Appraise the impact of Post-Latham and Egan report initiatives on Essay

Efficacy of the Duty Drawback Scheme Essays

Adequacy of the Duty Drawback Scheme Essays Adequacy of the Duty Drawback Scheme Essay Adequacy of the Duty Drawback Scheme Essay Chapter by chapter guide Contents Table of Contents1 Introduction2 Part I The Duty Drawback Scheme3 The Customs Act 19623 Part II Pros and Cons of the Scheme7 Pros7 Cons8 Part III Case Law8 Conclusion10 Bibliography12 Introduction With the essential goal of boosting trades, different plans like Export Oriented Units (EOUs), Special Economic Zones (SEZs), Duty Exemption Entitlement Schemes (DEECs), Manufacture under Bond and so forth have been made accessible by the legislature to acquire contributions without the installment of customs obligation/extract obligation or to get discount of obligation paid on inputs. If there should be an occurrence of focal extract, makers can benefit Cenvat Credit of obligation paid on inputs and use the equivalent for installment of obligation on different products sold in India, or they can acquire discount. Plans like production under bond are likewise accessible for customs. On comparable lines, makers or processors can likewise benefit of Duty Drawback Schemes. Here, the extract obligation and customs obligation paid on inputs is discounted to the exporter of completed item by method of ‘Duty Drawback’. Segment 75 of Customs Act accommodates downside on materials utilized in assembling or preparing of fare item. Under Duty Drawback Schemes, alleviation of customs and focal extract obligations endured on the data sources utilized in the assembling of fare item is permitted to exporters. The permissible obligation disadvantage sum is paid to exporters by storing it into their assigned financial balance. It might be noticed that obligation downside under area 75 is allowed when imported materials are utilized in the production of merchandise which are then traded, while obligation disadvantage under segment 74 is appropriate when imported products are re-sent out all things considered and the article is effectively recognizable. Segment 37 of Central Excise Act permits he Central Government to outline rules for motivation behind the Act. In exercise of these forces, The Customs and Central Excise Duties Drawback Rules, 1995 have been surrounded illustrating the technique to be followed with the end goal of award of obligation disadvantage by the Customs Authorities preparing send out documentat ion. So as to satisfy the goals of this paper, the paper has been structures as follows. To begin with, I have investigated the method of reasoning behind an obligation downside plot. Second, I have dug into the legal arrangements managing obligation downside plans and significant principles. Third, I have made a correlation of the geniuses and the cons of an obligation downside plot lastly, I have watched certain rules that have been set down through case law before offering my closing comments. Part I The Duty Drawback Scheme Duty downside plans, which ordinarily include a mix of obligation discounts and exceptions, are an element of numerous countries’ exchange systems. They are utilized in exceptionally secured, creating economies as methods for giving exporters imported contributions at world costs, and consequently expanding their seriousness, while keeping up the insurance on the remainder of the economy. A significant standard in the toll of customs obligation is that the products ought to be devoured inside the nation of importation. On the off chance that the products are not all that devoured, however are sent out of the nation, the expense of fare merchandise gets unduly raised a record of frequency of customs obligation. In this way to maintain a strategic distance from this acceleration of value obligation disadvantage plans try to expel the effect of customs obligation on imported merchandise which are in the end sent out. Possible exportation may occur because of: A. Merchandise are sent back to a remote nation Due to non similarity with required particulars * Trade-limitations in the nation of import * Primary motivation behind import was transitory maintenance B. Merchandise are utilized in the assembling of different items implied for trade The most recent reason for help of import obligation paid is the point at which the products are at last sent out. This factor increas ed more prominent significance with the foundation of 100% Export Oriented Units where products fabricated are basically traded to procure outside trade. The Customs Act 1962 Section X of the Customs Act, 1962 arrangements with different parts of the obligation disadvantage plot in India. Area 74 arrangements with products which fall under Category An as depicted above and Section 75 arrangements with Category B. If there should arise an occurrence of products which were prior imported on installment of obligation and are later tried to be re-sent out inside a predefined period, customs obligation paid at the hour of import of the merchandise with certain cut can be guaranteed as obligation disadvantage by the exporter at the hour of fare of such products. Such obligation disadvantage is conceded as far as Section 74 of the Customs Act, 1962 read with Re-fare of Imported Goods (Drawback of Customs Duty) Rules, 1995. For this reason, at the hour of import, the character points of interest of the merchandise are recorded at the hour of assessment of import