Final - Project and Program Risk Management Essay Example for Free

Final send and Program Risk oversight EssayThis type of management may exhaust on an informal or formal approach, but put on the line management is essential for all project. Risk Management is not a well accepted standard practice since it points out cast out aspects of projects, and there are numerous inhibitions that restrain the dynamics of risk management. According to the Wikipedia, a free web-based encyclopedia, the Project Management Institute (PMI) is a non-profit professional organization with the purpose of advancing the state-of-the-art of project management. The gild is a professional association for the project management profession. The PMI sets standards, conducts research, and provides education and professional exchange opportunities designed to fortify and further establish professionalism. The Project Management Institute, Inc. (PMI() has realized a six-step set of paradees and practices for the risk management process as papersed below 1. Risk Management Planning project risk infrastructure is established and a project-specific risk management plan is generated. 2. Risk Identification events with potentially positive and negative impacts are all the way described. 3.Risk Qualifications risks are evaluated according to nonnumeric judgement protocols. 4. Risk Quantifications risks are evaluated according to numeric assessment protocols. 5. Risk Response Planning strategies to deal with or precluded risks are evaluated and communicated. 6. Risk Monitoring and control risk management and response plans are put into action. b) Why do professionals mandatary Risk Management? Professionals formula Risk Management in organizations since risk some quantify becomes a secondhand issue. This secondary issue occurs since the hold that Project Managers will be able to handle issues and problems as they occur.Since risk remains a secondary issue until an organizations luck runs out or a profitable opportunity is missed, profession als take a more proactive approach to risk denomination and mitigation by applying Risk Management Process and Practices. Based on statistical reading, unfavorable risk events eventually occur in honorable projects without a way to identify and mitigate risk. The Project Manager suffers the repercussions of such type of failure therefore, professionals mandate Risk Management and support its practices in effort to mitigate risk. . Explain the Delphi Technique and steps for legal application. a) Explain the Delphi Technique. When expert interview proficiencys are not an option, the Delphi Technique provides an alternate means for extracting schooling from theatre of operations matter experts (SMEs) without pressuring or forcing them to provide much needed information. Many SMEs prefer not to participate in data-gathering processes therefore, the project manager (facilitator) applies the Delphi technique to collect information directly from the SMEs without infringing on their s chedules.This technique allows the facilitator with directed revue capability from experts after peers have been consulted so the highest quality of information is extracted from the experts. b) Steps for Effective Application. To obtain efficient information from the Delphi Technique, the Project Manager must posses the ability to generate the original questions to present to the experts and to clarify the information from the experts as it is received.The following six (6) major steps will increase the chances of a successful technique application 1) Identify experts and ensure their participation 2) Create the Delphi putz 3) Have the experts respond on the instrument 4) Review and restate the responses 5) Gather the experts opinions and repeat 6) Distribute and apply the data The Delphi technique is a long process, but this technique is promising in extracting information from experts who might not otherwise contribute to a projects body of knowledge. 3.Explain the Crawford S lip Method (CSM). The Crawford Slip Method (CSM) is a classic tool used to combat the negativism inherent in team members while attempting to identify risk and risk information-gathering for a particular product or process. CSM offers a variety of advantages over other information-gathering techniques, in particular, the ability to aggregate large volumes of information in a rattling short time menstruum and the complete avoidance of groupthink. CSM is not the hardest risk management technique to apply when properly facilitated.A understandably established question is defined by the facilitator and provided to all qualified participants. The participants then document their response to the clearly established question on a slip of paper. Providing the same clearly established question to the participants again, they document their response to the question on a slip of paper again. This process is repeated ten (10) times using the same clearly established question to better extrac t all of the unknown information available from the participants involved in the product or process.The initial slips of paper are usually very similar in content however, as the process repeats itself, the later slips of paper tend to generate identification of issues and risks that could have been overlooked without repetition. The strength of Crawford Slip Method is efficiency. 4. deposit SWOT Analysis and their selection criteria. a) Define SWOT Analysis. Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis Technique is a directed risk analysis that identifies risks and opportunities within a higher-level organizational context rather than a projects narrow vacuum.

Advantages and disadvantages of Home-working Essay Example for Free

Advantages and disadvantages of Home- fiting Essay or so of organizations use ICT for their work. Using ICT has append the pace of organizations by a huge factor as rise up as helping in many separate counsellings. However, everything has its disadvantages as well as advantages the disadvantages of using ICT is ontogeny some physical diseases, increased chances of fraud through ICT, etc. Day by day, new technologies argon exploited and new ways of using ICT is introduced to people.One of the changes that can be brought to an editing company is to increase the amount of home-working. Increasing home-working bequeath rich person many positive effects on the organization as well as some bad. If home-working is increased, the staff will have an opportunity of preparing their ergonomics just the way they want it to be.This will provide the staff with a more comfortable environment, and a better stance of the brain this way the staff can be more active and contribute more to t heir job. The other benefit of increasing home-working is that the risk of hacking and fraud of the data is reduced. If the staff member does most of his/her work at home, this means that he stores it in his own personal area. If someone broke up into the company, they custom be able to find that information, because it is not stored in the companys ICT.If home-working is increased, the staff member will be able to do his/her work whenever, wherever he/she wants this wont give them a hard time trying to make up in the office on time. It will also help reduce transport. The members can do the work from home and will not need to go to their office. The reduction in transport is turn up helpful for the environment.The disadvantages of increasing home-working are that the worker should be a responsible person. Many people will not do something unless they are forced to. If the employee of an organization is an irresponsible person, home-working will shows a decrease in productivity o f an organization. The staff member should be able to differentiate between their personal life and work life to be able to have as successful life.The other disadvantage of home-working is that the employee is independent darn working this might raise a temptation of not working in them since there is no boss to tell them to do the work. Also, the boss would not know which employee is more productive than others, therefore they wont be able to reward, or penalize any of the employees.Keeping to the deadlines is very important. If given a delegate to complete by a certain date, it will be the responsibility of the employee to manage their time and have the task done by the deadline. However there is no guarantee that something wont go wrong. perhaps for example, losing all the data due to some technical or software error in the computer. in that respect might even be some kind of a physical damage to the machinery which will outride the task. But being away from the employers si ght, it might be difficult to prove that such an incident had rattling take place.

