Law and Morality Essay Example for Free

Law and Morality Essay It is not an everyday occurrence that someone must decide the fate of anothers life. The dilemma of making a decision that someone must die in order for the others to survive, can obviously be troubling. The process in which the termination of ones life may be easy to make, but to justify that decision is the most difficult one. This paper is given a situation in which a decision of taking ones life is essential. The situation is that a nuclear war has occurred, which has destroyed most of the centres of civilization. There are five people that are that have escaped death by finding their way to a nuclear bunker. These five people consist of a pregnant woman; an old man, who is a retired judge; two teenagers a fourteen-year-old boy and a sixteen-year-old girl; and a young and healthy woman who is a doctor. They all have been there for fifteen days and they must remain there for an additional fifteen days before they can be rescued. The problem is that although there are five of them in the bunker, there is only enough food for four people to survive for the remaining fifteen days. Rationing the food will not be of any use, because all will die with such a plan. The only way for most of the survivors to live for the next fifteen days is for one to die. Somehow they have contacted an outside source to advise them on the questions of Who shall die? , and How should the decision of choosing the person be carried out? These are all very difficult questions to answer, but something must be done. It is unlikely that someone will voluntarily allow someone to kill them so that the others may live, that is why another form of decision making must be allowed. The best way to do so is probably by that outside aid to suggest that they try drawing lots. For example whoever pulls the shortest straw is the one who dies. With no time to procrastinate, this would seem the most time efficient and fairest way to choose who will die. Of course a reason must be provided to the person who had drawn the shortest straw, and that is the objective of this paper. This essay will explain how the decision will be made that will ultimately take one of the survivors lives to save the remaining four people. From that explanation of the decision made, it will attempt to justify it. This paper proposes to explain and justify the decision by using legal tools such as Law and Morality, the Meta Rule, and The Doctrine of Necessity. The advice provided on how to carry out the unfortunate death of an innocent person may not be a right one, but perhaps it will be legally and morally justified. Law and morality play a large role here, mainly because there is a legal issue and a moral issue associated with the predicament. The reason law has a part in the situation is that after the decision is made, it will be examined legally and must be accountable for its consequences. Morality has its place too, because many will find it morally wrong to take ones life despite any justification. . there is some connection between law and morality, but the two are clearly not identical. First, morality is only concerned with right or wrong, with the good and evil; law is concerned with lots of things on which there is no right and wrong procedures for land registration, incorporation and so on. Second, morality is to some extent uncertain and a matter for each individual, law tries to be objective, written down in black and white and there for all to see. Third, morality often leaves things vague and subject to general principle, law goes into specifics. 1 From that description of law and morality, it is obvious how they relate to the issue here. When the time comes for one of the five people in the bunker eventually to die, it must be legally justified. The reason for this is that murder is illegal, unless legally justified. 2 On the other hand, reasons for the killing must be provided to put to ease those who question the dilemma in accordance to morality. Since law and morality are equally important and both are evenly delicate when dealing with this issue, advising the survivors on what to do will not be easy. Pleasing everybody is impossible, whether it is examined from a legal viewpoint or a moral one. However, if the situation is analysed with both the law and morality issues in mind, there may be a chance that many will see some sort of vindication behind the decision to kill someone. One example that can probably create a good foundation to better explain the complexity of the given situation, is that of the case of R. v. Dudley and Stephens. A basic summary of the case is as follows: Thomas Dudley, Edward Stephens, another man by the name of Brooks, and Richard Parker, who was a boy in his late teens, were the crew of an English yacht. All four of them were cast away in a storm 1,600 miles away from the Cape of Good hope. This boat was not supplied with any water or any food, except a few canned vegetables that lasted them a duration of three days. Being lost at sea, with no food or water, they needed to find someway to keep themselves alive so that they could live long enough for them to be rescued. Many days went by, and within that time they had not eaten or drank anything. Both Dudley and Stephens suggested to Brooks that someone be sacrificed to save the rest, Brooks disagreed, and they never told the boy of the idea. The next suggestion by Dudley and Stephens was that they should draw lots to see who should sacrifice their life to save the others, again Brooks refused and they did not let the boy in on the plan. Eventually the decision that if no vessel were to come around the next day, they should kill the boy. This decision, yet again, came from Dudley and Stephens. Again Brooks disagreed and the boy was never consulted. A day passed and no vessel was in sight. Dudley went to the boy, who was sleeping, and killed him. They fed upon the body of the boy and drank his blood for the following four days when they were finally rescued. After being returned to shore Dudley and Stephens were brought to court, put on trial, and lastly sentenced to death by the court. This decision was eventually brought down to life imprisonment, but then they released Dudley and Stephens after six months. 3 The case of R v. Dudley and Stephens is very similar to that of the one being looked at in this essay. In both cases, each group of people do not have enough or any food to survive long enough to be rescued, someone must die in order for the rest to survive, and both situations have legal and moral repercussions. Both Dudley and Stephens had understandable reasons to kill the young boy in order to survive, and could have escaped being sentenced to death if they had done one thing, consulted the boy. By not consulting the boy, an argument can be formulated to prove that they should have never released Dudley and Stephens from their first sentence of death. The boy never consented to his life being taken away from him, but if he were consulted and provided a reason to why he must be killed then perhaps Dudley and Stephens could have avoided any type of punishment. It is probably safe to assume that the boy would have not wanted his life to be taken away from him, and Brooks obviously rejected all of Dudley and Stephens suggestions, therefore it is apparent that some method of solving disputes was in order. So is the case with the five people in the bunker. Although they are in a dilemma of who and how someone should be chosen to die. Unlike Dudley and Stephens, these five people were able to reach an outside source to aid them with their problem. First of all, this outside source can offer them a method of solving their disputes by administering the Meta Rule. The way in which the Meta Rule operates is as follows, Disputes are resolved by the decision of one or more persons, once arguments from each side of the issue have been put. 4 An outside aid is ideal in such a predicament, because they can offer an objective review of the situation and listen to all the arguments made by those in the bunker; this a process that is called Audialteramparten, which in Latin means to hear both sides. It is important that the decision-maker hear both sides and that the decision-maker also be a generalist. 