products; at the hour of fare, cross check of the merchandise under fare is finished with the assistance of related import archives to find out whether the merchandise under fare are the extremely ones which were imported before. Where the products are not placed into utilization after import, 98% of obligation downside is acceptable at the most extreme under Section 74 of the Customs Act, 1962. In situations where the merchandise are placed into utilization in India after import yet preceding its fare, obligation downside is allowed on a sliding scale premise contingent on the degree of utilization of the products. No obligation disadvantage is accessible if the merchandise are placed into utilization for a period surpassing three years after import. Application for obligation disadvantage is required to be made inside 3 months from the date of fare of products. On the off chance that the essential components of Section 74 as featured in the important commentary are fulfilled, at that point the fare merchandise are qualified for an installment of disadvantage of a sum equivalent to 98%. Be that as it may, there are sure outer elements which can influence the important conditions. As a result to this recommendation, it would follow that the rate fixed by the Government would be relevant for an endorsed period as it were. On the off chance that there is an) any variety in the pace of obligation paid on the info whether customs or extract obligation b) variety in the organization of the last item and c) change during the time spent production the pace of obligation previously fixed by the Government would not be relevant. It would require to be modified. The obsession of a pace of downside is, along these lines a nonstop procedure and the business benefiting of such office of disadvantage is required to outfit constantly its costing and creatio n information to the association endowed with the obligation of obsession of paces of disadvantage. It will be seen that on account of downside under segment 74 the measure of disadvantage was identified with the genuine obligation paid on the merchandise. It didn't have any relationship to either the valuation of the merchandise at the hour of exportation or the overarching paces of obligation on the products at the hour of fare. Be that as it may, on account of area 75 downsides, since the character of the information sources which have endured customs or extract obligation by and large, is smothered in the last item, there has been a need to correspond the award of disadvantage with the estimation of the merchandise sent out. It has in this manner been recommended under stipulation to area 75(1) of the Customs Act that no disadvantage of obligation will be permitted under this segment if: * the fare estimation of the completed merchandise or the class of products is not exactly the estimation of the imported material utilized in the assembling or handling of such merchandise or doing any procedure on such products or class of merchandise: or * the fare esteem isn't more than such level of the estimation of the imported materials utilized in 1he production or preparing of such merchandise or doing any procedure on such products or class of products as might be informed by the Central Government; or * any downside has been permitted on any products and the deal continues in regard of such merchandise are not gotten by or in the interest of the exporter in India inside the time permitted under the Foreign Exchange Management Act, 1999 (FEMA). In such a case, the downside will be esteemed never to have been p ermitted and the Central Government may, by rules made under sub-segment (2) determine the system for the recuperation or change of the measure of such disadvantage. Under Duty Drawback Scheme, an exporter can pick either an) All Industry Rate (AIR) of Duty Drawback Scheme or b) Brand Rate of Duty Drawback Scheme Significant part of Duty Drawback is paid through AIR Duty Drawback Scheme which basically endeavors to remunerate exporters of different fare wares for normal rate of Customs and Central Excise obligations endured on the data sources utilized in their production. Brand pace of obligation disadvantage is conceded as far as the Customs and Central Excise Duties Drawback Rules, 1995 in situations where the fare item doesn't have any AIR or obligation downside rate, or where the AIR obligation downside rate informed is considered by the exporter lacking to make up for the Customs/Central Excise obligations endured on inputs utilized in the assembling of fare items. For products having an AIR the brand rate office to specific exporters is accessible just on the off chance that it is built up that the remuneration via AIR is under 80% of the real obligations endured in the assembling of the fare merchandise. Part II Pros and Cons of the Scheme Pros The main strategy for empowering the fare of merchandise has been the disadvantage of customs and the focal extract obligations on products fabricated out of customs obligation paid as well as focal extract obligation paid on information sources or crude materials. The Duty downside plans are utilized in exceptionally secured economies as intends to furnish exporters of produced merchandise with imported contributions at world costs and in this manner expanding their productivity, while keeping up the assurance for household businesses that rival imports. The decision of fare disadvantages is fortified by universal guidelines, na