Irish Violence and the Troubles Essay Example for Free

Irish Violence and the Troubles EssayIn this essay I testament examine the effect of silence during the troubles on individual and national identities with particular interest to Seamus Deanes rendering in the calamitous, Tim Pat Coogan states that the term Irish Troubles refers to a whole history of violence and colonialism that Ireland has endured, over the start thousand years. To the physical force school of Irish nationalism the Norman coming is generally regarded as the starting point for eight hundred years of British oppression (Coogan, 1996, p. 43).In addition to this, he explains that the term troubles, is now directed to the modern, twentieth century troubles. They mainly occurred during 1960 to 1998. The reason for the violence and anger in Northern Ireland is due to the divisions between the nationalists (Roman Catholics) and the unionists (Protestants). The nationalists identify Northern Ireland as part of Ireland, not a go bad country, and not another colon y of the United Kingdom whereas the unionists have enceinte allegiance to Britain and regard their rank as part of the UK with pride (Coogan, 1996, p. 1).But the Irish agony had been building up slowly also, root in complex factors, atomic number 53 of which geography, pre-dates the dawn of history others involve the outworkings of two forms of colonialism, those of receive Church and Mother England (Coogan, 1996, p. 1). Discrimination also factored into the tension between the two groups. The unionists rule over Northern Ireland affected or so Catholic lives negatively, as they were a minority they were discriminated in areas of employment, housing and education. Internment or also cognize as Operation Demetrius is one key issue that contributed to the beginning of the troubles (Coogan, 1996. 30).This was introduced by the British Army and the regal Ulster Constabulary it involved arresting anyone who was accused of being against the professional military force immediately, without trial. These aspects stirred resentment from the nationalists and inconsequence caused violent rebellion (Coogan, 1996, p. 145). Thus, the violence that was carried out during the troubles, was chiefly by the IRA (Irish Republic Army), the Ulster inform Force, the British Army and The Royal Ulster Constabulary (Coogan, 1996, p. 18).The aggression of the troubles constructed Northern Ireland to be a place of great instability and tension. In his book The Wretched of the Earth, Frantz Fanon comments on the state of the colonised mind. Fanon was a psychiatrist and a theorist of post-colonialism. His work essentially centred on the developing countries, particularly Algeria. In order to break absent from colonisation, Fanon advocates violence to the colonised and he is renowned for this factor (Fanon, 1967, pp. 10-11). His main concern is his patients, who are mentally ill.In his final chapter Colonial War and Mental Disorders, he explains that his patients suffer not merely b y contend but also from a colonial circumstance (Fanon, 1967, p. 235). But the doctors expound it by portraying as a congenital stigma of the inherent, an original part of his nervous system where, it was stated, it was possible to find the check of a predominance of the extra-pyramidal system in the native. This contracture is in fact simply the postural accompaniment to the natives reticence, the expression in muscular form of his rigidity and his refusal with regard to colonial authority (Fanon, 1967, p. 35).It is this colonial circumstance that inevitably yields the native into a nervous, mental state. Fanon pays close attention to language and asserts that language is interpreted away from the colonised subject (Fanon, 1967, p. 194). The language of colonising involves removing the natives language and speech. Consequently, the colonised is silenced, and this is an oppressive act. quieten is defined in The Oxford English Dictionary as an absence of sound and speech it can be an evasion of discussing something in particular, or it can be something that is forced upon (Soanes and Stevenson, 2008, p. 1342).Sara Maitland, author of A Book of suppress, attempts to run across silence and claims that the OEDs definition is far too indistinct (Maitland, 2008, p. 25). She explores the essence of it in several ways her own life, history, religion, literature and travel. It is apparent from this book that silence is an ambiguous phenomenon that consists of both positive and negative dimensions. Silence is abstract and transforms itself it can be relative or a complete absence. Maitland observes that it is generally recognised negatively, her patron writes in a letter that, silence is the place of death, of nothingness (Maitland, 2008, p. 8).She justifies that silence is only negative when it obstructs. Maitland describes the common chord forms of interferences a subjects tongue is cut out then they are silenced if somebody is imprisoned, they are silenced, since any noise they make will not be cond if speech is construed as worthless and meaningless, then it is silenced (Maitland, 2008, p. 29). This is very effective and useful for your average oppressor calling someone mad, for example, means they can say what they like but no one will hear this was the sort of silencing the Soviet Union went in for (Maitland, 2008, p. 9).This form of silence interrupts speech and creates a barrier that subjugates the emf speaker. It is oppressive and in effect it becomes a metaphorical prison. Seamus Deanes novel Reading in the Dark was published in1996, two years before the end of the troubles. The novel is a bildungsroman, as it reports the protagonists growth from babe to an adult, so the reader witnesses the protagonists youthful innocence transform with experience, as he comes of age. The vote counter is an Irish Catholic boy who is growing up in Northern Ireland, Derry.It is constructed of smaller stories that are date from 1945 up to 1 971, where the protagonist matures into an adult. These stories are fragments of memories, conversations, myths and events that happened in the area. They contribute in narrating the protagonists growth from a young child to an adult. Thus with backdrop of the violent troubles, the narrator develops his understanding of who he is, by unearthing a profound family secret (Deane, 1996). Deane complicates the whole novel by playing with silence. The style of narration is one of the key methods that he employs to do this.Before the narration begins, the title Reading in the Dark indicates towards a narrative of silence and so to a narrative that will be indecipherable. As mentioned before, this novel is a bildungsroman, a story of self-discovery and identity. Ensuing this, to read is to understand, and so the protagonist will understand and discover himself by reading. However, reading in the dark is a paradox, as it is impossible and in result self-discovery is silenced. The reversal o f dark is light, and light is generally associated with illumination and knowledge (Farquharson, 1999, p. 101).Whereas, darkness contains an absence, so it becomes the visual equivalent to silence. Deane implies by this understanding of the title that the unfolding of the narrative will be an intricate and complicated process. This displays that the colonial landscape painting of Northern Ireland and the troubles create identity as problematic. Pre-eminent among them are the disfiguring effects of both colonialism and postcolonial nationalism alluded to above, the crisis of self-representation produced by colonialist discourse, and the dynamics of power and resistance, history and memory, language and identity within colonial relations.Read from postcolonial perspective, the novel could be described as an exploration of the problematic process of identity formation in a colonialist context (Harte, 2000, p. 152). As a result, Deane deliberately confirms through his title that self-d iscovery and understanding of identity is furthermore complex in a colonised state (Fanon, 1967, p. 182). In consequence, darkness obstructs light and silence obstructs articulation. Therefore, silence hinders the narration.

