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Before having an eye on we have to be clear about what psychology is? Some people thinks that this is only the study of human behavior but it is not entirely correct but it can be a part of psychology . In Psychology we not only target the humans but also the animals too. It is the study of understanding minds, natures and behaviors in any particular situation. As the human’s and animal’s minds are so complex and all are different from each other that anyone can hardly imagine by this we can estimate the depth in this field.

As other fields eg astronomy, astrology, biology are science piecewise psychology is also a science and does not only dependent on just on observations. It is a science because if we observe any thing and we will get the results what we expect! To lessen this biasness there are some procedures and experiments are done. As we know it is a science in which we study minds and behaviors so it also has its goals as other fields do have they are stated below. Goals of psychology There are four that are stated below

* Description Explanation * Prediction * Control Description:- This is the first step of understand anything Here in description we just see what the problem is? Or what is actually happening rather than defining the whole scenario. Some of the questions we can assume here in this scenario e. g. what is happening? To whom its happening? Where it is happening? For example if a person was doing his job perfectly but now a days his performance is affected and laid down badly and became rude to everyone. So there must be some problem. So this is the indication for a treatment.

Low performance in the work and having rude behavior are the points which are to be noted here and observed and the output of this goal is just the observation. Explanation:- This is the second step where we have the observations and now we start ponder that why this is happening here in our example we will see the reason of this kind of behavior weather it is due to any physical or psychological disorder or any bad incident is occurred with that man which is effecting on his life. In other words the complete explanation of his observed behavior will be done.

He might be asked questions or the sessions with the psychologists. So that any theory can be form as this is the output of this phase of understanding the behavior. Prediction:- At this point we have the theories now this is the time to predict when this thing happens in future? Weather these strange behaviors can be changed or not? Weather our object always do this or at any particular time? Whether he can get back to work with the previous pleasant behavior and good performance? These all questions will be answered to leads towards the last goal.

Control:- To control one’s mind or behavior was somewhat controversial in past that was thought as the brain washing but is not like that and even not the focus of this goal. The main objective is to change the behavior which is undesirable to us. Here in our example the previous good performance at work and the peasant behavior is desired so the current behavior is to be changed. For this psychologists and the psychiatrist can work together and try to improve the behavior of the person by giving him the sessions and treatment.

Children today seem to spend far too long inside with computer games, watching TV and videos. This is definitely bad in some ways because children should develop outdoor pursuits such as football, cricket and basketball that would make them healthy now and in their later lives. If they don? t learn to play sports when they? re young, it is unlikely that they will develop these healthy habits later in life and the results can be seen today in the higher levels of obesity and related illnesses such as diabetes.

When I was young I had only sports to keep me occupied and I am grateful now that I still love and play the sports of my youth. On the other hand the world today is dominated by computers and electronics so it? s important that children learn to like and understand computers and technology early in life. The older generation didn? t have the opportunity to have this electronic entertainment and so don? t understand the attraction.

In conclusion I would certainly agree that it is bad and unhealthy for children to spend all their time indoors with electronic entertainment. I don? t think all children are too dependent on electronic entertainment but too many definitely are. We cannot expect though that children will totally ignore today? s technologies and it is important that they grow up with awareness and understanding of these things that will dominate their later lives. I believe it is up to parents to guide and encourage a reasonable mixture of both indoor and outdoor pursuits.

Non-governmental organization From Wikipedia, the free encyclopedia Jump to: navigation, search “NGO” redirects here. For other uses, see NGO (disambiguation). | This article may need to be rewritten entirely to comply with Wikipedia’s quality standards. You can help. The discussion page may contain suggestions. (January 2012) | A non-governmental organization (NGO) is a legally constituted organization created by natural or legal persons that operates independently from any form of government.

The term originated from the United Nations (UN), and is normally used to refer to organizations that are not a part of the government and are not conventional for-profit business. In the cases in which NGOs are funded totally or partially by governments, the NGO maintains its non-governmental status by excluding government representatives from membership in the organization. The term is usually applied only to organizations that pursue wider social aims that have political aspects, but are not openly political organizations such as political parties. The number of NGOs operating in the United States is estimated at 40,000. 1] International numbers are even higher: Russia has 277,000 NGOs;[2] India is estimated to have around 3. 3 million NGOs in year 2009, which is just over one NGO per 400 Indians, and many times the number of primary schools and primary health centres in India. [3][4] Contents * 1 Definition * 2 Types * 2. 1 Development, Environment and Human Rights NGOs * 2. 2 Track II Diplomacy * 3 Activities * 3. 1 Operational * 3. 2 Campaigning * 3. 3 Both * 3. 4 Public relations * 3. 5 Project management * 4 Corporate structure * 4. 1 Staffing * 4. Funding * 4. 3 Overhead costs * 4. 4 Monitoring and control * 5 History * 6 Legal status * 7 Critiques * 7. 1 Challenges to legitimacy * 8 See also * 9 References * 10 Further reading * 11 External links| Definition NGOs are difficult to define and classify, and the term ‘NGO’ is not used consistently. As a result, there are many different classifications in use. The most common use a framework that includes orientation and level of operation. An NGO’s orientation refers to the type of activities it takes on. These activities might include human rights, environmental, or evelopment work. An NGO’s level of operation indicates the scale at which an organization works, such as local, international or national. “Confronting the Classification Problem: Toward a Taxonomy of NGOs” One of the earliest mentions of the acronym “NGO” was in 1945, when the UN was created. The UN, which is an inter-governmental organization, made it possible for certain approved specialized international non-state agencies – or non-governmental organisations – to be awarded observer status at its assemblies and some of its meetings. Later the term became used more widely.

Today, according to the UN, any kind of private organization that is independent from government control can be termed an “NGO”, provided it is not-profit, non-criminal and not simply an opposition political party. Professor Peter Willetts, from the University of London, argues the definition of NGOs can be interpreted differently by various organizations and depending on a situation’s context. He defines an NGO as “”an independent voluntary association of people acting together on a continuous basis for some common purpose other than achieving government office, making money or illegal activities. [5] In this view, two main types of NGOs are recognized according to the activities they pursue: operational NGOs that deliver services and campaigning NGOs. Although Willetts proposes the operational and campaigning NGOs as a tool to differentiate the main activities of these organizations, he also explains that a single NGO may often be engaged in both activities. Many NGOs also see them as mutually reinforcing. Professor Akira Iriye defines NGO as “a voluntary nonstate, nonprofit, nonreligious, and nonmilitary association. “[6] Types Some find it helpful to classify NGOs by orientation and/ Professional association * Empowering orientation; NGO type by level of co-operation * Community-based organization * City-wide organization * National NGO * International NGO Apart from “NGO”, there are many alternative or overlapping terms in use, including: third sector organization (TSO), non-profit organization (NPO), voluntary organization (VO), civil society organization (CSO), grassroots organization (GO), social movement organization (SMO), private voluntary organization (PVO), self-help organization (SHO) and non-state actors (NSAs).

Non-governmental organizations are a heterogeneous group. As a result, a long (and sometimes confusing or comical) list of additional acronyms has developed, including: * BINGO, short for ‘business-friendly international NGO’ or ‘big international NGO’ * TANGO, ‘technical assistance NGO’ * TSO, ‘third sector organization’ * GONGO, ‘government-operated NGOs’ (set up by governments to look like NGOs in order to qualify for outside aid or promote the interests of government) * DONGO: Donor Organized NGO INGO stands for international NGO; Oxfam, INSPAD,[7] Institute of Peace and Development “A European Think Tank For Peace Initiatives”; * QUANGOs are quasi-autonomous non-governmental organizations, such as the International Organization for Standardization (ISO). (The ISO is actually not purely an NGO, since its membership is by nation, and each nation is represented by what the ISO Council determines to be the ‘most broadly representative’ standardization body of a nation.

That body might itself be a nongovernmental organization; for example, the United States is represented in ISO by the American National Standards Institute, which is independent of the federal government. However, other countries can be represented by national governmental agencies; this is the trend in Europe. ) * National NGO: A non-governmental organization that exists only in one country. This term is rare due to the globalization of non-governmental organizations, which causes an NGO to exist in more than one country. [5] * CSO, short for civil society organization ENGO: short for environmental NGO, such as Greenpeace and WWF * NNGO, short for ‘Northern nongovernmental organization’ * SNGO, short for ‘Southern nongovernmental organization’ * SCO, also known as ‘social change organizations’ * TNGO, transnational NGO; The term emerged during the 1970s due to the increase of environmental and economic issues in the global community. TNGO includes non-governmental organizations that are not confined to only one country, but exist in two or more countries. * GSO: Grassroots Support Organization * MANGO: short for market advocacy NGO NGDO: non-governmental development organization USAID refers to NGOs as private voluntary organizations. However, many scholars have argued that this definition is highly problematic as many NGOs are in fact state and corporate funded and managed projects with professional staff. [citation needed] NGOs exist for a variety of reasons, usually to further the political or social goals of their members or funders. Examples include improving the state of the natural environment, encouraging the observance of human rights, improving the welfare of the disadvantaged, or representing a corporate agenda.