5 The reason for this, is that by listening to both sides they can know all the concerns that the people in the bunker have, and by being a generalist they can be impartial to the situation, thereby making a rational and fair decision. By imposing the Meta Rule, this outside source can make a decision, and according to the Meta Rule, this must be carried out. Whether or not the decision is wrong does not matter, it is imperative and necessary that one be made to resolve the dispute of who, how, and why someone must die. The doctrine of necessity is a very important notion to this case, because it is necessary that someone die in order for the remaining four survive. ? Necessity knows no law, it is often said. In other words, you cant be held legally liable for an act you had to do. 6 This is what the people in the bunker must remember, and this will legally justify the decision to kill someone. Morally, whether the decision was right or wrong, can be argued till the end of time, but there is no time to accommodate a moral debate. All that is left to do now, is to draw lots and find out who is going to have to die for the others to live. When the selection has been made by lots, the victim yields of course to their fate; or if they resist, force may be employed to coerce division. 7 As harsh as it may sound, if necessity has no legal standing in this situation, it should not stand in any other case. In other words, necessity has been used as an argument to justify ones actions in other cases and is accordingly justifiable in this circumstance. Making a decision on the situation without examining it with knowledge of law and morality, the Meta Rule, and the doctrine of necessity would make it even more difficult to find a rational reason why one of the five people in the bunker should die, let alone justify it. Law and morality illustrated how sensitive a situation such as this can be, and how difficult it is to make a pure legal decision when morals are a large part of everyones lives. The Meta Rule showed that even when the courts are not present to facilitate a case, there is always another method of resolving disputes legally. Finally, the doctrine of necessity explained why some forms of action are necessary and must be taken and applied to a given condition. It is unfortunate that there are cases in which people, whether or not they know each other, must kill someone else to save their own life. It must be even more disturbing, rather than unfortunate, for a person to sacrifice their life for the welfare of another, nevertheless it is noble. Perhaps this goes to show that when it is absolutely necessary to kill someone in order to preserve ones own life, murder is always justifiable. Works Cited 1 Patrick Fitzgerald and King Mc Shane. Looking at Law: Canadas Legal System. 4th ed. (Ottawa: Tri-Graphic Printing Ltd. ) 1994. Pg. 3. 2 Carleton Dept. Of Law Casebook Group. Introduction to Legal Studies 2nd ed.. (North York: Captus Press Inc. ) 1995. Pg. 24. 3 Carleton Dept. Of Law Casebook Group. Introduction to Legal Studies 2nd ed. . (North York: Captus Press Inc. ) 1995. Pgs. 19-24. 4 Fraser, D. Fall Term Law Notes for 51. 100A. (Carleton University) 1996. 5 Fraser, D. Fall Term Law Notes for 51. 100A. (Carleton University) 1996. 6 Carleton Dept. Of Law Casebook Group. Introduction to Legal Studies 2nd ed. . (North York: Captus Press Inc. ) 1995. Pg. 25. 7 Fraser, D. Fall Term Law Notes for 51. 100A. (Carleton University) 1996.

Reflective Essay on Setting Goals

Reflective Essay on Setting Goals Being realistic is the quickest road to mediocrity (Diary Reference). We are always striving to become better versions of our self, constantly changing and adapting to new situation and circumstances. Individual difference and perspective play an important role in decision making and outlook which can translate into everyday practices. Although individuals are unique, useful tools can enable a better understanding of oneself and tap into capabilities that might not be apparent. The real voyage of discovery consists, not in seeking new landscape, but in having new eyes (Marcel Proust). Understanding oneself enables insights into areas for further improvement, therefore, goals need to be interesting and specific in order to be successful. Therefore the level of importance determines commitment and likelihood of persistence in goal setting activities (Locke and Latham, 2006).   Ã‚   By better understating individuals, commitment to goals is more likely to be content specific relating to personal attributes. Goals, therefore, cannot be vague and should be concentrated on areas of high competence (Drucker, 2008). Setting goals can be difficult and challenging and could take effort in reaching a state of flow, an optimal state where the mind is stretched to its limit and a complete absorption in an activity enables the accomplishment of something worthwhile (Csikszentmihalyi, 1990). This state is compounded as the level of engagement is perceived as challenging to ones capabilities, if tasks are too easy then engagement might decrease, whereas anxiety might persist if tasks are seemed too demanding (Locke and Latham, 2006). The effect of self-motivation initiates the goal or challenging targets that individual strive for, this also bridges the gap between current state and the desired state (Locke et al., 1991). Henceforth, without a clear direction, the goal can be very difficult to monitor and accomplish. The choice of personal goal depends on the various factors such as past performance (Spaulding, 1994). When looking at myself, I realised that although I have accumulated diaries previously, I rarely come to set long term goal and rather they are just sets of reflection that I have come to observe. And when I do have goals, there is no clarity and honesty, therefore, reducing my commitment to follow goals (Baumeister, 1985, Latham, 1991). The nature of the module was approached with an open mind which made me proactive and more attentive to specific goals I wanted to undertake to become a better version of myself. It took me a while, but understanding the context specificity requirement of goals led me to become realistic. Furthermore, setting goals that are not too easy as harder goals will lead to greater effort and performance in contrast to easier goals (Yearta, 1995). For any goals to be successful, the one who sets the goal needs to have a sense of purpose and interest, the commitment reflects the importance of the goal (Locke and Latham, 2006). The lack of motivation can correlate with the progression of the goal setting. Therefore, I decided to set goals that added and nurtured me as a character in my life. The specificity of my goal was reduced through interaction with people and module tutors with the help of multiple personality tests. Initially, taking the MBTI personality tests confirmed I was an ISFJ. Positive characterises aside, the test confirmed my trait of having low self-esteem, not focusing on the wider picture and failing to set priorities. Furthermore, using the Twenty Statement (Kuhn et al., 1954) encouraged me to stop swimming in the comfort zone and being honest in questionnaires showed me the value and an opportunity for character enhancement. Therefore, I used these results as a basis for setting specific goals. In secondary school, my capabilities and negativity were addressed in school reports, although academically capable, my characteristics did not show this. In hindsight, my placement year in Nepal also helped me formulate my goals. My line manager would usually delegate tasks that required a high level of communication and positivity. Although the capability was there my general outlook and self-efficacy were put under tremendous pressure and test. Lack of positivity and general communication skill became more of a deterrent and moreover problematic. This could be visible in my academic performance, and my social skills when communicating my ideas. Lack of positivity towards goal setting and motivation was found to affect performance and create a state of high anxiety (Locke, 1968). And all this seemed interrelated to my goals, at times goals will be too difficult to achieve or too easy for me to be motivated to ca rry them out. Lack of positive outlook has been related to negative feedback (Swann, 1987), and