Approval Letters Essay Example for Free

Approval Letters EssaySAE-UMP Chapter Shell Eco-marathon Asia 2013 Team. 1) Nik Fadhil B Nik Mohammed 24-Jul-1990 23 family hoar EC09051 (Yr. 4) bachelor of Electrical engineering science (Power System) readiness of Electrical and Electronics applied science 2) Muhammad Hisyamuddin b Jaafar 11-Jan-1990 23 Year Old MH09014 (Yr. 4) bach of mechanized engineering with automotive plan talent of mechanical engineering science 3) Wan Nurul Syahirah lay inti Wan Lanang 15-May-1992 21 Year Old FB11041 (Yr. 2) bach of Mechatronics engine room Faculty of Manufacturing technology 4) Mohd Najmi Bin Harith 19-Aug-1992 21 Year OldMH11099 (Yr. 2) bach of mechanised engineering with self-propelling engineering Faculty of automatonlike applied science 5) Muhammad Taufiq Bin Taha 6-Feb-1992 21 Year Old FA11025 (Yr. 2) Bachelor of Manufacturing engineer Faculty of Manufacturing Engineering 6) Nur Aisvah Binti lsmail 2-Jan-1992 21 Year Old MH11062 (Yr. 2) Bachelor of Mec hanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 7) Muhammad Haziq Bin Mazlan 4-Sep-1992 21 Year Old MH11042 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering ) Muhammad Najmuddin Bin Moskori 13-Nov-1992 21 Year Old MH11020 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 9) Wan Muhamad lzzudin Bin Wan lbrahim 4-Nov-1992 21 Year Old MH11038 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 10) water closet Fu Hong 6-Dec-1991 22 Year Old MC12051 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 11) Mohd Firdaus Bin Mohd Rosli 20-Nov-1989 24 Year Old MH09086 (Yr. 4)Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 12) Mohammad Hanif Bin Rameli 11-Sep-1992 21 Year Old MH11032 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 13) Tang Shuen Cherng 15-March-1992 21 Year old FB12056 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 14) Muhammad Khaidir B Azman 24-March-1994 19 Year Old MB12061 (Yr. 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 15) Muhammad Nabil Fikri B Mohamad -Dec-1993 20 Year old MA12070 (Year 1) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 16) Nor Arina Binti Ali Kangsa 4-Jan-1992 22 Year Old MH11090 (Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 17) Wan Amir Haziq B. Wan Mohd Pandi 15-July-1994 19 Year Old MB12056 Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 18) Ng Yee Shian 25-April-1992 21 Year Old MC12054 (Year 1) Bachelor of Mechanical Engineering with Automo tive Engineering Faculty of Mechanical Engineering 9) Raja Imran Shah B. Raja Badrin Shah 24-Apr-1992 21 Year Old MH11036 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 20) Muhammad Aiman Safwan B. Jubri 11-Jan-1994 19 Year Old MB12068 (Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 21) Ng Wei Ming 21-Jan-1992 21 Year Old MC12056 (Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 22) Nor Fadilah Binti Ahmad 19-June-1991 22 Year OldMH11097 (Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 23) Lee Shun Jian 25-June-1992 21 Year Old FB12043 (Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 24) Chan Chao Shiung 24-August-1989 FB12061 (Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 25) Mohd Aiman Bin Mahusin 19-Jan-1990 MH09068 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 26) Mohd Amiruddin Bin Alias 14-Jan-1992MH11076 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 27) Nurul Hasnah binti Awang 24-May-1992 FB11011 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 28) Muhamad Syazwan Bin Zolkafli 6-Jul-1991 MH11074 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 29) Che Wan Abdul Rashid Bin Che Wan Hitam 14-Jan-1992 MH11015 Yr 2 Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering

The Origins and beliefs of Shia and Sunni Islam Essay Example for Free

The Origins and beliefs of Shia and Sunni Islam EssayDuring the set-back 30 years afterward the vaticinators death Muslims were governed by four khalifahs who were slap-up men chosen by the community for their adjacentness to the Prophet and their good characters. They were unselfish, tolerant, and well versed in the Quran, and they had been the Prophets dearest friends. They had learned from him all his commissions and attitudes. These first four khalifahs were k promptlyn as the Rashidun or rightly-guided or orthodox.The word khalifah actor successor. Instead of living like princes, they lived very simple lives as the Prophet had done, in close touch with the people. They were renowned for their ragged and torn clothing, and their refusal to take each luxuries for themselves. Khalifahs were the most beta people in the Muslim state, save were horrified if eitherone started to value of them as kings they were simply servants. Only deity was King.The first khalifah w as Abu Bakr, who ruled from 632-4 CE. Before he died he elected Umar to be the next khalifah. Ali and his supporters opinion this was wrong, nevertheless ref utilize to bear a grudge. Umar ruled from 634-44 CE, after being stabbed (by Firuz, a Persian slave) six quantify in the back whilst he was praying.Uthman was the next khalifah to be elected, after Ali had refused the position. He was a contour and gentle man, but tended to elect many friends and relatives to key positions. When he was 80 many Muslims, particularly the supporters of Ali, model that he should abdicate, but he refused to do so. Soon afterwards, while Uthman was at prayer, he was killed by a group of angered Egyptians. He had ruled from 644-56 CE. ultimately, 24 years after the Prophets death, the khalifate passed to Ali. He ruled from 656-61 CE. He was famous for his extreme piety and faithful transmission of the Prophets sayings. His supporters thought of him as the Conscience of Islam.Alis appointment as k halifah was opposed by Uthmans cousin Muawiya, who was supported by the Prophets surviving wife, Aishah. Muawiya and Aishah demanded avenge for the murder of Uthman, but Ali didnt grant this. There was a battle, the Battle of Siffin, where Muawiya and Ali agreed on peace, but somehow Ali had been tricked and Muawiya was announced as khalifah. A group of Muslims, the Kharijites, were so outraged by the incident decided to end the impurity by killing them both.Some people felt right from the beginning that Ali should have been the Prophets successor. They were not content to hang business office going into the hands of the old chief family of Makkah which had so recently persecuted them and had ceaselessly been jealous of the power of the Prophet. They claimed that the Prophet had always trained Ali to take over. Ali deputized for the Prophet in his lifetime and was the father of the Prophets grandsons. They claimed that those who had elected Abu Bakr insisted he was the Prophets c hoice, and was the senior male Muslim leader.However, the supporters of Ali still felt the khalifate should have stayed in the line of the Prophet and Khadijah, and now that Fatimah and Ali were dead, they insisted the next leader should be Alis son Hasan.Muawiya would not agree, and in the end Hasan came to an understanding that the khalifate would revert to his family all after Muawiyas death. However, when Hasan died (some claim he was poisoned) Muawiya made his own son Yazid the heir.Those who supported the Prophets descendants became known as the Shiat Ali or Party of Ali. They are now called Shiites. They refused to accept the first three khalifahs and claimed Ali was really the first, followed by the Prophets grandsons Hasan and Husayn. Shia Muslims imagine that leadership (the position of khalifah) should be exclusive to the family of the Prophet.Sunnah is the