However, there are a huge number of such organizations and their goals cover a broad range of political and philosophical positions. This can also easily be applied to private schools and athletic organizations. Development, Environment and Human Rights NGOs NGOs are organizations that work in many different fields, but the term is generally associated with those seeking social transformation and improvements in quality of life. Development NGOs is the most highly visible sector, and includes both international and local organizations, as well as those working in humanitarian emergency sector.

Many are associated with international aid and voluntary donation, but there are also NGOs that choose not to take funds from donors and try to generate funding in other ways, such as selling handicrafts or charging for services. Environmental NGOs are another sub-sector, and sometimes overlap with development NGOs. An example is Greenpeace. (see: List of Environmental NGOs). Just like other NGOs networks, transnational environmental networks might acquire a variety of benefits in sharing information with other organizations, campaigning towards an issue, and exchanging contact information.

Since Transnational environmental NGOs advocate for different issues like public goods, such as pollution in the air, deforestation of areas and water issues, it is more difficult for them to give their campaigns a human face than NGOs campaigning directly for human rights issues. Some of the earliest forms of transnational environmental NGOs started to appear after the Second World War with the creation of the International Union for the Conservation of Nature and Natural Resources (IUCN).

After the UN was formed in 1945, more environmental NGO started to emerge in order to address more specific environmental issues. In 1946, the UN Educational, Scientific, and Cultural Organization (UNESCO) was created with the purpose of advocating and representing scientific issues and collaboration among environmental NGOs. In 1969, the Scientific Committee on Problems of the Environment (SCOPE) was funded to increase and improve collaboration among environmentalists. This collaboration was later reinforced and stimulated with the creation of UNESCO’s Man and the Biosphere Program in 1971.

In 1972, the UN Conference on the Human Environment in Stockholm, tried to address the issues on Sweden’s plead for international intervention on trans-boundary pollution from other European industrialized nations. Transnational environmental NGOs have taken on diverse issues around the globe, but one of the best-known cases involving the work of environmental NGO’s can be traced back to Brazil during the 1980s. The United States got involved with deforestation concerns due to the allegations of environmentalists dictating deforestation to be a global concern, and after 1977 the U.

S. Foreign Assistance Act added an Environmental and Natural Resources section. Human rights NGOs may also overlap with those in development, but are another distinct category. Amnesty International is perhaps one of the best-known. During the early 1980s the Brazilian government created the Polonoreste developing program, which the World Bank agreed to finance. The Polonoreste program aimed to urbanized areas of the Amazon, which were already occupied by local indigenous groups.

Rapid deforestation in the Brazilian Amazon called the attention and intervention of UNESCO, who utilized its Program on Man and the Biosphere to advocate against the Polonoreste program, on the grounds of violating the rights of the indigenous groups living in the Amazon. In the case of deforestation of the Brazilian Amazon, the environment NGOs were able to put pressure on the World Bank to cancel the loans for the Polonoreste program. Due to the leverage that the U. S. has over the bank, in 1985 the World Bank suspended the financial aid to the Polonoreste Program.

The work of environmental NGOs in the Brazilian case was successful because there was a point of leverage that made the targeted actor vulnerable to international pressure. [8] Even though NGOs might have common goals relating to development or environment issues, interests and perspectives are diverse. A distinction can be made between the interests and goals among those NGOs located in industrialized countries—often referred to as the states of the North—and NGOs from nations located in developing countries—referred to as states of the South.

There is sometimes tension between them. Southern states blame the developed nations for over-consumption and pollution resulting from industrialization, and for sustaining inequalities in the international economic system There is also a distinction among groups that take on particular and specific socio-economic issues. The Women’s Environment and Development Organization was created in 1990 with the purpose to advocate for gender inclusion in work related to the Earth Summit.

Other groups might focus on issues that include racial minorities and individuals from lower income backgrounds. [9] Track II Diplomacy Main article: Track II diplomacy Track II dialogue, or Track II diplomacy, is a transnational coordination that involves non-official members of the government including epistemic communities as well as former policy-makers or analysts. Track II diplomacy aims to get policymakers and policy analysts to come to a common solution through discussions by unofficial figures of the government.

Unlike the Track I diplomacy where government officials, diplomats and elected leaders gather to talk about certain issues, Track II diplomacy consists of experts, scientists, professors and other figures that are not involved in government affairs. The members of Track II diplomacy usually have more freedom to exchange ideas and come up with compromise on their own. Activities There are also numerous classifications of NGOs. The typology the World Bank uses divides them into Operational and Advocacy:[10] NGOs vary in their methods.

Some act primarily as lobbyists, while others primarily conduct programs and activities. For instance, an NGO such as Oxfam, concerned with poverty alleviation, might provide needy people with the equipment and skills to find food and clean drinking water, whereas an NGO like the FFDA helps through investigation and documentation of human rights violations and provides legal assistance to victims of human rights abuses. Others, such as Afghanistan Information Management Services, provide specialized technical products and services to support development activities implemented on the ground by other organizations.

NGOs were intended to fill a gap in government services, but in countries like India, NGOs are gaining a powerful stronghold in decision making. In the interest of sustainability, most donors require that NGOs demonstrate a relationship with governments. State Governments themselves are vulnerable because they lack strategic planning and vision. They are therefore sometimes tightly bound by a nexus of NGOs, political bodies, commercial organizations and major donors/funders, making decisions that have short term outputs but no long term affect.

NGOs in India are under regulated, political, and recipients of large government and international donor funds. NGOs often take up responsibilities outside their skill ambit. Governments have no access to the number of projects or amount of funding received by these NGOs. There is a pressing need to regulate this group while not curtailing their unique role as a supplement to government services. Operational Operational NGOs seek to “achieve small scale change directly through projects. “[5] They mobilize financial resources, materials and volunteers to create localized programs in the field.

They hold large scale fundraising events, apply to governments and organizations for grants and contracts in order to raise money for projects. They often operate in a hierarchical structure; with a main headquarters staffed by professionals who plan projects, create budgets, keep accounts, report, and communicate with operational fieldworkers who work directly on projects[5] Operational NGOs deal with a wide range of issues, but are most often associated with the delivery of services and welfare, emergency relief and environmental issues.

Operational NGOs can be further categorized, one frequently used categorization is the division into relief-oriented versus development-oriented organizations; they can also be classified according to whether they stress service delivery or participation; or whether they are religious or secular; and whether they are more public or private-oriented. Operational NGOs can be community-based, national or international. The defining activity of operational NGOs is implementing projects. [5] Campaigning Campaigning NGOs seek to “achieve large scale change promoted indirectly through influence of the political system. [5] Campaigning NGOs need an efficient and effective group of professional members who are able to keep supporters informed, and motivated. They must plan and host demonstrations and events that will keep their cause in the media. They must maintain a large informed network of supporters who can be mobilized for events to garner media attention and influence policy changes. The defining activity of campaigning NGOs is holding demonstrations. [5] Campaigning NGOs often deal with issues relating to human rights, women’s rights, children’s rights. The primary purpose of an Advocacy NGO is to defend or promote a specific cause.

As opposed to operational project management, these organizations typically try to raise awareness, acceptance and knowledge by lobbying, press work and activist event. Both It is not uncommon for NGOs to make use of both activities. Many times, operational NGOs will use campaigning techniques if they continually face the same issues in the field that could be remedied through policy changes. At the same time, Campaigning NGOs, like human rights organizations often have programs that assist the individual victims they are trying to help through their advocacy work. [5] Public relations

Non-governmental organizations need healthy relationships with the public to meet their goals. Foundations and charities use sophisticated public relations campaigns to raise funds and employ standard lobbying techniques with governments. Interest groups may be of political importance because of their ability to influence social and political outcomes. A code of ethics was established in 2002 by The World Association of Non Governmental NGOs. Project management There is an increasing awareness that management techniques are crucial to project success in non-governmental organizations. 11] Generally, non-governmental organizations that are private have either a community or environmental focus. They address varieties of issues such as religion, emergency aid, or humanitarian affairs. They mobilize public support and voluntary contributions for aid; they often have strong links with community groups in developing countries, and they often work in areas where government-to-government aid is not possible. NGOs are accepted as a part of the international relations landscape, and while they influence national and multilateral policy-making, increasingly they are more directly involved in local action. Corporate structure

Staffing Some NGOs are highly professionalized and rely mainly on paid staff. Others are based around voluntary labour and are less formalized. Not all people working for non-governmental organizations are volunteers. Many NGOs are associated with the use of international staff working in ‘developing’ countries, but there are many NGOs in both North and South who rely on local employees or volunteers. There is some dispute as to whether expatriates should be sent to developing countries. Frequently this type of personnel is employed to satisfy a donor who wants to see the supported project managed by someone from an industrialized country.