How to Learn About Psychology

How to Learn About Psychology Student Resources Print How to Learn About Psychology Tools and Resources That Can Help By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on May 28, 2019 David Schaffer / Caiaimage / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers Textbooks can be a valuable way to learn about psychology, but they are certainly not the only learning tool out there. Thanks to the Internet, there are plenty of different ways that you can increase your knowledge about psychology without ever cracking open a textbook. Psychology Websites The goal of the Verywell.com Psychology website is to help high school students, college students, and psychology enthusiasts learn more about the human mind and behavior. We have tons of great resources including study tips, articles, APA format tutorials, biographies, and much more. Of course, there are some other excellent websites and blogs out there that also contain information and resources that students might find helpful. A few of my personal favorites include Psychology Today, PsyBlog, and Psych Your Mind. Free Online Classes A number of universities offer self-study classes online free of charge. This provides a great opportunity for students who do not have access to a traditional college classroom due to their work schedule or geographic location. It also allows those who simply cannot afford to go back to school the chance to educate themselves about the topic. TV Programs Psychology plays a role in a number of fictional serial dramas currently airing on television, but there are also plenty of fact-based television programs that can teach students more about psychology. Unfortunately, many of these shows can only be seen in reruns or by ordering the programs on DVD. One title students might enjoy is the classic Discovering Psychology series hosted by social psychologist Philip Zimbardo. A more recent show that often covers brain and psychology topics is the PBS series NOVA ScienceNow hosted by astrophysicist Neil deGrasse Tyson. Online Videos Online videos are an excellent way to learn more about psychology, especially for those who tend to be visual and auditory learners. In addition to searching YouTube, some great resources you should check out include: The popular TED Talks series includes clips from talks on a variety of topics, including many focused on human psychology and behavior.The Kahn Academy showcases more than 3000 videos on many educational topics free of charge. Psychology students might be interested in their selection of videos on probability and statistics.The Clips for Class website is a fantastic resource for both psychology students and teachers. Videos are categorized by subject, including clips on development, personality, motivation, cognition, and much more. Psychology Podcasts Podcasts can be a fun and informative way to learn about psychology when you are on the go. Just save some free podcasts to your portable digital music player and listen to them while you are commuting to work or to school. Check out our list of psychology podcasts to find some that might interest you. Study Guides, Quizzes, and Exams Study guides are always a helpful tool for students, but did you know that testing yourself can actually improve your learning and retention? Online Psychology Labs Gaining hands-on experience with research can be particularly helpful when you are trying to learn about different topics in psychology. A number of textbook publishers offer online psychology labs designed to accompany content found in their books. In most cases, you will need a class ID number to log-in and utilize these labs. You can also check out these free online psychological tutorials and demonstrations to participate in labs focusing on topics such as sensation and perception, social psychology, research methods, and more.