Arabic word for custom or authority, and Sunni Muslims meet themselves as the true followers of the Sunnah or Way of the Prophet. They insist that the Prophet had intended elections so that the best man would succeed, and not to start a family line of rulers, like Kings. Sunnis are the study branches of Islam. close 90 percent of Muslims are Sunni. They base their standards of their faith on the Quran plus the Hadiths of the Prophet and the laws base upon them. They believe that leadership should be decided by a democratic election based on a majority vote.The Shiites, on the other hand, are a smaller group around 10 percent of modern font Muslims but with a tendency to devotion that borders on fanaticism. The number of Shiite Muslims is increasing as people in many developing countries are reacting against the decadence of the modern world. Shiism is the state religion of Iran, and is promptly increasing in strength in Pakistan, Iraq, India, the Yemen and the Lebanon.A summary of the principal teachings and aims of the Ayatollah KhomeiniIslam to Ayatollah Khomeini is the noble warriors r eligion. It is of those who seek justice and righteousness, demand independence and liberty, and struggle to prevent the unbeliever as well as the tyrant from example power over the Muslim. He believes Islam is not just a code which governs the moral conduct of an individual, but also a set of rules and regulations which provide for every need and all requirements. He looks the introduction of the modern education, the adoption of constitutional parliamentary systems of government, and the promotion of Westernised criminal codes as nothing but deliberate means to undermine Islam, by encouraging the faithful to abandon their religion.Khomeini calls on the Muslims to emulate the example of the Prophet and the first three Imams. He demands their transformation into holy warriors to save Islam from the dangers confronting the religion. He encourages his students, as the new soldiers, to believe that theirs is a total system and to reject the notion that in that respect is a similari ty between Islam and Christianity.Khomeini thinks that Muhammad, and Imam Ali, were preachers, rulers, and administrators. He believes in succession, and also in the necessity of appointing a successor to the Prophet. The successor must be a preacher and a jurist, and must ensure the obedience of the community to the Quran. To conclude, Khomeini states that there must be a state based on Muslim legal philosophy.The aspects of Western life religion, in general, and Islam, in particular, should take issue or advance.In the modern world one give the bouncenot do all the things which are demanded by antiquated religions. Islam is a prime example of this.How can a law laid down fourteen centuries yesteryear in the Middle East meet all the complex demands and pressures of modern technological civilization? Muslims dont think of it like this, no Muslim can accept the idea of a society without God. Muslims must render to God, and that means they must not choose which of the revealed laws they will or will not abide by. How can they approximate which laws are more important than others? Only God knows the full reasoning behind them.The Muslim rules of appearance are split up into five categories. Firstly fard, or wajib, which are things which must be done. second mandub, or mustahab, which are recommended actions. Thirdly mubah, which are actions to be decided by conscience. Next is makruh, which are disapproved actions. Finally haram, which are things never to be done. Most of modern life falls in the mubah section. Whatever is not actually forbidden is permitted, under the guidance of your conscience. If an action is harmful to yourself or anyone else, it cannot be recommended by a Muslim.If qiyas (principles worked out by analogy) and ijtihad (exercise of individuals opinion) are used properly, it remains always possible to offer fresh intellection on past decisions. Also it is possible to keep pace with the ever-changing world. Modernist Muslims feel tha t this is vital, and that the reason for the past stagnation of Islam was the over-emphasizing of and clinging to the decisions of the madhab imams of the five classical schools, and the neglecting of todays great scholars and thinkers. Other reformers are known as fundamentalists because they seek to keep nothing but the original teachings and reject all modern interpretations as innovations (bida).There are many Muslim laws which need to be resisted or reformed. Some of these are based on a Muslims manners, for there is a great emphasis on showing consideration to others. The laws say that Muslims must pay close attention to cleanliness. They are expected not to be even the slightest bit dirty at any times. Before and after sexual intercourse they are expected to wash. With the amount of washing it is said is needed, it would be very hard to do anything but wash in the modern day, with pollution. This therefore needs to be changed. There laws about table manners are fine, and most are the same as used all over the world.The way in which Muslim women dress is in a very minor(ip) way, thus many traditional costumes are not acceptable for they are to revealing. It is in fact a good idea for it stops Muslim women from flirting with, or attracting, men. This stops the chances of adultery. Passions, if not under control, can cause endless hurt and disturbance. Muslim men are expected to be modest too, and always to be clean and smart.Muslims have many food laws. In these there are listed some flagitious foods which are forbidden, these are called haram. These are any products made from a pig. Meat containing blood. Meat from an animal which dies of itself ascribable to disease or other natural causes. Any flesh-eating animal. Any animal which has been strangled, beaten to death, killed by a fall, gored by another animal, or partially eaten by another animal. Or finally any animal sacrificed to idols.These laws greatly affect the Muslims ability to mix socially with non-Muslim neighbours, since nearly all shopping centre in the West has been killed by electrocution or firing a bolt into an animals brain, and is therefore forbidden to Muslims. They should not buy meat from a market unless it is known to be halal (this is the Muslim word for meat which they can lawfully eat). Many Muslim children do not eat school dinners because of their food restrictions.another(prenominal) of the Muslims problems is schooling. There are four main areas which these problems fall into. Immodest dress, especially in PE lessons not separating boys and girls after the age of ten sexual instruction in the classroom and religious instruction that is either Christian or Jewish (i.e. Bible based) or Islam presented in an incorrect manner. There are several things which Muslims consider to be wrong with these. It is because of the lack of schools which provide the rules and facilities needed for Muslims, that many Muslim schools have been started.One of the major difficulties for a Muslim is there ability to find time to pray. Some employers are not eleemosynary if workers want to break off for a few moments to pray. Often there is no private show up for them to go, or facilities to wash with first. This makes life very hard for Muslims, and I therefore believe the laws about praying should be slightly more lenient.Overall one can see that Muslims confront many clashes between their laws and the way of the western civilization. For them to get on more easily in the modern world they must reform or resist some of their strict laws and traditions.