However, the expertise these employees or volunteers may be counterbalanced by a number of factors: the cost of foreigners is typically higher, they have no grassroot connections in the country they are sent to, and local expertise is often undervalued. [10] The NGO sector is an important employer in terms of numbers. [citation needed] For example, by the end of 1995, CONCERN worldwide, an international Northern NGO working against poverty, employed 174 expatriates and just over 5,000 national staff working in ten developing countries in Africa and Asia, and in Haiti. Funding

Whether the NGOs are small or large, various NGOs need budgets to operate. The amount of budget that they need would differ from NGOs to NGOs. Unlike small NGOs, large NGOs may have annual budgets in the hundreds of millions or billions of dollars. For instance, the budget of the American Association of Retired Persons (AARP) was over US$540 million in 1999. [12] Funding such large budgets demands significant fundraising efforts on the part of most NGOs. Major sources of NGO funding are membership dues, the sale of goods and services, grants from international institutions or national governments, and private donations.

Several EU-grants provide funds accessible to NGOs. Even though the term “non-governmental organization” implies independence from governments, many NGOs depend heavily on governments for their funding. [13] A quarter of the US$162 million income in 1998 of the famine-relief organization Oxfam was donated by the British government and the EU. The Christian relief and development organization World Vision United States collected US$55 million worth of goods in 1998 from the American government.

Nobel Prize winner Medecins Sans Frontieres (MSF) (known in the USA as Doctors Without Borders) gets 46% of its income from government sources. [14] Government funding of NGOs is controversial, since, according to David Rieff, writing in The New Republic, “the whole point of humanitarian intervention was precisely that NGOs and civil society had both a right and an obligation to respond with acts of aid and solidarity to people in need or being subjected to repression or want by the forces that controlled them, whatever the governments concerned might think about the matter. [15] Some NGOs, such as Greenpeace do not accept funding from governments or intergovernmental organizations. [16][17] Overhead costs Overhead is the amount of money that is spent on running an NGO rather than on projects. [18] This includes office expenses,[18] salaries, banking and bookkeeping costs. What percentage of overall budget is spent on overhead is often used to judge an NGO with less than 10% being viewed as good. [18] The World Association of Non-Governmental Organizations states that ideally more than 80% should be spent on programs (less than 20% on overhead). 19] The Global Fund to Fight AIDS, Tuberculosis and Malaria has specific guidelines on how high overhead can be to receive funding based on how the money is to be spent with overhead often needing to be less than 5-7%. [20] While the World Bank typically allows 10%. [21] A high percentage of overhead to total expenditures can make it more difficult to generate funds. [22] High overhead costs may also generate criticism with some claiming the certain NGOs with high overhead are being run simply to benefit the people working for them. [23] Monitoring and control In a March 2000 report on United Nations Reform priorities, former U.

N. Secretary General Kofi Annan wrote in favor of international humanitarian intervention, arguing that the international community has a “right to protect”[24] citizens of the world against ethnic cleansing, genocide, and crimes against humanity. On the heels of the report, the Canadian government launched the Responsibility to Protect R2P[25] project, outlining the issue of humanitarian intervention. While the R2P doctrine has wide applications, among the more controversial has been the Canadian government’s use of R2P to justify its intervention and support of the coup in Haiti. 26] Years after R2P, the World Federalist Movement, an organization which supports “the creation of democratic global structures accountable to the citizens of the world and call for the division of international authority among separate agencies”, has launched Responsibility to Protect – Engaging Civil Society (R2PCS). A collaboration between the WFM and the Canadian government, this project aims to bring NGOs into lockstep with the principles outlined under the original R2P project.

The governments of the countries an NGO works or is registered in may require reporting or other monitoring and oversight. Funders generally require reporting and assessment, such information is not necessarily publicly available. There may also be associations and watchdog organizations that research and publish details on the actions of NGOs working in particular geographic or program areas. [citation needed] In recent years, many large corporations have increased their corporate social responsibility departments in an attempt to preempt NGO campaigns against certain corporate practices.

As the logic goes, if corporations work with NGOs, NGOs will not work against corporations. In December 2007, The United States Department of Defense Assistant Secretary of Defense (Health Affairs) S. Ward Casscells established an International Health Division under Force Health Protection & Readiness. [27] Part of International Health’s mission is to communicate with NGOs in areas of mutual interest. Department of Defense Directive 3000. 05,[28] in 2005, requires DoD to regard stability-enhancing activities as a mission of importance equal to combat.

In compliance with international law, DoD has necessarily built a capacity to improve essential services in areas of conflict such as Iraq, where the customary lead agencies (State Department and USAID) find it difficult to operate. Unlike the “co-option” strategy described for corporations, the OASD(HA) recognizes the neutrality of health as an essential service. International Health cultivates collaborative relationships with NGOs, albeit at arms-length, recognizing their traditional independence, expertise and honest broker status.

While the goals of DoD and NGOs may seem incongruent, the DoD’s emphasis on stability and security to reduce and prevent conflict suggests, on careful analysis, important mutual interests. History International non-governmental organizations have a history dating back to at least 1839. [29] It has been estimated that by 1914, there were 1083 NGOs. [30] International NGOs were important in the anti-slavery movement and the movement for women’s suffrage, and reached a peak at the time of the World Disarmament Conference. 31] However, the phrase “non-governmental organization” only came into popular use with the establishment of the United Nations Organization in 1945 with provisions in Article 71 of Chapter 10 of the United Nations Charter[32] for a consultative role for organizations which are neither governments nor member states—see Consultative Status. The definition of “international NGO” (INGO) is first given in resolution 288 (X) of ECOSOC on February 27, 1950: it is defined as “any international organization that is not founded by an international treaty”.

The vital role of NGOs and other “major groups” in sustainable development was recognized in Chapter 27[33] of Agenda 21, leading to intense arrangements for a consultative relationship between the United Nations and non-governmental organizations. [34] It has been observed that the number of INGO founded or dissolved matches the general “state of the world”, rising in periods of growth and declining in periods of crisis. [35] Rapid development of the non-governmental sector occurred in western countries as a result of the processes of restructuring of the welfare state.

Further globalization of that process occurred after the fall of the communist system and was an important part of the Washington consensus. [13] Globalization during the 20th century gave rise to the importance of NGOs. Many problems could not be solved within a nation. International treaties and international organizations such as the World Trade Organization were centred mainly on the interests of capitalist enterprises. In an attempt to counterbalance this trend, NGOs have developed to emphasize humanitarian issues, developmental aid and sustainable development.

A prominent example of this is the World Social Forum, which is a rival convention to the World Economic Forum held annually in January in Davos, Switzerland. The fifth World Social Forum in Porto Alegre, Brazil, in January 2005 was attended by representatives from more than 1,000 NGOs. [36] In terms of environmental issues and sustainable development, the Earth Summit in Rio in 1992 was the first to show the power of international NGOs, when about 2,400 representatives of NGOs came to play a central role in deliberations.

Some have argued that in forums like these, NGOs take the place of what should belong to popular movements of the poor. Whatever the case, NGO transnational networking is now extensive. [37] Legal status The legal form of NGOs is diverse and depends upon homegrown variations in each country’s laws and practices. However, four main family groups of NGOs can be found worldwide:[38] * Unincorporated and voluntary association * Trusts, charities and foundations * Companies not just for profit Entities formed or registered under special NGO or nonprofit laws The Council of Europe in Strasbourg drafted the European Convention on the Recognition of the Legal Personality of International Non-Governmental Organizations in 1986, which sets a common legal basis for the existence and work of NGOs in Europe. Article 11 of the European Convention on Human Rights protects the right to freedom of association, which is also a fundamental norm for NGOs. Critiques Stuart Becker provides the following summary of the primary critiques of NGOs: There’s a debate that, NGOs take the place of what should belong to popular movements of the poor.

Others argue that NGOs are often imperialist in nature, that they sometimes operate in a racist manner in Third World countries and that they fulfill a similar function to that of the clergy during the colonial era. Philosopher Peter Hallward argues that they are an aristocratic form of politics. “[39] Issa G. Shivji is one of Africa’s leading experts on law and development issues as an author and academic. His critique on NGOs is found in two essays: “Silences in NGO discourse: The role and future of NGOs in Africa” and “Reflections on NGOs in Tanzania: What we are, what we are not and what we ought to be”.

Shivji argues that despite the good intentions of NGO leaders and activists, he is critical of the “objective effects of actions, regardless of their intentions”. [40] Shivji argues also that the sudden rise of NGOs are part of a neoliberal paradigm rather than pure altruistic motivations. He is critical of the current manifestations of NGOs wanting to change the world without understanding it, and that the imperial relationship continues today with the rise of NGOs. James Pfeiffer, in his case study of NGO involvement in Mozambique, speaks to the negative effects that NGO’s have had on areas of health within the country.

