Nyhan, September 2001). Because of a declining economy as well as terrorist attacks that occurred on September 11th, Boeing is laying off a total of 30,000 employees in all divisions of the corporation: aerospace, commercial aviation, and military defense. The layoffs will happen in Los Angeles, St. Louis, Seattle, Oklahoma, and the Puget Sound area, and will affect everyone from salaried executives to the hourly paid maintenance employees. Layoffs are a sign of company turmoil and should be avoided to maintain the company stockholders. Short and Long-Term Goals Boeings primary short-term objective is to maintain a reasonable level of profitability given the recent occurrences. It will attempt to accomplish this by reducing the amount of dollars that are paid to the current employees by either reducing their hours, or completely terminating their employment with the company. Because of current supply and demand of the company, profits will be reduced if the current level of employees is maintained. Boeings long-term objective is to be the number one supplier of commercial, aerospace, and military aircraft and technology. They aim to accomplish this by maintaining a level of profitability that satisfies the stockholders and corporate executives. They also want to maintain a high level of competition with the current competition: Northrop Grumman and Lockheed Martin. If Boeing loses government aerospace and military defense contracts to the competition, there is a high probability that the company will become insolvent and declare bankruptcy. Details of the Problem Prior to September 11th, Boeing was going through trying times. Their satellite manufacturing operations were in a recession. This was due to the bursting of the internet and telecom bubbles (Laing, 2002). The Commercial Airline Industry was also facing a slowdown. This was a result of high fuel prices, labor cost increases, a softening of the national economy and low passenger traffic (Smith, 2001). Also, improvements in production efficiency for Boeing led to a plan to decrease up to 15% of its employees in the commercial-aircraft business. This efficiency in production was due to the industrys first ever-moving assembly line for the final phase of the production process, which cuts unneeded steps (Holmes, 2001). Likewise, by the end of 2001, Boeing lost out on the largest military contract ever when the Pentagon picked rival Lockheed Martin to build the Joint Strike Fighter for shared use by the Air Force, Navy and Marines. This next generation manned fighter is expected to flow more than $200 billion in revenues over the next 20 years (Laing, 2002). But most traumatic for Boeing were the terrorist attacks on September 11th. They transformed what had been shaping up as a mild downturn in commercial jet orders into a veritable collapse in demand (Laing, 2002). After the attacks, the need to fly drastically declined due to fear and security issues that made flying a nuisance. This left the US Airline Industry in a serious crisis. Companies such as Continental, US Airways, American, and Delta cut up to 20% of their capacity (Smith, 2001). Source: www.bloomber.com The terrorist attacks resulted in Boeings stock to plummet. Prior to September 11th, Boeings stock was falling because of the downturn in the economy. From the graph above, we can see that the attacks made the stock price to fall from $50 a share to $30. This was a sign that investors knew the impact the terrorist attacks had on Boeings industry. After September 11th, Boeing planned to respond to these problems by cutting production rates by 50 percent (Nyhan, November 2001). On September 18th, one week after the attacks, Boeing announced at a press conference that it would layoff up to 30,000 employees by the middle of 2002 (Smith, 2001). On that day, Boeing reduced the level of employees by 12,000: 3,000 through retirement and attrition, and 9,000 through layoffs (Farley, 2001). Boeing also stated that their jetliner orders would decrease drastically. In the next three years 80% of their 2001 orders would be delivered (Smith, 2002). They also planned to cut their monthly production of aircraft by half, from 48 to 24. The director of people at Boeings commercial airplane unit said, In order to match our reduced production rate, we will need to accomplish the majority of the 20,000 to 30,000 reductions in 2002 employment by midyear. Members of the Associated Press and Kiro 7 Eyewitness News stated, Last week Boeing officials announced plans to layoff as many as 30,000 employees, mostly in the Puget Sound area, by the end of next year because of plummeting demand for new planes and postponed deliveries since the terrorist attacks. Boeings commercial airplane division is not the only division that the layoffs will effect. Surprisingly 5,000 of the 30,000 layoffs are predicted to come from the military division. The military division cutbacks are also due to the September 11th attacks, but they are mainly due to global economic slowdown (Klein, 2001). This comes as a surprise because the military division is expected to grow in a time of war or terrorist attacks. Stockholders may assume that the government will request an increased level of production of fighter jets and military bombers so that the United States can dominate in the war against terrorism. In addition, the layoffs will not only affect the Boeing employees, but also people outside the company. As many as 20,000 of the Boeing layoffs may occur in the Seattle area alone, resulting in an additional 34,000 jobs lost by Boeing suppliers, subcontractors, and others (Klein, 2001). Alternatives Before Boeing implements any solutions they must maintain a good level