International Project Management Association Essay Example for Free

multinational Project Management experience Essay?International Association of Project and Program Management (IAPPM) Vision- (iappm. org 2013) To raise and add value to our international members and the project community at large eitherowing them to manage projects and classs successfully utilise the right tools, skillsets and methods. Mission- (iappm. org 2013)As a worldwide global project organization IAPPM will create value unneurotic with our members, project communities, business partners and corporations by leveraging our content, collaboration and business management insight.The IAPPM focuses on project and program management in the private sphere, offering their insight to partners, PM communities, and members globally. International Project Management Association (IPMA) Vision- (ipma. ch, 2013) Our Vision IPMA is the leading authority on competent project, programme and portfolio management (PPPM). Through our efforts, PM better(p) practice is widely known and appropriately applied at all levels of public and private sector organizations. IPMA directs attention to the portfolio aspect as well as project management on a global scale.IPMA also includes public sector project management for governments and other public agencies. American Society for the proficiency of Project Management (ASAPM) Vision- (asapm. org, 2013) asapm is the U. S. A. s premier Project and Program Manager performance-based credentialing organization, and a tireless instigate of effective project management practice throughout all organizations. Appropriate and effective elements of PM surgical process are widely demonstrated and acknowledged, not just by PM practitioners, but by all individuals in all organizations.ASAPM acknowledges interest and membership for any individuals for membership. ASAPM also claims to be part of IPMA as an American focused branch. Project Management Institute (PMI) PMI does not progress to a vision statement. They do however, have lis t of core values. From these values I infer PMI focuses on certifying and advancement of PM professionals. They also clear define and explain project management to inquisitive and unaware. References http//www. iappm. org/about. htm http//ipma. ch/about/ http//www. asapm. org/a_home. asp http//www. pmi. org/

Minimizing Verb Tense Errors

Minimizing Verb Tense actus reussIn 21st century, globalization, development of information technology and growth of population in face learners expand interests and demands on position create verb all in ally adroitnesss (Warschauer, 2000). This gets connected to interests on sound establishment strategies and it leads to promote development of effective English piece of music approach. magic spell facilitating at a halt lessonsing of secondary bespeak as learner- instructors the questioners were sufficient to notice that most students confound a lot of nastyies when it comes to write activities during English coursees. It was alike observable when maven of the researchers was checking second year students glob physical composition opus. They are regularly filld to write globe theme constitution, and it was found out that most of them still commit grammatic erroneous beliefs. Although, they are monthly wedded time to write journal entries as makeup a ctivities, researchers could not keep on clear changements on their pen outputs. English teachers at Paco Catholic School (PCS) usually check students thoughts deep down essays notwith baulking not for grammatical fallacys in depth. When checking formal theme writing, the content is usually prioritized rather than grammar.As mentioned above, since writing is one of the signifi tusht factors in cognition and teaching ESL and due to the existence of many baffling areas in writing, this information aims to build awareness nigh whatsoever L2 writing difficulties among learners and teachers with possible solutions to it.Problem comment and DocumentationThe map study is an attempt to observe and analyze the needs most specific difficulties among tall nurture second year students in writing menage. The data for this study are based on the abridgment of formal theme writing, peck questionnaires given to the students, and interview of teacher.Analysis of Grammatical Errors in titular Theme WritingThe researchers collected and analyzed the formal theme of students from one section (II-13) in distinguish to obtain some information nigh common grammatical areas that students commit actus reuss. The purpose of this document analysis is to establish that the second year, section thirteen students have problems with their grammar problems in writing skills. First, formal theme of 40 students was checked by focusing on grammar. Overall, ten grammatical areas were classified, including verb form, sifts, verbs, preposition, pronoun, connectives, infinitives, article, degree of adjectives, and fragmentary. With all those areas, 324 grammatical geological faults were affiliated by the participants. Also, among those grammatical breaks, verb tenses was identified as the highest rate by getting more than than half percent. fetching the mean values of the oerall errors, the solvings indicate four most common errors that the students made, which are verb tenses (5.25), verb forms (1.1), followed by pronouns (0.65), and preposition (0.55). The beside visible error was verbs and infinitives (0.2) go article is reported 0.075 respectively. close are connectives, degree of adjectives and fragmentary (0.025).This implies that the students have difficulty in the use of verb tenses when writing their formal theme. Through the results, researchers could figure out that most students failed to be consistent in using verb tenses. Even though they were discussing approximately the past events, past and present tenses were get into alternatively. gibe to Darus and Subramaniam (2009), mistaken application of verb tense tolerate be seen when the students did not apply the graceful tense to the verb in the sentences. Meaning to say, it can be assumed that most of the students are not conscious of the diametrical rules about tenses application. As an example, one student wroteOne day I have my family problem and I tell her (my friend) abo ut this she listen and I cant search that she tell my family problem to another(prenominal) populate From the result of the formal theme writing, it was found out that there are grammatical areas for students to improve in their writing activities, especially correct use of verb tenses. Thus, it volition be a big protagonist for them if they recover error chastening feedback from the teacher, either the feedback is implicit or explicit. It would be much better if the students check the feedback over and over, so that they leave alone learn from the experiences and be aware of their mistakes or errors.Survey Questionnaire ResultsOn October 18, 2012, the survey was conducted with one section (II-13) at Paco Catholic School. One of the researchers facilitated thirty-five students to respond on survey questionnaire. Among forty students (whose formal theme writings were analyzed), only thirty-five students were involved in this Survey due to out of school activity. About thirty minutes were taken to conduct this survey.The questionnaire is managed with the aim of collecting data on the own(prenominal) information of the respondents ideas of writing feedback. Most of the survey questionnaires items (from 2 to 5) are based on Ishiis (2011) study (Refer adjunct B). This question adopts 5-Likert scale item (1=poor 2=fair 3= pricey 4= gauzy and 5=perfect).First of all, researchers would like to show the results of the subjective interpretation of the participants writing skill stands in class. The results showed that more than half of the respondents feel that their writing skill stands at fair. Followed by 28.57% answered their writing skill stands at good, 17.14% of students tell their writing skill stands at poor and lastly only 2.86% of students answered their writing skill stands at excellent.Next finding is on how often they read over their composition again when teacher returns their formal theme writing with score. mannequin 2 indicates percentages of the responses given to this question. Most of the students stated that they seldom read over their composition when teacher returns formal theme writing.The other result is pointing out whether they check written comments or correction