He argues that over the last decade, NGO’s in Mozambique have “fragmented the local health system, undermined local control of health programs, and contributed to growing local social inequality” [41] He notes further that NGO’s can be uncoordinated, creating parallel projects among different organizations, that pull health service workers away from their routine duties in order to serve the interests of the NGO’s. This ultimately undermines local primary health care efforts, and takes away the governments ability to maintain agency over their own health sector. 42] J. Pfeiffer suggested a new model of collaboration between the NGO and the DPS (the Mozambique Provincial Health Directorate). He mentioned the NGO should be ‘formally held to standard and adherence within the host country’, for example reduce ‘showcase’ projects and parallel programs that proves to be unsustainable. [43] Jessica Mathews once wrote in Foreign Affairs in 1997: “For all their strengths, NGOs are special interests. The best of them … often suffer from tunnel vision, judging every public act by how it affects their particular interest”. 44] Since NGOs do have to worry about policy trade-offs, the overall impact of their cause might bring more harm to society. [45] Vijay Prashad argues that from the 1970s “The World Bank, under Robert McNamara, championed the NGO as an alternative to the state, leaving intact global and regional relations of power and production. “[46] Others argue that NGOs are often imperialist[47] in nature, that they sometimes operate in a racialized manner in third world countries, and that they fulfill a similar function to that of the clergy during the high colonial era.

The philosopher Peter Hallward argues that they are an aristocratic form of politics. [48] Popular movements in the global South such as, for instance, the Western Cape Anti-Eviction Campaign in South Africa have sometimes refused to work with NGOs arguing that this will compromise their autonomy. [49][50] Another criticism of NGOs is that they are being designed and used as extensions of the normal foreign-policy instruments of certain Western countries and groups of countries. 51] Russian President Vladimir Putin made this accusation at the 43rd Munich Conference on Security Policy in 2007, concluding that these NGOs “are formally independent but they are purposefully financed and therefore under control. “[52] Also, Michael Bond wrote “Most large NGOs, such as Oxfam, the Red Cross, Cafod and Action Aid, are striving to make their aid provision more sustainable. But some, mostly in the US, are still exporting the ideologies of their backers. ” [53] Indeed, whether the NGOs are adiding for evangelical purposes or their ideological intentions, various NGOs are examined and accused of their nature.

There has also been the overwhelming disaster of NGOs using white lies or misinformed advise to enact their campaigns. In other words, NGOs have been quite ignorant about critical issues because, as chief scientist at Greenpeace Doug Parr claims, these organizations have lost their efforts in being trully scientific and are now more self-interested. Rather than operating through science so as to be rationally and effectively practical, NGOs are now abusing the utilization of science in order to gain their own advantages.

In the beginning, as Parr indicated, there was “‘a tendency among our critics to say that science is the only decision-making tool . . . but political and commerical interests are using science as a cover for getting their way. ‘”[54] At the same time, NGOs have shown themselves not to be very cooperative with other groups, as the previous policy-maker for the German branch of Friends of the Earth Jens Katjek acknowledged. “If NGOs want the best for the environment, he says, they have to learn to compromise. “[55] Challenges to legitimacy The issue of the legitimacy of NGOs raises a series of important questions.

This is one of the most important assets possessed by an NGO, it is gained through a perception that they are an “independent voice”. [56][57] Their representation also emerges as an important question. Who bestows responsibilities to NGOs or INGOs and how do they gain the representation of citizens and civil society is still not scrutinized thoroughly. For instance, in the article, it is stated, “To put the point starkly: are the citizens of countries of the South and their needs represented in global civil society, or are citizens as well as their needs constructed by practices of representation?

And when we realize that INGOs hardly ever come face to face with the people whose interests and problems they represent, or that they are not accountable to the people they represent, matters become even more troublesome. ” [58] Moreover, the legitimacy and the accountability of NGOs on the point of their true nature are also emerging as important issues. Various perceptions and images on NGOs are provided, and usually implemented in an image as ‘non-state actors’ or ‘influential representatives of civil society that advocate the citizen. Accountability may be able to provide this and also be able to assist activities by providing focus and direction[59] As non-state actors with considerable influence over the governance in many areas, concerns have been expressed over the extent to which they represent the views of the public and the extent to which they allow the public to hold them to account. [60] The origin of funding can have serious implications for the legitimacy of NGOs. In recent decades NGOs have increased their numbers and range of activities to a level where they have become increasingly dependent on a limited number of donors. 60] Consequently competition has increased for funding, as have the expectations of the donors themselves. [61] This runs the risk of donors adding conditions which can threaten the independence of NGOs, an over-dependence on official aid has the potential to dilute “the willingness of NGOs to speak out on issues which are unpopular with governments”. [57] In these situations NGOs are being held accountable by their donors, which can erode rather than enhance their legitimacy, a difficult challenge to overcome. Some commentators have also argued that the changes in where NGOs receive their funding has ultimately altered their functions. 57] NGOs have also been challenged on the grounds that they do not necessarily represent the needs of the developing world, through diminishing the so-called “Southern Voice”. Some postulate that the North-South division exists in the arena of NGOs. [62] They question the equality of the relationships between Northern and Southern parts of the same NGOs as well as the relationships between Southern and Northern NGOs working in partnerships. This suggests a division of labour may develop, with the North taking the lead in advocacy and resource mobilisation whilst the South engages in service delivery in the developing world. 62] The potential implications of this may mean that the needs of the developing world are not addressed appropriately as Northern NGOs do not properly consult or participate in partnerships. The real danger in this situation is that western views may take the front seat and assign unrepresentative priorities. [63] The flood of NGOs has also been accused of damaging the public sector in multiple developing countries. The mismanagement of NGOs has resulted in the break down of public health care systems.

Instead of promoting equity and alleviating poverty, NGOs have been under scrutiny for contributing to socioeconomic inequality and disempowering the services in the public sector of third world countries. [64] The scale and variety of activities in which NGOs participate has grown rapidly since the 1980s, witnessing particular expansion in the 1990s. [65] This has presented NGOs with need to balance the pressures of centralisation and decentralisation. By centralising NGOs, particularly those that operate at an international level, they can assign a common theme or set of goals.

Conversely it is also advantageous to decentralise as this increases the chances of an NGO behaving flexibly and effectively to localised issues. [66] See also * Charitable organization * Civil society * Community foundation * NGO-isation * Non-governmental organizations by country * Non-profit organization * Not just for profit * Occupational health and safety * Track II diplomacy References 1. ^ Anheier et al. , “Global Civil Society 2001”, 2001 2. ^ “Hobbled NGOs wary of Medvedev”. Chicago Tribune. May 7, 2008. 3. ^ “India: More NGOs, than schools and health centres”. OneWorld. net. July 7, 2010.

Retrieved 2011-10-07. 4. ^ “First official estimate: An NGO for every 400 people in India”. The Indian Express. July 7, 2010. 5. ^ a b c d e f g h Willetts, Peter. “What is a Non-Governmental Organization? “. UNESCO Encyclopaedia of Life Support Systems. City University London. Retrieved 18 July 2012. 6. ^ Iriye, Akira (2004). Global community : the role of international organizations in the making of the contemporary world (1. paperback print. ed. ). Berkeley, Calif. [u. a. ]: Univ. of California Press. ISBN 9780520231283. 7. ^ inspad. org 8. ^ Keck and Sikkink. “Environmental Advocacy Networks”.

Books. google. com. Retrieved 2011-12-20. 9. ^ McCormick, John. “The Role of Environmental NGOs in International Regimes”. Books. google. com. Retrieved 2011-12-20. 10. ^ a b World Bank Criteria defining NGO[dead link] 11. ^ 100  LSE. ac. uk, Mukasa, Sarah. Are expatriate staff necessary in international development NGOs? A case study of an international NGO in Uganda. Publication of the Centre for Civil Society at London School of Economics. 2002, p. 11–13. 12. ^ “Poll shows power of AIPAC drops slightly”. Jewish News Weekly of Northern California. 1999-12-19. Retrieved 2007-06-25. 13. a b Pawel Zaleski Global Non-governmental Administrative System: Geosociology of the Third Sector, [in:] Gawin, Dariusz ; Glinski, Piotr [ed. ]: “Civil Society in the Making”, IFiS Publishers, Warszawa 2006 14. ^ Intractable Conflict Knowledge Base Project of the Conflict Research Consortium at the University of Colorado. [dead link] 15. ^ NG-Uh-O – The trouble with humanitarianism David Rieff, June 10, 2010, The New Republic 16. ^ Sarah Jane Gilbert (2008-09-08). “Harvard Business School, HBS Cases: The Value of Environmental Activists”. Hbswk. hbs. edu. Retrieved 011-12-20. 17. ^ Greenpeace, Annual Report 2008 (pdf) 18. ^ a b c http://www. fundsforngos. org/budget-for-ngos/defining-terms-budget/ 19. ^ “Code of Ethics & Conduct for NGOs”. Retrieved 11 April 2012. 20. ^ “National NGOs Serving as PRs Excluded from the Global Fund’s Policy on Percentage-Based Overhead Costs”. 2012. 21. ^ Kuby, Christopher Gibbs ; Claudia Fumo ; Thomas (1999). Nongovernmental organizations in World Bank supported projects : a review (2. ed. ed. ). Washington, D. C. : World Bank. pp. 21. ISBN 978-0-8213-4456-9. 22. ^ Crowther, edited by Guler Aras, David (2010).