of communication with their employees. The employees must know the reasons for a particular action taken by Boeing in order to avoid any mistrust and confusion (Hoffman, 2001). For example, an employee will wonder why layoffs are taking place when Phil Condit, Boeings CEO, is making an annual bonus of $1.13 million (Webber, 2002). Boeing must carefully explain their plans and what they are hoping to accomplish through their actions. Boeing can reduce the amount of layoffs by implementing any of the following solutions: Distribute Hours Among Employees The first solution for Boeing is to spread the hours among the employees for each department. Every department is given so many hours it can use for each week at the beginning of the quarter, depending on the amount of business Boeing has. If those hours taken and spread among the employees for each department, not as many layoffs will occur. The hours will be spread out by reducing the workweek from five days to four. By cutting one day out of an employees schedule Boeing is able to give those hours to another employee, which under the circumstances would be laid off. Once four employees each receive a deduction in their workweek one employee will be able to maintain their job and not be laid off. The advantage to this solution is that fewer employees will have to be laid-off. Employees will have their hours cut according to seniority. Some employees that have been with the company for a number of years will not be affected by the action. By holding onto the employees and not laying them off Boeing will be prepared to handle new contracts as they arise. Boeing is predicting that the recent decline in contracts is only short-term and business will soon return to their previous levels. The disadvantage to the solution is that some employees will not be able to afford a reduction in hours. In this scenario employees will not be satisfied and hold each other responsible for less hours. If employees are not satisfied then their production will decrease due to their dissatisfaction. Re-Allocate Employees The second solution for Boeing is to train employees in other departments within the company. This will allow Boeing to reallocate employees in different departments rather than laying them off. With the commercial airline department being hit the hardest by the recent terrorist events, employees in that department could transfer to other departments if they possessed the knowledge. The advantage in training employees outside their departments is the value it will add to the employee. If an employee has the knowledge and know how to be productive and efficient in other departments, not just his own, they become an instant asset to the company. Due to their flexibility Boeing can move the employee around in accordance with demand. A disadvantage to this solution is that Boeing will incur high costs for training employees to do other jobs. A slowdown in production will also result due to the time spent on training. The transition for an employee to move from one department to another is difficult because the employee will not be as efficient. Severance Pay Early retirement packages will be available to qualified employees. The retirement packages to be offered will vary depending on the number of years an employee has with the company. For each full year of service an employees has with the company, up to twenty-six years, they will receive one week of pay (Hoffman, 2001). The employee can take the severance pay in either a lump sum or as an income continuation. The single lump sum plan pays the severance pay to the person in one check within one month of leaving the company. The income continuation plan will pay the severance pay on the regular paydays every two weeks (Boeing, 2000). The advantage to this solution is each individual makes their own decision and they have total control of what they want to do. Also high salaries will be eliminated as management personnel take the package. Once management leaves, the ones that find early retirement appealing, Boeing will be able to promote employees into those positions without having to pay the large salaries. The disadvantage to this solution is that not many jobs will be saved because not many employees will go for the early retirement package. Boeing will also lose experienced managers if they decide to take the early retirement package. If this solution is implemented Boeing will continue to layoff employees because not enough jobs will be cut. Continue Layoffs The last solution is to continue to layoff employees as necessary. This will allow Boeing to keep revenues high because the layoffs will occur according to the market. If Boeing does not get as many contracts as they expected for a particular quarter, the layoffs will help the companys finances. The disadvantage to this alternative is the potential of business picking backup. The market for commercial jetliners is expected to boom in two years and Boeing needs to be able to handle the new contracts. If Boeing has to constantly train new employees as business increases, in an effort compensate for the ones that were laid-off, they will not be operating at full efficiency. Solution Boeing realizes that layoffs cant be completely eliminated, however they want to reduce layoffs to the lowest possible amount. Boeing will accomplish that by distributing the hours in each department among the employees. This solution will allow Boeing to save jobs by reducing the employees workweek from forty hours to thirty-two hours. The management of each department will determine the hours to be cut and the number of employees that are affected. This will be implemented on June 1, 2002 throughout all