as an ISFJ, a lower self-esteem characteristics showed negative attributes. The other factor is the way in which university is orientated, during my placement year abroad, the concept of time in Nepal was flexible, in contrast to the academic pressure and timetabled approached put upon by the institutions. This factor increases my self-motivation and goal setting became more important for me, having the right strategy and clear direction became more immediate. In Nepal my schedule will include waking up early at 5 AM and continuing the day till 10 PM in the afternoon, becoming productivity for 13 hours straight. However, back in university, the concept of time became foreign for me where I had to determine the importance and prioritise tasks accordingly. Having been brought up in a resilient nation (Nepal) and moving schools constantly gave me a sense of disequilibrium, in turn, shaped my current personality of being observant and conservative. The lack of self-motivation translated into a pessimistic outlook in my life. Furthermore, an absence of positive emotions has hindered exploration of myself. Identifying the cause of such traits can help me develop strategic steps into building skills that blossom into useful talents. Writing about the positive experience can also better mood levels (Burton, 2004) and personally the concept of writing diaries has led to the clarity of thoughts and furthermore the recognition of my current situations (Travers, 2011). Analysing further, there has been times where I have come to understand my personal characterises by being proactive. The martial art sport, taekwondo, has progressed me as a character and my self-confidence but has had little impact on my ability to articulate assertively. In relation to coaching, I find it personally difficult to assert my needs, which relates to my personality type (Myers, 1998). My personality type ISFJ, has a desire for structure (Myers, 1998) and closure, therefore creating a rapport and thinking on the feet can become an issue. In my placement year, I had ample amount of times where my coaching skills were tested. However, assertiveness was always something I lacked and furthermore translated into a character flaw. The ability to theoretically apply and analyse myself provided a greater insight into my personality which motivated my perseverance and accountability to this module. When deciding on a goal, I had a clear understanding of what they were going to be. However, clearly stating and defining these were difficult. Having little experience in goal setting and in addition without a clear specific goal, my commitment would likely to erode (Locke and Latham, 2006). During my placement year in Nepal, work was flexible to deadlines and usually vague. It became visible that self-judgement and self-efficacy (Bandura, 1986), was amongst many driving factors for my goal selection. My main goals in relation to the module was to better understand myself by being more conscious about the environment that I was involved in, therefore mindfulness was something that has become a hurdle for me to overcome. As an ISFJ, I can be caught up in catastrophizing, imagining a host of negative possibility (Myers, 1998) that can halt my progression of goals, therefore choosing a goal required me to be realistic. The absence of self-regulation and valued goal commitment, has impacted the quality of my performance. My cognitive emotional response to explain behaviour usually caused further frustration and anxiety which lead to experiential avoidance when carrying out tasks (Gardner, 2004). In relation, my physical goals can at times be put off due to the discomfort it evokes, rather than learning to be mindful and accepting all internal and external experience there is a desire to avoid distress. The spiral of negativity is further strengthened by social mirror theory (Mead, 19 67) and the concept of looking-glass self (McIntyre, 2006), where personally the interpretation of my goal is seen more of a hindrance than character development in relation to goal setting. Conducting my placement year abroad in Nepal did little in terms of amending my bad habits and integrating back into university life these habits needed to be addressed. Therefore specific (Locke and Latham, 1968), personal and SMART (Lawlor, 2012) goals were more likely to ensure my continuity. My first goal was orientated towards physical exercise and fitness, with the objective to climb Mount Snowdon in just my shorts. The aim was to preserve through ten weeks (Start date: October 14th, End date: 2nd December) of cold immersion therapy, to increase my self-efficacy. My direction was following a workout routine and video tutorial each week presented by Wim Hof with challenges and techniques to attain this goal. I used an online application such as Evernote (Appendix 1) for routine planning, in the first couple of weeks to get me started. As an ISFJ, the strong sense of responsibly and duty (Personality Page, 2016) made me more committed towards the goal. Once I started doing the deep breathing and cold ice showers, I felt the physical benefits instantly and this progress continued throughout the day. However, the hardest part would be to ensure that I kept sticking to the routine that I had allocated. My self-efficacy increased by seeing similar individuals succeed similar goals by sustained effort (Bandura, 1986) on social media which sustained my motivation and belief that such feats were possible through effort. My second goal was aimed at nurturing positivity, by doing 10,000 sun salutations (Start Date: 27th November, End date: 1st January 2017). In regards to this goal, changing my outlook on life towards mindfulness and mental wellbeing. A perceived lack of positivity and ignorance has previously been problematic and a hindrance, therefore, creating a SMART achievable plan was the first objective. The purpose was to flourish the effect of positive psychology (Seligman, 2010) and capitalise on them. ISFJ are recognised for suppressing their feeling and usually, the backseat drivers, recognising such traits was useful analysis as these habits were becoming a hindrance in social aspects. Using goal setting theory (Locke Latham, 1960), and further understanding psychological flexibility in the present moment (Biglan, 2008) allowed me to alter the goal in manageable chunks which increased my commitment to the goal and a move towards desired achievable targets. Researching on Duhiggs work on changing habits, I addressed my habit in a way that would benefit the outcome of my goal. It was to not create new habits but changing the existing ones (Duhigg, 2012). I would previously, as a habit, be demotivated to do salutations, especially on a Wednesday (due to sports commitment in the evening) and on day of unsuccessful attempts (after gym sessions) promote this unfavourable behaviour with a nap. These continued to be my reward but using them only after I have tallied up a set number of salutations on my notebook. This insight was further reinforced as cues when I applied it to my physical activities, such as running. This therefore involved taking initiative in improving current circumstance and challenging the status quo rather than passively adapting to present conditions (Crant, 2000). My final goal was aimed towards enhancing my coaching ability by being more assertive. Coaching is the art of facilitating performance, learning and development of others (Downey, 1999).Having prior experience at coaching the junior level (teaching kids aged ten to twelve) I understood the demand that coaching required. However, balancing assertive and empathy has been a challenge. Therefore coaching an athlete to win gold at the university taekwondo championship (Start date: 18th November, End date: 3rd December 2016) was my way of assessing and improving my assertiveness. Assertive characteristics have shown to be a factor for personal development (Downey, 1999) and using so will hopefully improve my coaching abilities. As an ISFJ, there is a need for structure and balance, contrary to coaching which requires the ability to challenge situations and ones belief and accept differing opinions from others. Using John Herons style of coaching was a useful tool for understanding my approach to help, using the model