NGOs and social responsibility (1st ed. ed. ). Bingley, UK: Emerald. pp. 121. ISBN 978-0-85724-295-2. 23. ^ Kassahun, Samson (2004). Social capital for synergic partnership : development of poor localities in urban Ethiopia (1. Aufl. ed. ). Gottingen: Cuvillier. pp. 153. ISBN 978-3-86537-222-2. 24. ^ [1][dead link] 25. ^ [2][dead link] PDF (434 KB) 26. ^ Engler, Fenton, Yves, Anthony (2005). Canada in Haiti: Waging War on the Poor Majority. Vancouver, Winnipeg: RED Publishing. p. 120. ISBN 978-1-55266-168-0. Retrieved 2011-10-30. 27. ^ OSD. mil 28. ^ http://www. dtic. mil/whs/directives/corres/pdf/300005p. df 29. ^ The Rise and Fall of Transnational Civil Society: The Evolution of International Non-Governmental Organizations since 1839. By T. R. Davies City University London Working Paper. Steve Charnovitz, “Two Centuries of Participation: NGOs and International Governance, Michigan Journal of International Law, Winter 1997. 30. ^ Subcontracting Peace – The Challenges of NGO Peacebuilding. Edited by: Richmond, Oliver P. , and Carey, Henry F. Published by Ashgate, 2005. Page 21. 31. ^ Davies, Thomas Richard (2007). The Possibilities of Transnational Activism: the Campaign for Disarmament between the Two World Wars.

ISBN 978-90-04-16258-7. 32. ^ Charter of the United Nations: Chapter X[dead link] 33. ^ United Nations Conference on Environment and Development. “Agenda 21 – Chapter 27: Strengthening the Role of Non-governmental Organizations: Partners for Sustainable Development, Earth Summit, 1992”. Habitat. igc. org. Retrieved 2011-12-20. 34. ^ “1996/31. Consultative relationship between the United Nations and non-governmental organizations”. Un. org. Retrieved 2011-12-20. 35. ^ Boli, J. and Thomas, G. M. (1997) World Culture in the World Polity: A century of International Non-Governmental Organization.

American Sociological Review. pp. 177 36. ^ Bartlett, Lauren (2005). “NGO Update”. Human Rights Brief 12 (3): 44–45. 37. ^ Stone, Diane. “Transfer Agents and Global Networks in the ‘Transnationalisation’ of Policy”, Journal of European Public Policy. austiniskewl, 11(3) 2004: 545–66. 38. ^ Grant B. Stillman (2007), Global Standard NGOs, Geneva: Lulu, pp. 13-14. 39. ^ Stuart Alan Becker (January 28, 2011). “The definitive description of a non-government organisation”. The Phnom Penh Post. Retrieved 2011-09-19. 40. ^ Shivji, Issa G. (2007). Silence in NGO discourse: the role and future of NGOs in Africa.

Oxford, UK: Fahamu. p. 84. ISBN 978-0-9545637-5-2. 41. ^ Pfeiffer, J. 2003. International NGOs and primary health care in Mozambique: the need for a new model of collaboration. Social Science & Medicine 56 (4):725. 42. ^ Pfeiffer, J. 2003. International NGOs and primary health care in Mozambique: the need for a new model of collaboration. Social Science & Medicine 56 (4):725-738. 43. ^ J. Pfeiffer. (2003). International NGOs and primary health care in Mozambique: the need for a new model of collaboration. Social Science & Medicine 56 (2003) 725-738 44. ^ Jessica T.

Mathews (Jan. – Feb. , 1997). “Power Shift”. Foreign Affairs. Retrieved 2012-06-01. 45. ^ Bond, M. (2000) The Backlash against NGOs. Prospect (magazine). 46. ^ Mother Teresa: A Communist View, Vijay Prashad, Australian Marxist Review, No. 40 August 1998 47. ^ Abahlali baseMjondoloRethinking Public Participation from below, ‘Critical Dialogue’, 2006 48. ^ See his Damming the Flood (Verso, London, 2007. ) 49. ^ Building unity in diversity: Social movement activism in the Western Cape Anti-Eviction Campaign, Sophie Oldfield & Kristian Stokke, 2004 50. Ashraf Cassiem: South African Resistance Against Evictions, Marlon Crump, Poor Magazine, 2009 51. ^ ‘NGO’: The Guise of Innocence, by Jenny O’Connor, New Left Project, 2012 52. ^ Putin, Vladimir (February 10, 2007). Speech and the Following Discussion at the Munich Conference on Security Policy (Speech). 43rd Munich Conference on Security Policy. Munich, Germany. Retrieved February 28, 2012. 53. ^ Bond, Michael. “The Backlash against NGOs. ” Prospect, April 2000, pp. 321. Print 54. ^ Bond, Michael. “The Backlash against NGOs. ” Prospect, April 2000, pp. 323. Print 55. Bond, Michael. “The Backlash against NGOs. ” Prospect, April 200, pp. 323. Print 56. ^ Weber, N. and Christopherson, T. (2002) The influence of non-givernmental organisations on the creation of Natura 2000 during the European policy process. Forest policy and Economics. 4(1), pp. 1-12. 57. ^ a b c Edwards, M. and Hulme, D. (2002) NGO Performance and Accountability: Introduction and Overview. “In: Edwards, M. and Hulme, D. , ed. 2002. ” The Earthscan Reader on NGO Management. UK: Earthscan Publications Ltd. Chapter 11. 58. ^ Neera Chandhoke. (2005) “How Global Is Global Civil Society? Journal of World-Systems Research, 11, 2, 2005, pp. 326-327. 59. ^ Edwards, M. and Hulme, D. (2002) Beyond the Magic Bullet? Lessons and Conclusions. “In: Edwards, M. and Hulme, D. , ed. 2002. ” The Earthscan Reader on NGO Management. UK: Earthscan Publications Ltd. Chapter 12. 60. ^ a b Edwards, M. and Hulme, D. (1996) Too Close for comfort? The impact of official aid on Non-Governmental Organisations. “World Development. ” 24(6), pp. 961-973. 61. ^ Ebrahim, A. (2003) Accountability in practice: Mechanisms for NGOs. “World Development. ” 31(5), pp. 813-829. 62. ^ a b Lindenberg, M. and Bryant, C. 2001) Going Global:Transforming Relief and Development NGOs. Bloomfield: Kumarian Press. 63. ^ Jenkins, R. (2001) Corporate Codes of Conduct: Self-Regulation in a Global Economy. “Technology, Business and Society Programme Paper Number 2. ” United Nations Research Institute for Social Development. 64. ^ Pfeiffer, J. 2003. International NGOs and primary health care in Mozambique: the need for a new model of collaboration. Social Science ; Medicine 56(4):725-738. 65. ^ Avina, J. (1993) The Evolutionary Life Cycles if Non-Governmental Development Organisations. “Public Administration and Development. ” 13(5), pp. 53-474. 66. ^ Anheier, H. and Themudo, N. (2002) Organisational forms of global civil society: Implications of going global. In: Anheier, H. Glasius, M. Kaldor, M, ed 2002. Further reading * Mark Butler, with Thulani Ndlazi, David Ntseng, Graham Philpott, and Nomusa Sokhela. NGO Practice and the Possibility of Freedom Church Land Programme, Pietermaritzburg, South Africa 2007 Churchland. co. za[dead link] * Olivier Berthoud, NGOs: Somewhere between Compassion, Profitability and Solidarity Envio. org. ni, PDF Edinter. net Envio, Managua, 2001 * Terje Tvedt, 19982/2003: Angels of Mercy or Development Diplomats.