departments. Most employees will be affected by the reduction in hours, and management must be prepared to cope with the initial negative reaction. In order to measure the results of the solution, Boeing must evaluate the impact on its bottom line along with the toll its taking on their employees. An evaluation will occur every six months and will be lead by top executives and the department managers. Once evaluated, a decision will be made by the board of directors on whether or not to continue with the reduction of hours or to incorporate a different action. The thirty-two hour workweek is expected to be temporary as analysts are predicting a turn around in demand for planes (Holmes, 2001). As production returns to capacity, hours will be returned back to employees according to seniority. Reference List Airlines slash workforces. (n.d.) retrieved April 10, 2002, from www.proquest.com . Airwise News. (2001, September 22). Majority of Boeing layoffs in aircraft sector. Retrieved April 10, 2002, from www.dowjonesinteractive.com Associated Press Newswires. (2002, March). More Boeing layoff notices. Retrieved April 10, 2002, from www.dowjonesinteractive.com. Article No. A71327300 Associated Press Newswires. (2001, September). First Boeing layoffs set to take effect Dec. 14. Retrieved May 7, 2002, from www.seattleinsider.com/news/boeing.html Boeing Company. (2002). A Brief History. Retrieved April 8, 2002, from www.boeing.com/companyoffices/history/boeing/html. Boeing Company. (2002). Layoffs Benefits Plan. Retrieved May 7, 2002, from www.boeing.com/companyoffices/benefits/boeing/html. Carlton, D.R. (2002, January) Boeing bleak outlook. The Economist, 362 (8257), 58. Corliss, B. (2002, April). Boeing deliveries drop 10%. Retrieved May 7, 2002, from www.msnbc.com Farley, G. (2001, December). Union leaders file grievances. The Associated Press. Retrieved April 15, 2002, from www.king5.com/cgi-bin/gold.cgi Genna, C.A. (2002, April 19). More layoff notices to be issued at Boeing. Retrieved May 8, 2002, from www.latimes.com Gillie, J.F. (2001, November). Lost jobs in Puget Sound area. The News Tribune, Tacoma. Retrieved April 10, 2002, from www.dowjonesinteractive.com Gillie, J.F. (2001, December). 1,700 new layoff notices today. The News Tribune, Tacoma. Retrieved April 10, 2002, from www.dowjonesinteractive.com. Article No. TCMA0135500 Global general aviation industry delivery breakdowns for jets. (n.d.). Retrieved April 10, 2002, from http://rdswebl.rdsinc.com/texis/rds/suite.html. Hoffman, R. (2001, June 29). The Dynamics of Downsizing. Retrieved May 18, 2002, form www.hradvice.com Holmes, S.C. (2001, November 26). Aerospace industry downsizing. Business Week, (3759), 108-109 Klein, A. (2001, October 13). Boeing faces massive layoffs. The Washington Post. Retrieved April 15, 2002, from http://detnews.com/2001/business.html. Laing, J.R. (2002, April). Gaining Altitude: Corporate profiles. Barrons, 82 (17), 21-25. Lloyd, M.K. (2001, December). Losing Altitude; Aviation. The Economist, 361 (8253), 81-83. More Boeing layoff notices going out. (n.d.) Retrieved April 26, 2002, from www.seattleinsider.com Nyhan, P.J. (2001, September). Boeing expects to layoff up to 10 percent in commercial division. Seattle Post-Intelligencer. Retrieved April 10, 2002 from www.dowjonesinteractive.com. Article No. SEPI012700. Nyhan, P.J. (2002, February). Boeing lays off 1,000 local workers. Seattle Post-Intelligencer. Retrieved April 10, 2002, from www.dowjonesinteractive.com. Nyhan, P.J. (2001, November). Majority of Boeing layoffs to hit by June. Seattle Post-Intelligencer. Retrieved April 10, 2002, from http://seattlepi.nwsource.com Schneider, R. (2001, December). Losing Altitude: aftershocks from September 11th. The Economist. Retrieved April 10, 2002, from www.infotrac.com. Article No. A81118376. Smith, B.A. (2002, January 21). Boeing continues its production cost focus. Aviation Week Space Technology, 156 (3), 43-44. Smith, B.A. (2001, September 24). Boeing cuts delivery estimates, prepares for major layoffs. Aviation Week Space Technology, 155 (13), 29-32. Song, K.M. (2001, December). Boeing layoff face challenge. The Seattle Times. Retrieved April 10, 2002, from www.dowjonesinteractive.com. Article No. SETL0135600. Song, K.M. (2002, April). Effects from Boeing cutbacks felt. The Seattle Times. Retrieved May 18, 2002, from www.dowjonesinteractive.com. Article No. SETL0211100. Standaert, J. (2002, January). Boeing trims 2,300 more jobs. The News Tribune, Tacoma. Retrieved April 10, 2002, from www.dowjonesinteractive.com. Article No. TCMA0201900. Thomas, G.D. (2002, April). Tough times ahead. Air Transport World, 39, (4), 31-33. Webber, J.P. (2002, April 19). Boeing hurt by slowdown. Los Angeles Times. Retrieved May 8, 2002, from www.latimes.com

Theories of Reading Essay Example for Free

Theories of Reading Essay So far, there are three main theories which explain the nature of learning to read. First, the traditional theory, or bottom up processing, which focused on the printed form of a text. (2) the cognitive view, or top-down processing enhanced the role of background knowledge in addition to what appeared on the printed page. Third, the metacognitive view, which is based on the control and manipulation that a reader can have on the act of comprehending a text, and thus, emphasizes the involvement of the reader’s thinking about what he is doing while reading. 