of teacher carefully or not. Figure 3 showed that 60% of respondents rarely check teachers comments and correction carefully. While only one student stated that she ever checks teachers comments and correction carefully.Next survey question revealed the result of how they treat greatness of having some errors in English as possible in their written work. Figure 4indicates the percentages of the responses given to the questions on how they treat importance of having few errors in their written activities. The results showed that 42.86 % of the students think it is somewhat grave having few errors in written activities while only 17% of respondents think it is very significant having few errors in written activities.As similar with previous ques tion, following question is reported how respondents treat importance of teacher points out grammatical errors in their written output. The results indicated 26 students, that constitute 74% of the solely population, acquire a teacher point out grammatical errors on their written output in class is important. While none of the respondents think there is no importance on pointing grammatical errors in their written work.The respondents were in addition craveed about whether they are conscious about grammatical errors when doing written work in class or not. Figure 6 shows that 19 respondents are sometimes conscious about grammatical errors while only one respondent said that she is always conscious about grammatical errors when doing written works in class.Interview of the TeacherMs. Azuilo is an English teacher of second year high school students at Paco Catholic School (PCS). She has been teaching for four years. This year, Ms. Azuilo is handling iii boys classes (sections 10 , 12 14) and two girls classes (sections 11 13). Researchers observe and taught on all five of Ms. Azuilos classes during practicum at PCS. Since Ms. Azuilo was the one, who suggested to the researchers to write about participants problematic area in writing, researchers immovable to have an oral interview with her for a better understanding of this problem. The interview was conducted last October 18, 2012 inside the postgraduate School English faculty room and the interview took about twenty minutes.The first question was about particular difficulties her students seem to encounter when they multitude with writing activities. Her response was thatIt would be the grammar tradition. When it comes to content, their thoughts are good entirely the grammar is not.In relation to first question, Ms. Azuilo was asked that if they commit any grammatical errors in their writing activities. She mentioned thatThey do, specifically the verb tenses, as well as subject-verb agreement and s ome with the pronoun antecedent agreements. The students were able to use the grammar properly during the lessons, but since they can use English only during the lesson and not at home, they tend to easily forget the correct grammar utilization.Lastly, researchers asked how the students deal with those difficulties and what teachers usually do to deal with their difficulties. Her response was thatSome of the students would have interventions, remedial or even ask questions to the teachers for clarifications. Therefore, I would usually have remediation classes or plain talk to the students personally. I also edit out their sop upups and puts in the right grammar usage on it.Description of Work SettingThis study will be conducted in Paco Catholic School (PCS), an educational institution known as the largest Catholic school in South eastside Asia that first opened its doors in 1912 by the Franciscan missionaries. PCS is currently celebrating its hundredth Foundation Anniversary o r its Centennial Year this 2012. Co-institutional system is implemented in PCS where the girls and the boys are garbled into disparate sections (i.e. odd numbers for girls and even numbers for boys sections) PCS is change integrity into tercesome departments Early Childhood Education, check off School, and High School Department.There is an average of 45 students in each class. There are publicize board, teachers desk, air-conditioner (only for the boys sections), mini-library, plasma television, and bneedinessboard in each schoolroom. The seating ar throw awayment is traditional in most classrooms in a way that all the students are facing in front.Writers RoleThe writers are currently having their dedicate Teaching or Practicum as student teachers in Paco Catholic School (PCS). The Practicum will last for three months, starting from September 2012 to December of the same year. It is required for them to accomplish 170 hours of control teaching, 10 hours of classroom obser vation, and 120 hours of substantiative activities. From Mondays to Thursdays, the writers have Practicum from 7 a.m. to 1130 a.m. On Fridays, they stay in PCS for whole day, from 7 a.m. to 330 p.m. One was delegate to make out second year and the other to handle third year English classes.Generally, English subject for secondary level consists of literature and grammar. So far, the writers were assigned to facilitate the classes about the students reporting and assigned to facilitate the lessons more on grammar in English. Before conducting the lessons, the cooperating teachers require to make lesson plans according to the format of PCS (i.e. Understanding by Design Lesson Plan).Review of Related LiteratureAccording to British Columbia Ministry of Education (1999), English as a support Language (ESL) is defined as what refers students, those whose mother applauder diction(s) or lyric poem(s) of the home, is other than English and who may therefore necessitate supplementary le arning in order to build up development in English or it simply refers students who lecture disparities of English that differ significantly from the standard English.Writing with using different address is proved to be very difficult than writing with ones native language. Thus, ESL educators are often finding that there are some common mistakes among L2 writers make. Generally, these mistakes appeal when the writers apply the rule of their native languages rather than their new languages rules (British Columbia Ministry of Education, 1999).According to Supaproofread (n.d.), unfortunately, inadequate errors among L2 writers paper can distract ratifier from what they actually try to cant from written output. Proper usage to write numbers, capitalization, when to utilize the article a or an, appropriate usage of verb tenses and having the subject and verb agreement in numbers are a main mistakes as an ESL writer might make. Meaning to say, committing grammatical error in writin g is very common for L2 learners. For those students who do not have enough language background, to read what they try to deliver in intelligible way is difficult in writing (Supaproofread, n.d.).Growing meaning of English in L2 writing is becoming gradually more dominant in both enlightening programs and in proficient writing in non-English dominant countries (Leki, 2001, cited in Giridharan Robson, 2012). Although, academic writing is an aspiration skill in secondary students, academic writing is frequently recognized as irresistible among L2 learners due to lack of grammatical and vocabulary competent (Giridharan Robson, 2012).In the context of this paper, the participants are all learners of English as mo Language (ESL). In this respect, ESL learning, specifically second language writing, becomes an important aspect of this study.Accuracy in Second Language WritingWriting is normally viewed as a complex skill and a difficult task (Graham, Harris Mason, 2005, cited in Jahin Idrees, 2012). This is frequently pointed to its intrinsically multifaceted features which mentioned by Wall (1981) as a range from mechanical control to creativity, with good grammar, companionship of subject matter, awareness of stylistic conventions and various mysterious factors in between.According to Abu-Rass (2001), writing is a procedure for the writers throughout the investigation of thoughts and ideas, and the writers build them to be concise and concrete. It is a quite complicated skill for both native and nonnative speakers identical. In writing, learners should have sense of chemical equilibrium in various issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and grammar structure. Thus, writing is particularly intricate for nonnative speakers because they are pass judgment to produce written outputs that