NGOs ; Foreign Aid, Oxford: James Currey * Steve W. Witt, ed. Changing Roles of NGOs in the Creation, Storage, and Dissemination of Information in Developing Countries (Saur, 2006). ISBN 3-598-22030-8 * Cox, P. N. Shams, G. C. Jahn, P. Erickson and P. Hicks. 2002. Building collaboration between NGOs and agricultural research institutes. Cambodian Journal of Agriculture 6: 1-8. IRRI. org[dead link] * Ann Florini, ed. The Third Force: The Rise of Transnational Civil Society (Carnegie Endowment for International Peace and Japan Center for International Exchange, 2001). Margaret Keck and Kathryn Sikkink. 1998. Activists Beyond Borders: Advocacy Networks in International Politics. Cornell University Press * Rodney Bruce Hall, and Biersteker, Thomas. The Emergence of Private Authority in Global Governance (Cambridge Studies in International Relations, 2003) * Dorthea Hilhorst, The Real World of NGOs: Discourses, Diversity and Development, Zed Books, 2003 * Joan Roelofs, Foundations and Public Policy: The Mask of Pluralism (Albany: State University of New York Press, 2003). Ian Smillie, ; Minear, Larry, editors. The Charity of Nations: Humanitarian Action in a Calculating World, Kumarian Press, 2004 * Simon Maxwell and Diane Stone. (eds) Global Knowledge Networks and International Development: Bridges Across Boundaries (Routledge, 2005: I-xix; 1-192). * Sidney Tarrow, The New Transnational Activism, New York :Cambridge University Press, 2005 * Thomas Ward, editor. Development, Social Justice, and Civil Society: An Introduction to the Political Economy of NGOs, Paragon House, 2005 * H. Teegen, 2003. International NGOs as Global Institutions: Using Social Capital to Impact Multinational Enterprises and Governments’, Journal of International Management. * Jennifer Brinkerhoff, Stephen C. Smith, and Hildy Teegen, NGOs and the Millennium Development Goals: Citizen Action to Reduce Poverty, Palgrave Macmillan, 2007. * S. Goonatilake. Recolonisation: Foreign Funded NGO’s in Sri Lanka, Sage Publications 2006. * Teegen, H. Doh, J. , Vachani, S. , 2004. “The importance of nongovernmental organisation in global governance and value creation: an international business research agenda“ in Journal of International Business Studies.

Washington: Vol. 35, Iss. 6. * K. Rodman, (1998). “‘Think Globally, Punish Locally: Nonstate Actors, Multinational Corporations, and Human Rights Sanctions” in Ethics in International Affairs, vol. 12. * Grant B. Stillman (2006), NGO Law and Governance: a resource book, ADB Institute, Tokyo, ISBN 4-89974-013-1. More useful are regional histories and analyses of the experience of NGOs. Specific works (although this is by no means an exhaustive list) include: * T. R. Davies, The Possibilities of Transnational Activism: The Campaign for Disarmament between the Two World Wars, Brill, 2007.

ISBN 3-598-22030-8 * H. Englund, Prisoners of Freedom: Human Rights & the Africa Poor, University of California Press, 2006 * Carrie Meyer, The Economics and Politics of NGOs in Latin America, Praeger Publishers, July 30, 1999 * Chhandasi Pandya. 2006. Private Authority and Disaster Relief: The Cases of Post-Tsunami Aceh and Nias. Critical Asian Studies. Vol. 38, No. 2. Pg. 298-308. Routledge Press: Taylor & Francis Group * Maha Abdelrahman, Civil Society Exposed: The Politics of NGOs in Egypt, The American University in Cairo Press, 2004.

Al-Ahram Weekly has done a review of the book. * Sangeeta Kamat, Development hegemony: NGOs and The State in India, Delhi, New York; Oxford University Press, 2002 * Adama Sow, Chancen und Risiken von NGOs – Die Gewerkschaften in Guinea wahrend der Unruhen 2007 – EPU Research Papers: Issue 03/07, Stadtschlaining 2007 (German) * Lyal S. Sunga, “Dilemmas facing INGOs in coalition-occupied Iraq”, in Ethics in Action: The Ethical Challenges of International Human Rights Nongovernmental Organizations, edited by Daniel A. Bell and Jean-Marc Coicaud, Cambridge Univ. and United Nations Univ.

Press, 2007. * Lyal S. Sunga, “NGO Involvement in International Human Rights Monitoring, International Human Rights Law and Non-Governmental Organizations” (2005) 41-69. * Werker & Ahmed (2008): What do Non-Governmental Organizations do? * Steve Charnovitz, “Two Centuries of Participation: NGOs and International Governance,” Michigan Journal of International Law, Vol. 18, Winter 1997, at 183-286. * Abahlali baseMjondolo Rethinking Public Participation from Below, ‘Critical Dialogue’, 2006 * Akpan S. M (2010): Establishment of Non-Governmental Organizations (In Press). Edward A. L. Turner (2010) Why Has the Number of International Non-Governmental Organizations Exploded since 1960? , Cliodynamics, 1, (1). Retrieved from: [3] * Eugene Fram & Vicki Brown, How Using the Corporate Model Makes a Nonprofit Board More Effective & Efficient – Third Edition (2011), Amazon Books, Create Space Books. The de facto reference resource for information and statistics on International NGOs (INGOs) and other transnational organisational forms is the Yearbook of International Organizations, produced by the Union of International Associations. David Lewis and Nazneen Kanji (2009): Non-Governmental Organizations and Development. New York: Routledge. * Issa G. Shivji (2007): Silence in NGO Discourse: The Role and Future of NGOs in Africa. Nairobi: Fahamu. * Jens Steffek and Kristina Hahn (2010): Evaluating Transnational NGOs: Legitimacy, Accountability, Representation. New York: Palgrave, Macmillan. External links * NGO Search: NGO/IGO google custom search engine built by the Govt Documents Round Table (GODORT) of the American Library Association. * Interface journal special issue on NGOs * A brief history of Non-Governmental Organizations Historical Database of International NGOs * Duke University NGO Library * Global Policy Forum: The site includes articles on a wide range of aspects of NGOs. * NGOs – Non-Governmental Organizations * What is a Non-Governmental Organization? City University, London * international association of professional certification, (iaopc) [hide] * v * t * eTopics related to charity| | | Main topics| * Philanthropy * Alms * Tzedakah * Zakat * Sadaqah * Tithe * Altruism * Gift * Donation * Alternative giving * Youth philanthropy * Volunteering * Noblesse oblige| | |

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Adolescence is the unhappiest time in most people’s lives. It seems to me adolescence is a very important period for everyone as it forms their views on life. When you are young, parents bring up and teach you, you learn something by your own and become some life experience. Then you go to school where you get basic knowledge, find new friends, communicate and share your opinions with them. This time could be divided into three periods: person’s childhood, school time and the last is an university or college time. Each of them is extremely important as it influences on the further life of an individual.

Some people state that adolescence is the unhappiest time for most people. It brings many accidents, bad experiences and, as a result, person can go, for example, in a crime world or drug addiction. These facts are followed after the bad upbringing and some problem families. That’s why these people state thar the adolescence is a very important time for a person and during this time person is touchy so they(person is thouchy so they(he or she, leave it open)) could have a bad experience and it would influence a lot to his future. However, others are assured that adolescence is the happiest time in everybody’s life.

When you are young, you are not responsible for anything and you don’t have serious problems that should be solved. You don’t care about anything bad and enjoy spending your time with friends. Person goes to school where he gains some experience and finds new friends. They say, in most cases children have a good upbringing and only enjoy their life. It goes without saying, that the world of today is dangerous, however it mostly doesn’t influence on the person. If you ask me, I think adolescence is the most enjoyable time for everyone as it gives many opportunities for relaxation, education and entertainment.

Candidate Number Candidate Name ______________________________________________ International English Language Testing System Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you are told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instructions for each part of the paper carefully. Answer all the questions. While you are listening, write your answers on the question paper. You will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.

At the end of the test, hand in this question paper. Information for candidates There are four parts to the test. You will hear each part once only. There are 40 questions. Each question carries one mark. For each part of the test, there will be time for you to look through the questions and time for you to check your answers. Section 1 Questions 1–10 Questions 1–5 Complete the notes below. Write no more than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City • •• • Express train leaves at 1 ……………………. • •• • Nearest station is 2 ……………………. • •• Number 706 bus goes to 3 ……………………. • •• • Number 4 ……………………. bus goes to station • •• • Earlier bus leaves at 5 ……………………. Questions 6–10 Complete the table below. Write no more than one word and/or a number for each answer. Transport Cash fare Card fare Bus 6 $ …………… $1. 50 Train (peak) $10 $10 Train (off-peak) – before 5pm or after 7 …………… pm) $10 9 …………… ferry $4. 50 $3. 55 Tourist ferry (10 ……………) $35 – Tourist ferry (whole day) $65 – 8 $ …………… Section 2 Questions 11–20 Questions 11–14 Which counsellor should you see? Write the correct letter, A, B or C, next to questions 11–14. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsellor 12 if you are unable to see a counsellor during normal office hours 13 if you do not have an appointment 14 if your concerns are related to anxiety Questions 15–20 Complete the table below. Write no more than two words for each answer. Workshop Content Target group Adjusting what you need to succeed academically 15 ………………… students Getting Organised use time effectively, find 16 ………………… between study and leisure Communicating talking with staff, communicating across cultures Anxiety 18 …………………, breathing techniques, meditation, etc. all students all students, especially 17 ………………… tudents about to sit exams 19 ………………… staying on track for long periods 20 ………………… students only Section 3 Questions 21–30 Questions 21–30 Complete the notes below. Write no more than three words for each answer. Novel: 21 ………………… Protagonists: Mary Lennox; Colin Craven Time period: Early in 22 ………………… Plot: Mary > UK – meets Colin who thinks he’ll never be able to 23 ………………… . They become friends. Point of view: “Omniscient” – narrator knows all about characters’ feelings, opinions and 24 ………………… Audience: Good for children – story simple to follow Symbols (physical items that represent 25 …………………): • the robin redbreast 26 ………………… • the portrait of Mistress Craven Motifs (patterns in the story): • the Garden of Eden • secrecy – metaphorical and literal transition from 27 ………………… Themes: Connections between • 28 ………………… and outlook • 29 ………………… and well-being • individuals and the need for 30 ………………… Section 4 Questions 31–40 Questions 31–35 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive Remember good times, e. g. birthdays. 31 …………….. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.