1. The traditional bottom-up view The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known asphonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual  stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. The bottom-up model describes information flow as a series of stages that transforms the input and passes it to the next stage without any feedback or possibility of later stages of the process influencing earlier stages (Stanovich, 1980). In other words, language is viewed as a code and the reader’s main task is to identify graphemes and convert them into phonemes. Consequently, readers are regarded as passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce it. The ESL and EFL textbooks influenced by this perspective include exercises that focus on literal comprehension and give little or no importance to the reader’s knowledge or experience with the subject matter, and the only interaction is with the basic building blocks of sounds and words. Most activities are based on recognition and recall of lexical and grammatical forms with an emphasis on the perceptual and decoding dimension. This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced 2. The Cognitive View (top-down processing) In the 1960s a paradigm shift occurred in the cognitive sciences. Behaviorism became somewhat discredited as the new cognitive theory represented the mind’s innate capacity for learning, which gave new explanatory power to how humans acquired their first language; this also had a tremendous impact on the field of ESL/EFL as psycholinguists explained â€Å"how such internal representations of the foreign language develop within the learner’s mind† (Omaggio, 1993: 57). Ausubel (cited in Omaggio, 1993: 58), made an important distinction between meaningful learning and rote learning. An example of rote learning is simply memorizing lists of isolated words or rules in a new language, where the information becomes temporary and subject to loss. Meaningful learning, on the other hand, occurs when new information is presented in a relevant context and is related to what the learner already knows, so that it can be easily integrated into one’s existing cognitive structure. A learning that is not meaningful will not become permanent. This emphasis on meaning eventually informed the top-down approach to L2 learning, and in the 1960s and 1970s there was an explosion of teaching methods and activities that strongly considered the experience and knowledge of the learner. These new cognitive and top-down processing approaches revolutionized the conception of the way students learn to read (Smith, 1994). In this view, reading is not just extracting meaning from a text but a process of connecting information in the text with the knowledge the reader brings to the act of reading. In this sense, reading is a dialogue between the reader and the text which involves an active cognitive process in which the reader’s background knowledge plays a key role in the creation of meaning (Tierney and Pearson, 1994). Reading is not a passive mechanical activity but purposeful and rational, dependent on the prior knowledge and expectations of the reader. It is not merely a matter of decoding print to sound but also a matter of making sense of written language (Smith, 1994: 2). In short, reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Schema Theory Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) callsschemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously flied with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure itself to accommodate new information as that information is added to the system (Omaggio, 1993) Content and formal schemata Schema theorists differentiate formal schemata (knowledge about the structure of a text) from content schemata (knowledge about the subject matter of a text), and a reader’s prior knowledge of both schemata enables him to predict events and meaning as well as to infer meaning from a wider context. Formal schemata refers to the way that texts differ from one another; for example, a reading text could be a fictional work, a letter to the editor, or a scientific essay, and each genre will have a different structural organization. Knowledge of these genre structures can aid reading comprehension, as it gives readers a basis for predicting what a text will be like (Smith 1994). For example, if a reader knows that the typical format of a research article consists of sections subtitled Introduction, Theoretical Basis, Methods, Results, Discussion, and Conclusion, that knowledge will facilitate their interaction with the article and boost  comprehension. On the other hand, if he is not familiar with this formal schema, teaching it to him could lead to improved reading ability with lasting and beneficial effects. Content schemata refers to the message of the text. One’s familiarity with the content will make more productive and efficient. As Anderson (1994: 469) explains, â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Activating and building schemata  Since the reader plays a fundamental role in the construction of meaning, his age, gender, experience, and culture are important considerations for teachers who want to select readings that will motivate their students. Anderson (1994) notes that when readers cannot locate a schema that fits a text, they may find it incomprehensible. In some cases readers may not have a schema that is significant to the text, or they may need help to activate the pertinent schema to be able to comprehend the text. In such cases it may not be possible for the reader to understand the text, and the teacher must be ready to engage in â€Å"building new background knowledge as well as activating existing background knowledge† (Carrell, 1988: 248). In parallel with this, Bransford (1994) points out that difficulties in comprehension may be caused by the lack of background knowledge presumed by the text, and he sees the responsibility of instructors as being twofold: to activate