I identified myself as supportive. Furthermore, the practice of unconditional positive regard by Carl Rodgers (Therapy, 2016) allowed me to understand that there is no one way to approach coaching and that there needs to be mutual respect without judgement and evaluation. When I am in the position of responsibility I failed to recognise certain aspects of my client such as religious barriers and personality, which at times, made her difficult to open up. Therefore, a person-centric approach (Rodgers, 1981) was used which suggests that people are intrinsically motivated to grow when the right social environmental conditions are present. Creating a space, free of threat, with the right balance between assertiveness and accommodating allowed openness where the newly taught concepts were not forced upon. Previously such approach would have made her uncomfortable and fearful. At an optimal level, a person-centric approach emphasises the formation of collaborative which is important in determining coaching effectiveness (Palmer, 2009). My communication style was also a factor for increasing assertiveness. Using motivational interviewing also increased her self-efficacy (Miller, 2012) by focusing on previous success and highlighting skills and strengths she already possessed. The desired state at the end of the goal is to assert myself by being more person-centric. Furthermore, transitional approach to coaching helped me identify and bridge the gap in communication style to make the client more autonomous of her decisions and express authenticity. Conceptualising my ego state of balancing the parent style of being assertive and critical, in contrast, the client approach of being a child and resistant. The aim was to be assertive without pushing them too much (Napper Newton, 2000), which is the components of collaborating. With respect, defining and setting specific goals was initially going to be difficult. With the nature of the goal and external factors such as academic and social pressure arising, staying motivated and committed to the desired state was going to be a challenge. Initially, the time bracket was a motivational factor in the progression of the goals, which kept me committed. However, as time progressed there was a visible sign of demotivation which was further fuelled by the academic pressure to do well. Waking up early every morning in order to complete my goal became more of a hindrance and a mundane routine than a motivation. In relation to the first goal, there was a constant battle with my inner voice to see results and I found it hard to keep up with consistent training. My motivation decreased as the novelty of going to new areas for trekking was limited in my area and furthermore, academic pressure meant little time to pursue and truly immerse myself in the goal setting process. Analysing aspects of my diary, I had written the word hard thirteen times and even starting my week seven with this negativity which correlates to the academic pressure and goal setting motivation. Furthermore, the word negativity persisted as week nine progressed to over twelve entries containing the word demotivated. I analysed that the days where I engaged in physical activity and used a checklist to cross out were the days where I used words like relaxed, using the mood questionnaire also became a measurable object. However these goals were personal and systematically engaging in this process was building up my resilience and enhancing self- regulation (Baumeister, Gailliot, DeWall, Oaten, 2006). Simply staying focused and overcoming such barriers increased my motivation to reach this goal due to self-confidence and self-efficacy (Bandura, 1986). Using Beacon Hill as a motivator despite the cold weather made me realise the reality of the challenge. Although the desired state became my motivation small incentive of getting closer to the goal kept me motivated and focused on the goal at hand (Appendix 2). The ambitious goal that I had set in the beginning of the term to reach 10,000 sun salutation by three months was unreliable, but goals need to be challenging and have aspects that make it complex (Locke Latham, 1960). Furthermore, self-initiative and self-direction are paramount in problem solving (Davidson and Sternberg, 2003). When procrastination arose I used the excuse of I am tired to go back to sleep. Therefore, following a routine and giving myself a treat of watching TV or immersing myself in communal events gave me incentives to progress. Keeping a diary of the number of salutations has helped me immensely, waking up in the morning and checking tangible past progress of events is one of those motivational factor. The mood indicators enabled me to visually orientate my perspective into seeing challenges as hurdles. Although this was a progression and a measure of my more specific goal of being more positive I saw how both variables were interlinked. Positive reinforcement strengthened my behaviour as every time I finished my goal, I would get to cross off the task and reward myself with a nap, therefore increasing the likelihood of me repeating this behaviour in the future (McLeod, 2015). Although I was persistent with my goal setting for the first month, it wasnt until I went back home to see a friend halfway through my goal which made me lose track of where my goal was supposed to take me. When I grasped that motivation to complete something relies on you having an intrinsic interest in the task at hand as well as the belief you can carry out the goal (Davidson and Sternberg, 2003), I started to use the method of chunking (Neal, 2006) which allowed me to progress through my long term goal by setting smaller goals (Appendix 3). When I realised that the link between positivity and my goal setti ng was being affected, and when the desired state became more personal, it became easier for me to reach such goals. In the world after graduation, there will be moments where life events will prevent progression or clarity, it is, therefore, a useful skill to be able to identify and reflect on such behaviour and find a way of systematically continuing even at the times of adversary. Additionally, the commitment to this goal was further enhanced by feedback of my progression (Locke Latham, 2002). My challenger back in Nepal initially agreed to give me feedback on this aspect of my goal, however, due to their personal commitment it did not happen until a couple of weeks on. When I did get the feedback, goal clarity was prominent and feedback gave me areas for improvement. In turn, the motivation persisted and tangible aspect related to positivity due to mindfulness (Orzech et al, 2009) was becoming more prominent. Finally, although the client I was coaching for three weeks lost her fight, I have come to learn about setting specific goals and learning to be more assertive (Appendix 4). Evident from my diary were pointers where I learnt and reflected about my approaches and methods used for effective coaching. By learning and applying theories proposed by Carl Rodgers on unconditional positive regard and motivational interviewing allowed me to bridge that gap between theories applied and real life techniques needed. Before my approach would be prescriptive which was unsuitable in this context. Changing and modifying my approach towards supportive enabled a safe environment where being assertive was more applicable. By evaluating transactions between people we have a great resource to identify how others might see us (Newton et al., 2007). With a consideration for Johari window (Luft et al., 1961) on self, I was trying to identify my unknown area and progress through self-discovery. By enlarging the open area, I felt my own character opening up and becoming more expressive as time progressed. The use of this framework enabled me to recognise and increase my awareness of my assertiveness and coaching capabilities, furthermore, understand the feeling of others. During this course, I found it hard and sometimes difficult to give equal attention to the goals. Commitment to the desirable end state of the goal leads to emphasise one goal over another (Fishbach and Zhang, 2008). Therefore the use of Gibbs models (Gibbs, 1988) on self-reflection allowed me to get into daily routines and evaluation. Nurturing long-term character traits has been a central thread running through all three of my goals. Goals by themselves, generate linear growth, habits are capable of generating exponential growth and change. I believe that human complexities can be directed towards achieving the desired state, having a system is what matters and then falling in love with the commitment. Bandura, A. (1986). Social foundations of thought and action. 