Present Hedonistic Live for 32 …………….. ; seek sensation; avoid pain. Fatalistic Life is governed by 33 …………….. , religious beliefs, social conditions. Life’s path can’t be changed. Future 34 …………….. Prefer work to play. Don’t give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 …………….. in life. Questions 36–40 Choose the correct letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the way they learn

B they play video games instead of doing school work C they are not as intelligent as girls 38 Present-orientated children A do not realise present actions can have negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, but do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how people think about time can help us A become more virtuous B work together better C identify careless or ambitious people Transcript

Narrator: Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your answers to an answer sheet. Now turn to section 1. Section 1 You will hear a conversation between a clerk at the enquiries desk of a transport company and a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds] You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater … Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Narrator: The man wants to go to Harbour City, so Harbour City has been written in the space.

Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater … Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Man: I don’t mind really, whichever option is faster, I suppose.

Woman: Well, if you catch a railway express, that’ll get you there in under an hour … Let’s see – yes, if you can make the 9. 30am express, I’d recommend you do that. Man: Great. Which station does that leave from? Woman: Helendale is the nearest train station to you. Man: Did you say Helensvale? woman: No, Helendale – that’s H-E-L-E-N-D-A-L-E Man: What’s the best way to get to the Helendale station then? Woman: Well, hang on a minute while I look into that … Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Centre to Central Street.

When you get there, you transfer to another bus which will take you to the station. Or, the second option, if you don’t mind walking a couple of kilometres, is to go directly to Central Street and get straight on the bus going to the train station. Man: Okay. Which bus is that? Woman: The 792 will take you to the station. Man: I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman: There are two buses that should get you to the station on time: one just before nine o’clock and one just after.

But look, at that time of the morning it might be better to take the earlier one just in case there’s a traffic jam or something. The 8. 55 is probably safer than the 9. 05. Man: Yeah, I don’t want to the miss the train, so I’ll be sure to get on the five- to-nine bus. Narrator: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. [20 seconds] Now listen and answer questions 6 to 10. Man: By the way, how much will I have to pay in fares? Woman: Well, you can get a ticket on the bus for $1. 80 cash and you’ll need $10 each way for the train.

Wait, do you have a Travel Link Card? Man: No, but I can get one before tomorrow. Woman: Okay, well that’ll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be – the train to Harbour City will … still cost $10. 00 because you’ll be travelling during peak hours in the morning, so no savings there, I’m afraid. However, if you could come back at an off-peak time … Man: What does that mean? Woman: Well, if you could start your return journey before 5pm or later than half past 7 in the evening … Man: Actually, I wasn’t planning on coming back till at least 8 o’clock anyway.

Woman: In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didn’t you? Man: Yes, I’ll pick one up later today. Woman: Good – that would mean that your return train journey would only cost you $7. 15 with your card. Man: Thank you. Woman: Is there anything else I can help you with? Man: Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman: If you’re thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.

A one-way trip costs $4. 50 but with your card you’d make a 20% saving and only pay $3. 55. Man: So, $3. 55 for the commuter ferry …What about the tour boats? Woman: You mean the tourist ferries that go upriver on sightseeing tours? No – they only take cash or credit card. They’re not part of the Travel Link Company. Man: Oh, I see. I don’t suppose you know the cost of a tour? Woman: In actual fact, I do, because I took a friend on the trip upriver just last week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.

Man: Thank you. You’ve been a great help. Woman: My pleasure. Enjoy your day out. Narrator: That is the end of section 1. You now have half a minute to check your answers. [30 seconds] Now turn to section 2. Narrator: Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. [20 seconds] Listen carefully and answer questions 11 to 14. Speaker: Hello everyone. I’m the counselling administrator here at St. Ive’s College and I’ve been asked to come and talk to you about our counselling team and the services that we offer.

We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If you’ve never used a counsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can expect from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.

Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.

If you want to be sure to see the same counsellor on each visit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online booking form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and relaxation techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. Narrator:

Before you hear the rest of the talk, you have some time to look at questions 15 to 20. [20 seconds] Now listen and answer questions 15 to 20. Speaker: Each semester the counselling team runs a number of small group workshops. These last for two hours and are free to all enrolled students. Our first workshop is called Adjusting. We’ve found that tertiary education can come as a big shock for some people. After the structured learning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic success. As you might expect, we’re targeting first-year students with this offering.

Getting organised follows on from the first workshop. Here, we’re going to help you break the habit of putting things off, get the most out of your time and discover the right balance between academic and recreational activities. With Getting organised, we’re catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what you’re used to, especially if you’ve come from abroad. We’ll cover an area that many foreign students struggle with – how to talk with teachers and other staff.

We’ll cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we particularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome! The Anxiety workshop is held later on in the year and deals with something you will all be familiar with – the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you don’t have to. Come to this workshop and we’ll teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. We’ve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-term research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, that’s it, thanks for your time. If you have any questions or want more information about our services, do come and see us at the Counselling Service. Narrator:

That is the end of section 2. You now have half a minute to check your answers. [30 seconds] Now turn to section 3. Narrator: Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. [20 seconds] Listen carefully and answer questions 21 to 24 Tutor: Hello Lorna, Ian. Glad you could make it. You’re the only two who put your names down for this literature tutorial so let’s get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian: Hey Lorna, have you got a spare pen? Lorna: Sure, here you are. Tutor: Okay, so, the story follows two key characters – you should refer to them as protagonists – who go by the names of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own together. Lorna: That’s quite a common storyline, isn’t it? Tutor: Yes, you’re right, Lorna.

So, what can you tell me about the character of Mary? Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncle’s house in Yorkshire. Tutor: That’s right – and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the ability to walk. The two strike up a friendship and gradually learn – by encouraging each other – that they can both become healthy, happy and fulfilled in life.

Ian: Will we need to remember a lot of these details for the exam? Tutor: Just the basic outline. Examiners don’t want to read a plot summary – they know what the book is about. Focus on narrative techniques instead, such as point of view. Lorna: What’s that mean? Tutor: It’s all about how we see the story. This story, for example, is written from the perspective of what is called an “omniscient narrator”. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and don’t like, and what their motivations are in the story. Narrator:

Before you hear the rest of the conversation, you have some time to look at questions 25 to 30. [20 seconds] Now listen and answer questions 25 to 30. Ian: Won’t it be hard to write a technical analysis? After all, it’s a kids’ book. Tutor: Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And you’re right in a sense – the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesn’t mean there isn’t much to analyse. Look at the symbolism, for instance.

Lorna: Symbols are things, right? Material things – like objects – that stand for abstract ideas. Tutor: Absolutely, yes. And the author uses many of them. There’s the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt – note that the robin is described as “not at all like the birds in India”. Roses are used as well – as a personal symbol for Mistress Craven – you’ll see they’re always mentioned alongside her name. And Mistress Craven’s portrait can also be interpreted as a symbol of her spirit. Ian: Are symbols just another name for motifs?

Tutor: No, motifs are a bit different. They don’t have as direct a connection with something the way that a symbol does. Motifs are simply recurring elements of the story that support the mood. Lorna: Are there any in this novel? Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then you’ve got the role that secrets play in the story. In the beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian: Anything else we need to know about? Tutor: Yes. Nearly all novels explore universal concepts that everyone has experienced – things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, the way that health can determine and be determined by our outlook on life. As Colin’s health improves, so too do his perceptions of his strength and possibility.

The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novel’s most significant theme – because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna: That’s a great help, thanks.

Ian: Yes, thanks very much. Narrator: That is the end of section 3. You now have half a minute to check your answers. [30 seconds] Now turn to section 4. Narrator: Section 4 You will hear a talk on the topic of time perspectives. First you have some time to look at questions 31 to 40. [20 seconds] Listen carefully and answer questions 31 to 40. Speaker: Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.