preexisting schemata and to help students to integrate isolated â€Å"parcels† of knowledge into a schema or to build a new one. If the texts to be read contain a cultural context that is different from the student’s, the issues of formal and content schemata become even more important. McDonough (1995), explains that, to a higher extent, this is the reason why ESL and EFL students find it difficult to read in a second language with texts that contain cultural assumptions of the target culture. They may lack the culture-specific background knowledge necessary to process the text in a top-down manner. His reports on several studies demonstrate how people outside a given culture may misunderstand events with unfamiliar cultural connotations. (Students from different cultural backgrounds taking standardized tests which assume common schemata for will also face the same problem. ) Applying schema theory to L2 reading Based on the aforementioned ideas, it is obvious that in order to teach reading effectively, the teacher’s role to activate and build schemata is paramount. To achieve it, he should in advance select texts that are relevant to the students’ needs, preferences, individual differences, and cultures in order to provide meaningful texts so the students understand the message, which entails activating existing schemata and helping build new schemata. Then, after selecting the text, he needs to do the following three stages of activities to activate and build the students’ schemata. (1) Pre-reading activities, in which the teacher have students think, write, and discuss everything they know about the topic, employing techniques such as prediction, semantic mapping, and reconciled reading. The objective is to make sure that students have the relevant schema for understanding the text. (2)During-reading activities, in which the teacher guide and monitor the interaction between the reader and the text. One important skill teachers can impart at this stage is note-taking, which allows students to compile new vocabulary and important information and details, and to summarize information and record their reactions and opinions. (3)Post-reading activities which facilitate the chance to evaluate students’ adequacy of interpretation, while bearing in mind that accuracy is relative and that â€Å"readership† must be respected as long as the writer’s intentions are addressed (Tierney and Pearson, 1994). Post-reading activities focus on a wide range of questions that allow for different interpretations. While schema activation and building can occur in all three stages, the pre-reading stage deserves special attention since it is here, during the students’ initial contact with the text, where their schemata will be activated. Pre-reading activities Pre-reading activities is aimed to activate existing schemata, build new schemata, and provide information to the teacher about what the students know. In their report on the positive effect various pre-reading activities had on reading comprehension, Chen and Graves (1995, 664), define them as â€Å"devices for bridging the gap between the text’s content and the reader’s schemata†. Various activities and materials can help the teacher introduce key vocabulary and reinforce concept association to activate both formal and content schemata. Formal schemata will be activated by employing devices such as advance organizers and overviews to draw attention to the structure of a text. The content schemata will be activated by using various pre-reading activities to help learners brainstorm and predict how the information fits in with their previous knowledge. One of the most important pre-reading activities proposed by schematic theorists isprediction. According to Goodman (1988: 16), prediction is important because â€Å"the brain is always anticipating and predicting as it seeks order and significance in sensory inputs†. Smith (1994, 19–20) defines prediction as â€Å"the prior elimination of unlikely alternatives†. According to him, predictions are questions the readers ask the world and comprehension is receiving the answers. He emphasizes that it is prediction that makes skilled readers effective when reading texts that contain familiar subject matter. â€Å"Prediction brings potential meaning to texts, reducing ambiguity and eliminating in advance irrelevant alternatives. Thus, we are able to generate comprehensible experience from inert pages of print† (Smith 1994, 18). Another pre-reading activity is previewing, where students look at titles, headings, andpictures, and read the first few paragraphs and the last paragraph; these activities can then help students understand what the text is about by activating their formal and content schemata and making them familiar with the topic before they begin reading in earnest. Semantic mapping is another pre-reading activity that Carrell, Pharis, and Liberto (1989: 651) describe as a useful way to pre-teach vocabulary and to â€Å"provide the teacher with an assessment of the students’ prior knowledge or schema availability on the topic†. This activity asks students to brainstorm about the reading topic as the information is displayed on a graphic â€Å"map. † As students make associations, the map becomes a thorough summary of the concepts and vocabulary that they will encounter in the reading. It can also help build schemata and vocabulary that students do not yet possess. Again, it is important to know something about the students so the selected texts contain the type of material that is likely to be familiar and interesting to them. Reutzel (1985) proposes another type of pre-reading activity called reconciled readinglesson, which reverses the sequence presented by many textbooks where the text is followed by questions. Instead, the teacher develops pre-reading questions from the questions that appear at the end of the reading. Smith (1994) criticizes comprehension exercises presented at the end of a reading because they are like memory tests. He argues that using prior knowledge efficiently contributes to fluent readers, and he believes that there is a reciprocal relationship between visual and non-visual (prior knowledge) information; the more the readers have of the latter, the less they need of the former. Although not all the post-reading questions can be easily turned into pre-reading ones, this strategy can be invaluable to activate schemata. 