1st ed. New Jersey: Prentice Hall. 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The Journal of Positive Psychology, 4(3), pp.212-222. Palmer, S. and Whybrow, A. (2009). The handbook of coaching psychology. 1st ed. London: Routledge. Rogers, C. (1981). The Foundations of the Person-Centered Approach. Dialectics and Humanism, 8(1), pp.5-16. Seligman,M.E.P.(2011). Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press. Spaulding, W. and Simon, H. (1994). Integrative views of motivation, cognition, and emotion. 1st ed. Lincoln: University of Nebraska Press. Swann, W. (1987). Identity negotiation: Where two roads meet. Journal of Personality and Social Psychology, 53(6), pp.1038-1051. The Personality Page. (2016). Portrait of an ISFJ. [online] Available at: http://www.personalitypage.com/ISFJ.html [Accessed 16 Dec. 2016]. Therapy, H. (2016). Unconditional Positive Regard -What It Is and Why You Need It Harley Therapy Counselling Blog. [online] Harley Therapy Counselling Blog. Available at: http://www.harleytherapy.co.uk/counselling/unconditional-positive-regard-what-it-is-and-why-you-need-it.htm [Accessed 21 Dec. 2016]. Travers, C. (2011). Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping. Journal of Vocational Behavior, 79(1), pp.204-216. Yearta, S., Maitlis, S. and Briner, R. (1995). An exploratory study of goal setting in theory and practice: A motivational technique that works?. Journal of Occupational and Organizational Psychology, 68(3), pp.237-252. TO do: Add dates to the challenges Add one more appendix for sun salutations

Extensive Reading Why And How English Language Essay

Extensive Reading Why And How English Language Essay An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers (see inventory of titles in Bell, 1994). Familiar titles (e.g. popular Arab folk tales) were selected for both the class readers and the class library, so as to motivate the students to read. These titles proved very popular, as did the practice of reading aloud to the class. Students reading was carefully monitored; formal and informal records being kept both by the researcher, and by the students themselves. Reading diaries and book reports were used, together with a card file system to document the program and record both the titles read and students written comments on the books. A wall chart acted as a focal point for in-class reading, discussion and exchange of titles. Reader interviews were conducted throughout the program, which ran for a period of six months over the course of two semesters. Students became actively involved in running the class library; tables were arranged and titles displayed attractively during the periods set aside for the reading program. Students were taken into the main British Council library for one lesson a week, during which they participated in controlled twenty-minute sessions of USSR 1 (cf. Davis, 1995). With reference to research evidence, we now turn to the role of extensive reading programs in fostering learners progress in reading development and improvement. The Role of Extensive Reading in Language Learning 1. It can provide comprehensible input In his 1982 book, Krashen argues that extensive reading will lead to language acquisition, provided that certain preconditions are met. These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning environment. Elley and Manghubai (1983:55) warn that exposure to the second language is normally planned, restricted, gradual and largely artificial. The reading program provided in Yemen, and the choice of graded readers in particular, was intended to offer conditions in keeping with Krashens model. 2. It can enhance learners general language competence Grabe (1991:391) and Paran (1996:30) have emphasized the importance of extensive reading in providing learners with practice in automaticity of word recognition and decoding the symbols on the printed page (often called bottom-up processing). The book flood project in Fiji (Elley Manghubai: op cit.), in which Fijian school children were provided with high-interest storybooks, revealed significant post treatment gains in word recognition and reading comprehension after the first year, and wider gains in oral and written skills after two years. 3. It increases the students exposure to the language The quality of exposure to language that learners receive is seen as important to their potential to acquire new forms from the input. Elley views provision of large quantities of reading material to children as fundamental to reducing the exposure gap between L1 learners and L2 learners. He reviews a number of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs . There was a spread of effect from reading competence to other language skills writing, speaking and control over syntax, (Elley 1991:404). 4. It can increase knowledge of vocabulary Nagy Herman (1987) claimed that children between grades three and twelve (US grade levels) learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books. 5. It can lead to improvement in writing Stotsky (1983) and Krashen (1984) reviewed a number of L1 studies that appear to show the positive effect of reading on subjects writing skills, indicating that students who are prolific readers in their pre-college years become better writers when they enter college. L2 studies by Hafiz Tudor (1989) in the UK and Pakistan, and Robb Susser (1989) in Japan, revealed more significant improvement in subjects written work than in other language skills. These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective means of fostering improvements in students writing. 6. It can motivate learners to read Reading material selected for extensive reading programs should address students needs, tastes and interests, so as to energize and motivate them to read the books. In the Yemen, this was achieved through the use of familiar material and popular titles reflecting the local culture (e.g.. Aladdin and His Lamp). Bell Campbell (1996, 1997) explore the issue in a South East Asian context, presenting various ways to motivate learners to read and explaining the role of extensive reading and regular use of libraries in advancing the reading habit . 7. It can consolidate previously learned language Extensive reading of high-interest material for both children and adults offers the potential for reinforcing and recombining language learned in the classroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms (Wodinsky Nation 1988).Therefore, students automatically receive the necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production. 8. It helps to build confidence with extended texts Much classroom reading work has traditionally focused on the exploitation of shorts texts, either for presenting lexical and grammatical points or for providing students with limited practice in various reading skills and strategies. However, a large number of students in the EFL/ESL world require reading for academic purposes, and therefore need training in study skills and strategies for reading longer texts and books. Kembo (1993) points to the value of extensive reading in developing students confidence and ability in facing these longer texts. 9. It encourages the exploitation of textual redundancy Insights from cognitive psychology have informed our understanding of the way the brain functions in reading. It is now generally understood that slow, word-by-word reading, which is common in classrooms, impedes comprehension by transferring an excess of visual signals to the brain. This leads to overload because only a fraction of these signals need to be processed for the reader to successfully interpret the message. Kalb (1986) refers to redundancy as an important means of processing, and to extensive reading as the means of recognizing and dealing with redundant elements in texts. 