The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the present.

Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply “is” and that’s that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.

They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, let’s move on. You might ask “how do these time zones affect our lives? ” Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.

Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say “Ah, well, boys just aren’t as bright as girls” but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.

The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say “don’t smoke or you’ll get cancer”, “get good grades or you won’t get a good job”. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because they’re not living for the future; they’re in the moment right now.

We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sacrificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.

But when they’re asked what they would do with an eight-day week, they say “Oh that’d be great”. They would spend that time labouring away to achieve more. They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think: “Oh, that person’s really irresponsible” or “That guy’s power hungry” but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time.

Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each person’s individual strengths. Narrator: That is the end of section 4. You now have half a minute to check your answers. [30 seconds] That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.

Analysis of Alvarez’s In the Time of the Butterflies In the Time of the Butterflies, written by Julia Alvarez, is the story of four sisters who take an emotional journey while becoming a symbol of hope in the corrupt Dominican Republic, as they seek to make a political revolution. Throughout the story, we dig deeper into each sister’s life and learn more about her individual traits. In the book, Alvarez makes the Mirabal sisters come alive throughout the book with her use of foreshadowing, detailed characterization, and selection of detail.

The more the reader journeys farther into the book, the more the aforementioned devices become of importance Throughout In the Time of the Butterflies Alvarez does an impressive job using selection of detail to create a strong mental image of the characters and setting for the reader. In the opening lines of Chapter One Dede describes the area of where she lives as the interview woman is coming over soon when she says, “The woman will never find the old house behind the edge of towering hibiscus at the bend of the dirt road” (3).

By using visual imagery Alvarez gives a clear description of where the Mirabal sisters reside. The sisters live in the foothills of the tobacco fields, a very unpopulated area, which is hard to find as no street signs exist in the country. On the way home from Trujillo’s residence after the disastrous skit put on by the sisters Alvarez writes, “As the road darkened, the beams of our headlights filled with hundreds of blinded moths. Where they hit the windshield, they left blurry marks, until it seemed like I was looking at the world through a curtain of tears” (29).

Alvarez compares the blurry marks to a curtain of tears, giving the reader a sense of the somber mood in the car. Alvarez tells of the dismal mood because the sisters had let Sor Asuncion down, she was not happy they didn’t act as the ornaments of the nation as they were supposed to. Sor Asuncion was telling Patria to pray to the Virgencita for guidance in her future involving the church when Patria says, “And I prayed with her, a Hail Mary and an Our Father, and I tried hard but I could not keep my eyes from straying to the flame trees, their blossoms tumbling in the wind of the coming storm. (47). By using great detail the reader can almost imagine the flame trees swaying before them with their blossoms turning in front of their own eyes. The quote brings Patria’s character alive as well, giving the reader a look into one the key aspects of her life, religion. Selection of detail is just one of three literary devices used In the Time of the Butterflies that makes it an exciting book; it compels the reader to continue reading as the characters and scenery comes to life.

Alvarez consistently uses the device of foreshadowing to drop subtle hints of what is to come later in the book. Dede was helping her father up the stairs after he had discussed their possible futures with them on a clear moonlit night, when Alvarez writes, “She realizes that her future is the only future he really told” (10). Referring to Dede, a possible storyline that is constant throughout the book is revealed by her father; she will be the only sister of the four to survive the revolution.

Dede gives the interview women a quick tour of the house, and when walking down the hallway Alvarez describes it, “There are three pictures of the girls, old favorites that are now emblazoned on the posters every November, making these once intimate snapshots seem too famous to be the sisters she knew” (5). The same storyline is mentioned in the quote; three of the sisters have a picture on the wall, but Dede does not because she’s the only one still alive.

With the sisters having pictures of them on the walls that were considered “old favorites” it foreshadows their deaths at the end of the book. Chapter four begins with Patria describing her childhood from the day she was born , “Even being born, I was coming out, hands first, as if reaching up for something” (44). This quote foreshadows Patria’s loving character that the reader discovers later in the book. Patria loves automatically and is naturally generous which is later shown with her early commitment in life to the church.

In In the Time of the Butterflies foreshadowing lays the foundation for the rest of the book, which is vital for the reader to grasp. Alvarez uses detailed characterization to give the reader a clear idea of the characters personality as well as their physical appearance. Minerva begins chapter two by comparing herself, “Sometimes, watching the rabbits in their pens, I’d think, I’m no different from you, poor things” (11). She compares herself to a rabbit stuck in their pen; Minerva is living at home with her parents and cannot find a way to get out from their grasp.

Alvarez gives a look into Minerva’s life being one of “Papa’s little girls” as well as being the second youngest of the four sisters, a tough situation to leave. In one of Mate’s earliest diary entries we get a look into her young mind, Mate writes, “I had such a time deciding between the patent leather and white leather for church today. I finally settled for the white pair as Mama picked those out for my first Communion, and I wanted her to feel that they were still my favorites” (36).

This quote shows us how Mate is not yet involved in the complexities of the revolution and is more worried about what clothes she’s wearing, giving the reader insight into another sisters character. Before the volleyball game at Tio Pepe’s where Dede was looking to impress Lio, Alvarez writes, “She knows she looks especially good in her flowered shirtwaist and white sandal heals” (70). Referring to Dede, the quote reveals her self interest into her beauty, and her lack of interest in the revolution compared to her other three sisters.

Detailed characterization helps give the reader a sense of what each sister is like, and helps them put the story of the Mirabal sisters into place. Alvarez uses the device of foreshadowing brilliantly to develop the plot that will come about later in the story. Alvarez utilizes detailed characterization to allow the reader to personalize the characters and distinguish the differences between the qualities of the four sisters.

She uses selection of detail to describe characters, setting, and scenes throughout the book, thus allowing the reader to create a mental image of situations at hand. When putting the three literary devices together, it makes In the Time of the Butterflies a fascinating book that the reader doesn’t want to put down. Alvarez does a splendid job of using literary devices including foreshadowing, selection of detail, and detailed characterization to make the heroic story of the Mirabel sisters come alive.

1. A plane travels from Orlando to Denver and back again. On the five-hour trip from Orlando to Denver, the plane has a tailwind of 40 miles per hour. On the return trip from Denver to Orlando, the plane faces a headwind of 40 miles per hour. This trip takes six hours. What is the speed of the airplane in still air? X = speed of plane in still air (x+40) = speed of plane downwind (x-40) =speed of plane against the wind distance = speed *travel time downwind distance = headwind distance

5(x+40) = 6(x-40)

5x+200=6x-240

6x-5x=240+200

x=440 mph

So, The speed of the plane in still air is 440 mph if I am not mistaken.

2. Two bicycles depart from Miami Beach going in opposite directions. The first bicycle is traveling at 10 miles per hour. The second bicycle travels at 5 miles per hour. How long does it take until the bikes are 45 miles apart?

D=RT

45=(10+5)T

45=15T

T=45/15

T=3 hours.

3. Jesse rents a moving van for $75 and must pay $2 per mile. The following week, Alex rents the same van, is charged $80 for the rental and $1. 50 per mile. If they each paid the same amount and drove the same number of miles, how far did they each travel? 5+2m=80+1. 5m subtract 75 from both sides subtract 1. 5m from both sides .5m=5 multiply both sides by 2 m=10 miles.

4. During the 4th of July weekend, 32 vehicles became trapped on the Sunshine Skyway Bridge while it was being repaved. A recent city ordinance decreed that only cars with 4 wheels and trucks with six wheels could be on the bridge at any given time. If there were 148 tires that needed to be replaced due to damage, how many cars and trucks were involved in the incident? Okay. There were 32 cars, we have x + y = 32 ars have 4 wheels so 4x, trucks have 6 wheels so 6x the total number of wheels adds up to 148, so

4x +6y = 14: x+y=32

4x + 6y = 148 -4x – 4y = -128

4x + 6y = 148.

5. For this question, you will need a parent/guardian or a friend. Have this individual grab a handful of coins making sure there are only two types of coins in the group (i. e. , nickels and dimes, quarters and pennies, pennies and dimes, etc). Your parent/guardian or friend should tell you the type of coins they’ve chosen, how many coins they have, and the dollar amount of the group.

From this information, you will set up two sets of equations and determine how many of each coin they have in their hand. Please send your instructor the name of the individual who helped you with this question, your two equations, and the work you did to solve the system. She has 11 coins worth 83 cents. P and Q will the number of pennies and quarters,

P + Q = 11

P + 25Q = 83

P + 25Q – P + Q = 24 Q = 83 – 11 = 72.

So, 24 Q = 72

Q = 3.

Q = 3 can be put into the equation to solve for P. If we use the first equation, we get P + 3 = 11 P = 8, so three quarters and eight pennies.