3. The metacognitive view According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e.before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text—such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. Guidelines for Effective Teaching of Reading After discussing the ideas and concepts presented in the three reading theories, we are now on the position of arranging tips and guidelines for implementing a theory of reading which will help to develop our learner’s abilities. These tips are arranged in three sections which are parallel with the three consecutive reading stages: before reading, during reading, and after reading. Pre-Reading Tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. First, teachers need to make sure that the texts to read contain words and grammatical structures familiar to the learners. If the texts contain unfamiliar vocabulary, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words. Second, teachers should make sure that the topics of texts chosen are in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. If they are not, it is necessary to provide the necessary background information to the reader to facilitate comprehension. This activity could be carried out by letting the class members brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The followings are some activities teacher can use during the pre-reading stage. These activities will not take a very long time to carry out. However, they are very effective in overcoming the common urge to start reading a text closely right away from the beginning. 1. Teacher-directed pre-reading, in which some key vocabulary, ideas in the text, and the type of the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework. The text types are also necessary to introduce because texts may take on different forms and hold certain pieces of information in different places. The students’ familiarity with the types of the text they are reading will develop their understanding of the layout of the material. Such familiarity will, in turn, enable them to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. 1. Interactive activities, in which the teacher leads a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary  to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. 1. Reflective activities, in which students are guided to make themselves aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this strategy can be left to the readers. For instance, the students may be guided to ask themselves,â€Å"Why am I reading this text? What do I want to do or know after finished reading this? Being aware of their purpose and goal to read, later—in during reading activities—they can determine what skill(s) to employ: skimming, scanning, reading for details, or critical reading During-reading tips The activities carried out in during-reading stage consist of taking notes, reacting, predicting, selecting significant information, questioning the writer’s position, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The followings are tips that encourage active reading. Practicing them will help the students be active readers. 1. Making predictions: The students should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. 2. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. 3. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. 4. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. 5. Re-reading: Students should be encouraged to become sensitive to the effect of reading on their comprehension. 6. Making use of context or guessing: Students should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. 7. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers analyze unfamiliar words by break them into their affixes or bases. These parts can help them guess the meaning of a word. 8. Reading in chunks: To ensure reading speed, students should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. 9. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. 10. Paraphrasing: While reading texts, it may be necessary to paraphrase and interpret texts sub-vocally in order to verify what was comprehended. 11. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips 12. Post-reading activities basically depend on the purpose of reading and the type of information extracted from the text. Barnett (1988) states that post-reading exercises first check students’ comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content, but rather to see into another mind, or to engage new information with what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. 13. Generally speaking, post-reading can take the form of these various activities: (1) discussing the text: written/oral, (2) summarizing: written/oral, (3) making questions: written/oral, (3) answering questions: written/oral, (4) filling in forms and charts (5) writing reading logs (6) completing a text, (7) listening to or reading other related materials, and (7) role-playing. RESEARCHED BY: FARNAIDA L. ABUBACAR, MAT-ENGLISHJULY 01, 2011.