Diagnosing Heathcliff, What Could be Wrong Essay

Emily Bronte’s, Wuthering Heights, includes the struggle for happiness, like marry like, and revenge. Heathcliff grew up neglected and abused. When he fell in love with his long time friend, Catherine Earnshaw, she betrayed him by choosing another man over him, causing Heathcliff to become bitter and rude to everyone who comes in contact with him. He goes out of his way to make everyone miserable and unhappy just like himself. Although the perspective of Heathcliff is seen as â€Å"a mad man,† he is actually suffering from Antisocial Personality Disorder, Conduct Disorder, and Depression. An adult that has Antisocial Disorder normally begins with Conduct Disorder as a child . Children with CD (Conduct Disorder) are found when the child has a†¦show more content†¦All of these symptoms are long term and do not just show up overnight. The patient will start to develop this disorder no earlier than at 15 years of age but is not officially diagnosed till age 18. The reason being is so the patient is not just going through these symptoms as a stage in his or her life (DSM). Though Heathcliff has most of these symptoms that make up a person with antisocial, he also shows signs of a person who could just be in a state of major depression. Depression is not when you are sad for a couple of days, it is a time in a person’s life when it is hard to eat, sleep, work, and enjoy themselves for at the least two weeks or longer. Also these moods must last through the whole day, periodically throughout or most of the day. It is also not considered depression if under the use of any substances, such as drugs or alcohol, or within two months of a deceased loved one. This state of mind can also cause him or her to have â€Å"impairment of functioning.† In Heathcliff’s case he was not under any known substance and his grief over the loss of Catherine lasted longer than two months after she passed away. He also was beginning to believe in the appearances of ghosts. He claims to see Catherine or he wishes that she would haunt him so that he would not have to bare his