10. It facilitates the development of prediction skills One of the currently accepted perspectives on the reading process is that it involves the exploitation of background knowledge. Such knowledge is seen as providing a platform for readers to predict the content of a text on the basis of a pre-existing schema. When students read, these schema are activated and help the reader to decode and interpret the message beyond the printed words. These processes presuppose that readers predict, sample, hypothesize and reorganize their understanding of the message as it unfolds while reading (Nunan 1991: 65-66). Practical Advice on Running Extensive Reading Programs 1. Maximize Learner Involvement A number of logistical hurdles have to be overcome in order to make an extensive reading program effective. Books need to be transported, displayed and collected at the end of each reading session. Considerable paperwork is required to document the card file system, reading records, inventories, book reports and in maintaining and updating lists of titles. Students should therefore be encouraged to take an active role in the management and administration of the reading program. In the Yemen program, students gained a strong sense of ownership through running the reading resources in an efficient, coordinated and organized manner. 2. The Reader Interview Regular conferencing between teacher and student played a key role in motivating students in the Yemen to read the books. This enabled effective monitoring of individual progress and provided opportunities for the teacher to encourage students to read widely, show interest in the books being read, and to guide students in their choice of titles. By demonstrating commitment in their own reading, teachers can foster positive attitudes to reading, in which it is no longer viewed as tedious, demanding, hard work, but as a pleasurable part of their learning. 3. Read Aloud to the Class In the Yemen study, reader interviews conducted with students revealed the popularity of occasions when the teacher read aloud to the class. The model of pronunciation provided acted as a great motivator, encouraging many students to participate in classroom reading. Students gained confidence in silent reading because they were able to verbalize sounds they previously could could not recognize. This resulted in wider reading by some of the weaker readers in the class. Often thought of as bad practice, reading aloud should play a full part in motivating the emerging reader to overcome the fear of decoding words in an unfamiliar script. 4. Student Presentations Short presentations on books read played an absolutely crucial role in the program and students frequently commented on the value of oral work in class for exchanging information about the books. The reader interviews revealed that most of the book choices made by students resulted from recommendations made by friends and not by the teacher. This demonstrates that given the right preparation, encouragement, sense of ownership and belonging, an extensive reading program will achieve a direction and momentum governed by the learners themselves; a large step in the promotion of student independence and autonomy. 5. Written Work Based on the Reading Effective reading will lead to the shaping of the readers thoughts, which naturally leads many learners to respond in writing with varying degrees of fluency. Elementary level students can be asked simply to write short phrases expressing what they most enjoyed about a book they read, or to record questions they wish to ask the teacher or other students in class. With intermediate students, book reports may be used, with sections for questions, new vocabulary, and for recording the main characters and events. At this level, summary writing is also a valuable practice because it allows learners to assert full control, both of the main factual or fictional content of a book, and of the grammar and vocabulary used to express it. Advanced students can be asked to write compositions, which, by definition, are linguistically more demanding written responses to the reading material. 6. Use Audio Material in the Reading Program The use of audio recordings of books read aloud and of graded readers on cassette proved very popular with the students in Yemen, and is advocated for wide application. Listening material provided the learners with a model of correct pronunciation which aided word recognition, and exposed students to different accents, speech rhythms and cadences. Student confidence in their ability to produce natural speech patterns and to read along with the voice of a recorded speaker is central to maintaining their motivation to master the language as a medium for talking about their reading. 7. Avoid the Use of Tests Extensive reading programs should be without the pressures of testing or marks (Davis 1995:329). The use of tests runs contrary to the objective of creating stress-free conditions for pleasure reading because it invokes images of rote learning, vocabulary lists, memorization and homework. Extensive reading done at home should be under the learners control and not an obligation imposed by the teacher. By their very nature, tests impose a rigor on the learning process, which the average student will never equate with pleasure. 8. Discourage the Over-Use of Dictionaries While dictionaries certainly have a place in the teaching of reading, it is probably best located in intensive reading lessons, where detailed study of the lexical content of texts is appropriate. If learners turn to the dictionary every time they come across an unfamiliar word, they will focus only on the language itself, and not on the message conveyed. This habit will result in slow, inefficient reading and destroy the pleasure that reading novels and other literature are intended to provide. Summarizing comments on the extensive reading done by his subjects, Pickard (1996:155) notes that Use of the dictionary was sparing, with the main focus on meaning. 9. Monitor the Students Reading In order to run an extensive reading program successfully, effective monitoring is required, both to administer the resources efficiently, and to trace students developing reading habits and interests. In the Yemen program, a card file system was used to record titles and the dates the books were borrowed and returned. Input from the monitoring process helps us to record students progress, maintain and update an inventory of titles, and locate and select new titles for the class library. It therefore serves both the individual needs of the reader and the logistical task of managing the reading resources. 10. Maintain the Entertainment This is perhaps the most important aspect of the program to emphasize. Teachers need to invest time and energy in entertaining the participants by making use of multimedia sources to promote the books (e.g. video, audio, CD ROM, film, etc.). They should also exploit the power of anecdote by telling the students about interesting titles, taking them out to see plays based on books, exploiting posters, leaflets, library resources, and even inviting visiting speakers to give a talk in class on a book they have read recently. In these ways, teachers can maintain student motivation to read and secure their full engagement in the enjoyment the program provides. Conclusion Tsangs (1996) study, carried out in Hong Kong secondary schools, provided further persuasive evidence of the effectiveness of extensive reading in fostering learners language development. He found that the reading program was significantly more effective than the writing program (1996:225) . Extensive reading programs can provide very effective platforms for promoting reading improvement and development from elementary levels upwards. Although they do require a significant investment in time, energy and resources on the part of those charged with managing the materials, the benefits in terms of language and skills development for the participating learners far outweigh the modest sacrifices required. If such programs receive institutional support and can be integrated into the curriculum so that they become agreed school policy, as suggested in Davis (1995), they will likely be more readily and widely adopted, particularly in countries where material and financial resources are adequ ate. Notes 1. USSR is uninterrupted sustained silent reading.