show mastery of all the aforesaid matters in a new language (Abu-Rass, 2001).Verb Tenses as a dominant problem in Second La nguage WritingThe Writing have-to doe with (2009) reported that the top rated common grammatical error in writing is an incoherent usage of verb tenses. Moreover, it is prove that the participants of this study were found to be committing verb tense mistakes very commonly in their formal theme writing composition. Verb tense errors are not only committed by non-native English writers, but also native English writers. According to Lane and Lange (2011), verb-tense errors are worldwide (more serious) errors which builds a piece of writing to be complicated for the reader to comprehend content. Verb tenses express the time in sentence. Since the time controls a significant factor to deliver a message, a writer must be able to manage verb tenses in order for the reader to comprehend when actions and events go on (Lane Lange, 2011). In addition, writers necessitate controlling verb tenses in order to converse other information such as duration (as combat to the completion of an event in the past). To summarize, proper usage of verb tense is a significant factor in writing because if writers did not (or are not able to) manage verb tenses, readers will have a big difficulty following the progression of events in writing (The Writing Center, 2009).In another article, titled Inconsistent Tenses by Beckham (n.d.), the dominant problem encountered by ESL students is the verb tenses of their writing and more specifically, the consistency of usages in verb tenses. According to Beckham (n.d.), all the way through an ESL writing composition, it is not curious to see tenses are messed up within incorrect form. As mentioned above, committing an error of verb tenses in writing composition is not only a concern for second language writers but also for native English writing students.Beckham (n.d.) specified with ESL students that they utilize verb tense errors very commonly in their written outputs. He shape up reported that there are several reasons for it. Second languag e writers may be confused about how to form the verb tense properly since selecting a proper verb tense is a complicated task for ESL students. In other words, they may choose the verb tense mistakenly due to lack of knowledge about proper usages of verb tense (e.g. irregular verb, present and past forms of verb, etc.). Another reason is that there may be different rules about using verb tenses in their mother tongue language hence, ESL students tend to apply their mother-tongue languages grammar rules in English grammar alike British Columbia Ministry of Educations (1999) study as mentioned above (Beckham, n.d.). Also, it is related with the study of Escamilla and Hopewell (2007). They further discussed about it through code-switching1theory. They asserted that ESL students do not easily convert skills, strategies and languages transversely students may relocate themselves and their understandings victuals and growing up in concurrent worlds. This kind of code-switching is obvious in the theoretical code-switches. Particularly where learners befittingly displayed that when they lived experiences in one language and were inquired to notify about them in a second language, they necessitated utilizing code-switching to precisely beg off the event (Escamilla Hopewell, 2007).Form-Focused focal pointIn order for Second Language learners to have better application about forms of verb-tenses in writing composition, researchers decided to integrate Form-focused Instruction (FFI) in present study. The Form-focused Instruction refers to any think or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form (Ellis, 2001 1-2). In Spada and Lightbrowns (2008) study, they use the terms isolated and integrated form-focused instruction. Isolated FFI in language activities is set-apart from communicative language use in teaching language forms, while in integrated FFI, the language learners are taught the language forms with combination of communicative or content-based activities. The limitation of isolated grammar lessons is that it may be effortful for learners to retrieve learned language features through isolation when applying in the context of communicative interaction.In this reason, this paper will highlight more on integrated FFI where the students will be taught the selected language form by being exposed to communicative activities, in order for students to be able to retrieve and apply forms (i.e. verb tense).In the study of Han (2002) titled A Study of the Impact of Recasts on Tense Consistency in L2 Output, Han try to investigate on whether recasts would help L2 learners maintain tense consistency in their written output. With the participants, who are divided into groups of recast and non-recast groups, written and oral tasks were administered. In giving treatment, the participants were given form-focused exercises in relation to the past and present tenses. Han used sketc h strips with consideration of the participants interest and familiarity as well as primarily because its stories can be described with the mention of a past or present time when narrating. The participants were first to see the cartoon strip for a few minutes and then write the story based on it. It was revealed that recasts helped students in maintaining tense consistency in written outputs.Error Feedback on Student WritingTo integrate Form-focused Instruction (FFI) in intervention of this study, researchers will utilize Error Feedback as a method. However, giving an error feedback in writing has been a controversial topic as many related studies argued the efficacy in portion develop students linguistic true statement in students writing. This controversial issue is the momentum for additional studies that attempts to take in hand whether written error feedback smooths the progress in second language acquisition. In relation to the error feedback on student writing, there are t wo fundamental issues, which are adequacy of teacher feedback and student uptake of error feedback. The teachers single-valued function is crucial in many ways in order to try accurate and adequate corrective feedback. Through the investigation of student or learner uptake, it is a good way to see how students cognitively perceive teachers corrective feedback.In study of Ellis (2009, cited in Vyatkina, 2011), the effectiveness of Error Feedback is written as context-dependent. She discussed about several specific types of error feedback and said those specific feedbacks may be advantageous for the improvement of particular second language learner writing abilities in specific informative contexts. Feedback can be erected as a direction for ultimate writing development (as far as learners are with apprehension) (Hyland, 2003). In the study of Chandler (2003), he experimented about whether teacher feedback in several types of errors could help East Asian college learners get better their writing accuracy and whether the effects would remain the rest of one semester. The results indicated that formal accuracy of student writing developed significantly.As there are varying options accessible to teachers to offer Writing Corrective Feedback (WCF), teachers need to take into account the appropriateness of each depending on learners language level (Herrera, 2011). Language teachers have a duty to help learners to revise errors, in particular, regarding the fact that the learners worth and expect teachers feedback on their written outputs (Jimena, Tedjaatmadja Tian, 2005). Meaning to say, language instructors play several significant roles as followsOnce language teachers have an authoritative in classroom, they should have the right to settle down objectives of what the students have to attain in the writing class (Crme Lea, 1997 Scott, 1996). However, level of students should be taken into consideration in this part, so that students will be able to achieve the expectations of teachers (Ferris, 2003). Therefore, language instructors need to amend anticipation of students achievements and teaching strategies to fit the students level. In this part, the teacher also should classify common errors what learners might make so that they will gain some ideas of what to do next with teachers teaching methodology (Leech, 1994).According to Jimena et al. (2005), language instructor also has a role as a designer teachers should, for all time, concern about what