The Battle of Vimy Ridge: A Symbol of Canadian National Pride & Awarene

The years since the Battle of Vimy Ridge may have passed quickly, but the legacy of the Canadians whose accomplishments were great in that pivotal First World War battle lives on. Many people claim to this day that Canada came of age as a country on those hard April days in 1917. At first, through the meticulous planning of the battle, the world saw a nation capable of working together and making decisions as a team. Afterwards, with the range of technical and tactical innovations involved in the attack, the world saw a strong nation unafraid to protect and defend. In the end, through great sacrifice the world bore witness to the birth of the Canadian legacy. To conclude that the nation was born on April 9th 1917, on the Artois plains is to deny over three centuries of history during which the ancestors of millions of Canadians devoted their lives to building the country. This is why the Battle of Vimy Ridge wasn’t the birth of Canada itself, but the birth of our legacy- the à ¢â‚¬Ëœtrue’ origin of our nation. Planning is one of the, if not the most, important element of war. This is why the hard-work Canadian military forces put into planning for the attack on Vimy Ridge earned the nation much deserved respect in the eyes of other countries around the world. Germany captured Vimy Ridge early in the war and made it into a strong defensive position, consisting of a huge system of tunnels and trenches manned by soldiers with machine guns and artillery pieces. Previous Allied attacks on Vimy Ridge in 1914 and 1915 had cost the British and French hundreds of thousands of casualties and had been mostly unsuccessful.The planning and preparations for the attack were extensive, and time consuming. The Canadians were trained rigorously. Models of... ...eterans Affairs Canada. http://www.veterans.gc.ca/eng/remembrance/memorials/overseas/first-world-war/france/vimy/battle (accessed April 4, 2014). Canadian War Museum. "The Battle of Vimy Ridge, 9-12 April 1917." WarMuseum.ca. http://www.warmuseum.ca/cwm/exhibitions/vimy/index_e.shtml (accessed April 2, 2014). "The Nationalism Project: Ernest Renan Defining the Nation." The Nationalism Project. http://www.nationalismproject.org/what/renan.htm (accessed April 4, 2014). "Vimy Ridge." Library and Archives Canada. http://www.collectionscanada.gc.ca/first-world-war/interviews/025015-1200-e.html#a.essay (accessed April 4, 2014). "Vimy Ridge." The Canadian Encyclopedia. http://www.thecanadianencyclopedia.com/en/article/vimy-ridge/ (accessed April 3, 2014). "firstworldwar.com." First World War. http://www.firstworldwar.com/battles/vimyridge.htm (accessed April 4, 2014).

Comparison of Ethan Hawke and Kenneth Branaghs Versions of Hamlet Essa

Comparison of Ethan Hawke and Kenneth Branagh's Versions of Hamlet Modern day directors use a variety of methods to hold ones interest. Ethan Hawke and Kenneth Branagh’s created versions of Hamlet that shared some similarities, but ultimately had many differences in respects to an audience’s appeal. An appealing movie is one that has an alluring ambiance and an intellectual stimulus. With these two movie versions, a setting and a mood forced an audience to acquire specific emotions, but Ethan Hawke’s version generated emotions more strongly and effectively. Also, these movies had extremely different uses of music and visuals, but both movie versions incorporated them well for the ambiance it tried to obtain. Finally, both movie versions drew characters to captivate the audience; however in Ethan Hawke’s version, the characters were used so effectively that it was easy to feel involved with them. While both these versions of Hamlet had a captivating ambiance, Ethan Hawke’s version was more appealing due to the intel lectual incentive that it offered. Setting and mood are methods of direction that can change a film’s ambiance and bring on an adundance of intelligent thoughts. Hawke and Branagh both reproduced Hamlet with a setting and mood that were both appealing for an audience. For instance, Hawke created a film much unlike Shakespeare’s play with a modern day setting. At the start of the film, the mood was set using modern visuals and melodies. Then a soliloquy of Hamlet was seen stating his troubling inner emotions. These scenes created a mood of youth and despair which eventually would become very effective in the plot of the film and the development of Hamlet’s character. Branagh’s version created a setting and a mood similar to Shakespeare’s original play. The beginning of the play opened with two guards waiting for the appearance of a ghost. Traditional music and dark visuals like a statue of Hamlet’s father created a mood of darkness and anxiety. This gave the film suspense which was much needed for the story. Clearly, both directors used the setting and the mood to play with particular emotions of the audience. However, Hawke was more creative in his methods and he created a non-traditional setting and mood that related more to a modern day audience. For example, Hawke focused on the mood by choosing camera shots during Hamlet’s soliloquy that... ...ter development was sophisticated and artisitic. In this version, the audience was absorbed with Hamlet’s character. This introduced a variety of thought and reflection making the film more appealing to a widespread audience. Ethan Hawke and Kenneth Branagh recreated Shakespeare’s Hamlet with an alluring ambiance, however Ethan Hawke’s version was more appealing to an audience due to the stimulation of intelligent reflection. The setting and the mood in each of these versions played with the audience’s emotions, but Ethan Hawke’s version brought on stronger ones. Secondly, Ethan Hawke and Kenneth Branagh used different choices of music and visuals that were equally effective in creating the ambiance the directors wished to obtain. As well, both movie versions created characters that tried to influence an audience; but, Ethan Hawke’s version introduced its main character so effectively that an audience was captivated by him. These two movie versions had some similarities, but Ethan Hawke’s different style produced a more appealing film. In the end, it was interesting to view the ways in which a director can try to make an old story more appealing to a modern d ay audience.

START Programs Defined :: essays research papers

The Impact That the START Treaties Have On Public Safety Have you ever thought about a nuclear bomb hitting Wichita? What could we do to prevent this from happening? There have been several attempts to rid the world of nuclear threat. None of these attempts has actually prevailed to the lofty goal of unilaterally removing the threat of nuclear war. Seemingly, the unilateral limitation of nuclear arsenals would be a good idea. To begin, I need to define terms in layman’s to reveal the total meaning of this topic. Each delivery system has a different range. Inter-continental ballistic missiles (ICBMs) have the farthest range of 13,000 kilometers, whereas, submarine launched ballistic missiles (SLBMs) can only reach as far as 12,000 kilometers (Friedman). Unilateral action means that each separate side will act identically. If Russia disassembles 100 ICBMs then the United States has to disassemble 100 ICBMs to create equality. The bloc of treaties designed to assure the unilateral reduction of nuclear arms is the strategic arms reduction treaty (START). The START treaties have three sections; each designed to reduce the number of specific nuclear weapons. I will discuss each version of START in order to show what influence it will have on global safety. START I set the groundwork to begin the gradual decline of nuclear weapons for the United States and the Soviet Union. Each party had approximately 10,000 nuclear weapons of various ranges (Friedman). Under START I the number of total nuclear weapons deployed will unilaterally be reduced to a total not to exceed 6,000 warheads (Carnegie Endowment for International Peace). Which is a step in the right direction.   Ã‚  Ã‚  Ã‚  Ã‚  Both the United States and Russia signed the START I treaty on July 31, 1991 (Carnegie Endowment for International Peace). Although the Soviet Union dissolved around this time, the four countries that remained ratified the treaty. START I entered into force on December 5, 1994, when the five treaty parties exchanged instruments of ratification in Budapest (Kimball). START II continued to reduce the number of deployed nuclear warheads to a total to 4,250 per party (Carnegie Endowment for International Peace). This second treaty further limited the number of ICBMs and SLBMs that can be deployed with nuclear warheads. START II was signed on January 3, 1993 in Moscow (Carnegie Endowment for International Peace).

Project Management Life Cycle Essay

Four Steps of Project Management Life Cycle Project Management Life Cycle is a separation for a project. According to Ms. Cui’s research, managers can separate a whole project to some steps and connect those steps with project operation; the sum of all those steps are project management life cycle (Cui, 2011). There are four components in project management life cycle, which are time requirement, project stages, project task and project result. Generally, because the unpredictability of project, project management life cycle often uses time dimension to control and evaluate the project (Cui, 2011). There are many ways to separate project life cycle into steps. Project Management Institute in United States (PMI) separates the project life cycle into three steps: beginning stage, medium stage and final stage (Cui, 2011). Chinese Project Management Body of Knowledge (C-PMBOK) separates the project life cycle into four steps: Conception Phase, Development Phase, Implementation Phase and Final Phase. Though those two standards have some differences, both of them separate a project into many steps in order to survey and control the operation of project. In my opinion, the standard of C-PMBOK is better than the standard of PMI. C-PMBOK’s standard is not only based on time dimension but also based on activity dimension. C-PMBOK demonstrates the important aim for each stage. However, the standard of PMI is only based on time dimension and fails to demonstrate aims of stages. (1) Conception Phase In this step, the project practitioner should try his or her best to clarify the core mission, the clients’ demand, the aim and the definition of his or her project. In business, project practitioners may send a Request for Proposal (RFP) to customers. According to the feedback of RFP, project practitioner will make a basic concept for his or her project. Feasibility report and project design are two necessary documents in this step. (2) Development Phase In this step, project practitioner should make the detail plan for the whole project and discuss this plan with customers. This step is the last step before the project will be put into practice. Not only a plan, a scheduling duration should be set up for next stage. In addition, project practitioner should organize the team and arrange works. (3) Implementation Phase In this step, the project is implemented. Project team should works as the project plan and ensure all phased aims achieved. (4) Final Phase After Implementation Phase, the work of the project is finished. However, finishing all works does not means that the whole project finishes. In this step, some important work still should be done. For example, in trading business project, project practitioner should check out whether the goods are delivered to correct client and whether all invoices are paid in time. In addition, the feedback from clients and the lesson learned are both should be done in this step. People should understand that those steps above are a general method to separate the project life cycle. Both standards of C-PMBOK and PMI are guides rather than practical ways. In different industries, most of managers will use those ways to separate manage their projects. However, according to the different characters of industries, managers separate their project based on their different needs. For Instance, in urban construction industry, Morris Model is widely used in project management life cycle (Dong & Wang, 2010). Morris Model separates the project life cycle into four steps, which is same as general method. However, steps in Morris Model demonstrate the characters of urban construction industry: Feasibility step, urban planning and designing, building step and putting into use step (Dong & Wang, 2010). The Ways to Evaluate and Control the Project To ensure the project operating well and on time, the ways to evaluate and control are important. In current project management life cycle theory, three concepts are introduced to managers, which are used to evaluate the project operation. (1) Checkpoint Checkpoint is a specific time point. Managers will set up many checkpoints in each steps of project life cycle. Every checkpoint will have a specific time span with another one. Manager will compare the situation of project operation with project plan to check whether or not the project is on track. For example, when China Merchants Bank designed their new system, the manager of IT department set a checkpoint every two week to evaluate whether this employees finished their work as project plan that is 1000 lines computer programs per week. (2) Milestone Milestone is a specific time point, too. However, different with checkpoint, the project will be evaluated not only whether the time schedule is okay but also whether the quality and goal requirements are achieved on milestone. Milestone will be set after a stage work finish. In a step of project life cycle, there will be many checkpoints but only few milestones. (3) Baseline Baseline is a kind of special milestone. The stage work before a baseline will be the basis of the stage work after this baseline. For example, when airplane company designs a new plane, engine design and tuning will be a stage work followed by a baseline because of three reasons. First, the engine design and tuning should be finish in time because the fly test cannot be done without engine. Second, the quality of engine design and tune is the core element of the safety of test. Third, the engine design will be one of basics of next stage work – plane tuning. When manager set checkpoint, milestone and baseline, they need to consider carefully. If the time spans between them are too short, the evaluation will be meaningless. However, if time spans are too long, mistakes will accumulate too many and serious to be fixed and rescued. Managers should try to ensure the project is operating as schedule. If missing the checkpoint, milestone or baseline, managers need to fix their plan to chase the time expected schedule, or the project might be delay or failed on quality. Reference Gray, C. F., & Larson, E. W. (2000). Project Management: The Managerial Process. Boston: Irwin/McGraw-Hill, c2000. Project Life Cycle. (2010). Retrieved from http://wiki.mbalib.com/wiki/%E9%A1%B9%E7%9B%AE%E7%94%9F%E5%91%BD%E5%91%A8%E6%9C%9F Dong, W., & Wang, J. (2010). The Project Management Life Cycle of Urban Construction Based on Parallel Engineering. Urban Construction. 4(69). 161-162. Retrieved from http://doc.mbalib.com/view/72774efdf93f3360debc6fa5f66edfd8.html Miao, Z. (2012). The Management of Core Stage of PDM Project Life Cycle. E-Work. Retrieved from http://doc.mbalib.com/view/d1b58b855dd0dc9998b3ee7d4899a771.html Cui, L. (2011). The Optimization Research of Project Management of â€Å"Graduate Student Research Project†. Journal of Guangxi University. Retrieved from http://doc.mbalib.com/view/c6c150395dca43e5a5755d199261d8b5.html