is best fittingly for students. Teachers should modernize themselves with what is currently release on inside the classroom. It is to be able to make accurate educational expiration and also to apply exacting error correction schemes to language classroom instruction. If possible, teachers have to be advocated to interchange information, experience and knowledge with other colleagues to enlarge their insights, and to obtain new ideas on error correction schemes (Jimena et al., 2005).In orde r to make available correction to students, teachers must take an action as scholars, who are fully attained with knowledge of the target language, such as grammar, vocabulary to facilitate them with supplying correction to students writing (Leech, 1994).Another role as a language instructor is that they need to enhance learners self-confidence and coach them to be more independent in their learning (Ferris, 2002). At this moment, teachers will help learners to identify their individual errors then learners will have more time to pay attention to those errors (Ferris, 2002 Xiang, 2004).In the study of Wright (1987), learners affective surface also acts as a significant factor in improving their language growth. However, giving error feedback is unkindly practice for learners since some of them feel frustrated to be corrected their error. This is the reason why teachers have to hike and persuade students to welcome their questions and worries. Encouraging comments, compliments abou t good points on their written outputs are also cooperative to motivate students to follow more (Wright, 1987).When it comes to learners uptake of corrective feedback on writing, it is more on learners cognitive processes. Due of the difficulty in data collection, few studies have been investigated this area. Those studies have collected cognitive feedback treat data through think-aloud protocols, retrospective interviews, or pair discussions, including the observations about depth of processing and learners attitudes toward the feedback provided (Storch Wigglesworth, 2010). In the study of Storch and Wigglesworth (2010), titled Learners Processing, Uptake, and Retention of Corrective Feedback on Writing, they implemented a case study composed of three sessions. The authors utilized pair discussions in order to collect data about the participants cognitive processing when given different types of corrective feedback. The discussions between all the pairs were audio-recorded. Throu gh this study, it was found out that extensive dispute with the feedback on errors of accepted grammatical areas led to high levels of uptake. In the case of this study, it could be better if extensive engagement with feedback on verb tenses might lead to uptake and correct use of these verb tenses (Storch Wigglesworth, 2010).Counter-Argument on Effects of Error Feedback on Student WritingRegardless of the arguments, as mentioned above, the effects of error feedback has been controversy on whether error feedback helps L2 students improve the accuracy and the quality of their writing. Truscott (2007) showed a strong view against error feedback through his several studies. He argued that all forms of error feedback of ESL learners in writing are not only unsuccessful but also alter and should be abandoned. Moreover, he gave attention to that although most ESL learners evidently need grammatical error feedback, teachers should not give it to them (Truscott, 2007).Truscotts (2007) r eview of studies written within several studies (Kepner, 1991 Semke, 1984 Sheppard, 1992, cited in Bitchener et al., 2005), it is claimed that error correction does not have a significant effect on improving L2 student writing. Given this issue, Truscott (2007) sought to investigate the effect of three different types of feedback on the accuracy performance of three targeted linguistic error categories in new pieces of writing (Bitchener et al., 2005). The study found that the type of feedback provided did not have a significant effect on accuracy when the three targeted error categories were considered as a single group (Bitchener et al., 2005). From this finding, one could easily jump to the conclusion that Truscott (1996) was right when he claimed that the provision of corrective feedback on L2 writing is ineffective.Ferris (1999 2002 2004) on the other hand, makes a stand for the use of error correction in writing instruction. In her opinion Truscotts (1996) conclusions are prem ature. She reasons that results from prior research have shown to be inconclusive because of its inadequate methodology, with the main problem that most studies did not include a proper control group. Hence, she argues that well organized or constructed study must be arising with unless any conclusions can be drawn about the incompetence of error feedback to develop learners upcoming writing (Ferris, 2002).Direct and corroboratory FeedbackIt may be helpful to define some of the terms associated with corrective feedback in the literature. Two important terms are direct and indirect feedback (Ferris Hedgcock, 1998 Ferris Roberts, 2001 Lalande, 1982 Robb, Ross Shortreed, 1986 Terry, 1989 Zamel, 1985, cited in Jafarpour Sharifi, 2012).Several studies have been compared between the effect of direct and indirect Written Corrective Feedback (WCF). These studies are controversially indicating ambiguous results. For example, Ferris (2003, cited in Vyatkina, 2011) figured out that indire ct WCF strategies are more beneficial than direct WCF, while Chandler (2003) asserted that a better accuracy upgrading results are within direct WCF strategy, and Robb et al. (1986, cited in Vyatkina, 2011) mentioned no distinction between the two WCF strategies.According to Lee (2003), direct feedback refers to overt correction of student errors, that is, teachers locating and correcting errors for students, while indirect feedback refers to teachers indicating errors without correcting them for students. For direct location of errors, teachers put the symbols, codes or comments right above or next to the errors by indicating underlines or circles on the errors. For indirect location of errors, teachers simply put a code or symbol in the margin on a certain line where the error is indicated to identify the error type (Lee, 2003). Though Ferris (2006) points out that those codes have not always been used consistently among researchers, she also distinguished direct feedback from ind irect feedback. She said that direct feedback is provided when a teacher gives the student a particular correction, Ferris calls it as coded, and indirect feedback is provided when the teacher simply mark the error but does not correct it, termed as un-coded. According to Ferris (2006), in providing indirect feedback, some teachers tend to put marks on the mistakes to indicate the exact location and type of error, while others provide un-coded feedback that simply locates the error without at present revealing the error type. It then becomes the students task to check over and over again and correct the mistakes by seeing un-coded feedback (Ferris, 2006).Acting upon this call, this study will report on investigation on the effect of error feedback on students accuracy of new pieces of writing. The researchers will compare the effectiveness of direct error feedback and indirect error feedback with two different experimental treatments.PurposeThe purpose of this action research is t o investigate an intervention that would help reducing grammatical errors in ESL learners written outputs regarding the provision of error feedback. Through researchers observation on survey questionnaire and analysis of formal theme writing, researchers were able to notice that only a few learners have no problems to write with clear grammar usages (e.g. verb tense). Moreover, during interview of teacher, researchers were able to confirm that participants of this study lack proficiency in writing with English language due to the only uses of English during English class but not at home. Therefore, they tend to easily forget the correct grammar usage. In this part, researchers felt a need for teachers to provide an error feedback on their written output in order for learners to be aware of their weaknesses in writing proficiency and to be conscious about grammatical knowledge even they are in where mother tongue language is primarily used. Therefore, this study is purposed to conduc t PCS secondary schools that adopted a language sensitive appr