The Metamorphosis By Franz Kafka - 1455 Words

Franz Kafka’s work, The Metamorphosis, has autobiographical qualities to it, in that to portrays the time and life of Kafka. Kafka writes Gregor Samsa to have the same outlook upon life and work that he does. The Metamorphosis is also a perfect example of the literary movement modernism. Kafka’s work, and less specifically modernism, were caused by events in the real world. These events can be seen in his work. The Metamorphosis, though not explicitly, gives a window into the real world. The Metamorphosis was directly influenced by the world at the time it was written, the early nineteen hundreds. During this time, the world was starting to become a darker and less beautiful place. This was the beginning of a century full of atrocities†¦show more content†¦It is less structured than other writing techniques. It also adopts the idea that the world is what people say it is. It believes that reality is not concrete, but rather is malleable and changes to match wha t the author needs. While doing this, it also adds realism, describing impossible things in very matter of fact and ordinary ways. It deals with the destabilization and fragmentation of reality, but it makes it seem believable and real. Modernism also focuses not on princes or kings, but on the average person of the time (The Twentieth Century: The Progressive Era and First World War). Of all the tenets of modernism, Kafka uses opinionated reality and the average man focus the most. Opinionated reality is shown when Gregor turns into the bug. The change is never explained or justified. It simply happens, and nothing shows Kafka’s bending of reality to fit his wants better than this. Kafka also focuses on the ordinary man. Gregor Samsa’s problems are not grand, they are simple and ordinary. At the beginning of the book, Gregor is driven by his desire to pay off his family s debt, which is a very common problem that affects the average person. This focus on ordinary prob lems shows that Kafka is following the modernist ideology. The use of modernist trends is apparent all throughout The Metamorphosis, but it is most apparent in these aspects. Kafka’s ideas about work and existence are an important part of what made him the person he was. HeShow MoreRelatedThe Metamorphosis by Franz Kafka1052 Words   |  4 PagesFranz Kafka wrote one of his most popular books, The Metamorphosis, during the literary period and movement of existentialism. His novella stresses many existential ideals. The most predominant ideal that is seen through Gregor Samsa and his father in The Metamorphosis is that choice is the opportune of the individual. One’s ultimate goal in life is to successfully find a balance between work and leisure. It is through the juxtaposition of Gregor Samsa and his father, the conceding tone of the authorRead MoreThe Metamorphosis By Franz Kafka867 Words   |  4 Pagesincluding rapid growth spurts. 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Some consider The Metamorphosis as an autobiography of the author, which tries to capture the lonelines s and isolation that he felt at some pointRead MoreThe Metamorphosis By Franz Kafka1246 Words   |  5 PagesIt can be hard to understand the meaning of the novella â€Å"The Metamorphosis,† written by Franz Kafka, without thinking of the background. Due to the fact that, â€Å"using† and knowing â€Å"[the] background knowledge† of a story is important to read a â€Å"text† (Freebody and Luke). In the novella â€Å"The metamorphosis†, â€Å"Kafka’s personal history† has been â€Å"artfully [expressed]† (Classon 82). The novella was written in 1916, before the World War 1 in German {Research}. When the novella was written, in the EuropeRead MoreThe Metamorphosis By Franz Kafka1380 Words   |  6 Pagesâ€Å"I cannot make anyone understand what is happening inside me. I cannot even explain it to myself†: A Psychoanalysis reading of â€Å"The Metamorphosis† by Kafka The Metamorphosis is known to be one of Franz Kafka’s best works of literature. It demonstrates the interconnection between his personal life and the protagonist, Gregor Samsa, of â€Å"The Metamorphosis.† Franz Kafka was born in 1883 and grew up in a financially stable Jewish family in Prague. He was the only son left after the death of his youngerRead MoreThe Metamorphosis by Franz Kafka656 Words   |  3 PagesMuch of Franz Kafkas story â€Å"The Metamorphosis† spends its time talking about Gregor as he struggles to live his new life as a bug. Gregor tries to find a analytical reason as to why he has taken upon this form but later on finds on that he has to accept the truth. From being an ordinary travel salesman and provider for his family to a abomination, Gregor becomes hopeless as he cant work or provide for his family. His new life as an insect causes a hardship as he is faced with isolation from hisRead MoreThe Metamorphosis By Franz Kafka783 Words    |  4 Pages In the story â€Å"The Metamorphosis†, written by Franz Kafka, Gregor’s family represents the causing factor that prompts Gregor to become a cockroach. Gregor’s family is a symbol of a repressive structure that inhibits Gregor’s every thought and action. When Gregor gets up in the morning to get ready for work and finds that he has been transformed into a cockroach, he ponders about how maybe he should just go in to work late and get fired, but then realizes that he cannot because â€Å"if [he] were not holdingRead MoreThe Metamorphosis By Franz Kafka947 Words   |  4 PagesThe Metamorphosis is a novella written by German author Franz Kafka which was first published in 1915. The novella tells the story of Gregor Samsa, a traveling salesman who one day awoke to discover he had transformed into an insect like monstrosity. Throughout the story, Gregor struggles with the horrible prospect of coming to terms with his situation, as well as copin g with the effects of his transformation, such as the fact that his family is repelled by his new form, and that he is no longerRead MoreThe Metamorphosis by Franz Kafka1021 Words   |  4 PagesFranz Kafka’s, The Metamorphosis, is a novella about Gregor Samsa, a man who devotes everything to fulfilling the needs of his family. Kafka’s existentialist perspective on the meaning of life is illustrated through the use of the protagonist of Gregor Samsa. Existentialism is a philosophy â€Å"concerned with finding self and the meaning of life through free will, choice, and personal responsibility† (Existentialism). Gregor is unable to fulfill the existentialist view of finding meaning in one’s life;Read MoreThe Metamorphosis By Franz Kafka1050 Words   |  5 PagesOn the surface, â€Å"The Metamorphosis† by Franz Kafka is an evocative story of a man transformed into a â€Å"monstrous vermin†. It seems to focus on the dark transformation of the story’s protagonist, Gregor, but there is an equal and opposing transformation that happens within Gregor’s family. Although Gregor has physically changed at the beginning of the story, he remains relatively unchanged as the novella progresses. The family, on the other hand, is forced to drastically change how they support themselves

Active Listening Free Essays

string(44) " can easily become frustrated or irritated\." Active Listening Hear What People are Really Saying Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. * We listen to obtain information. We will write a custom essay sample on Active Listening or any similar topic only for you Order Now * We listen to understand. * We listen for enjoyment. * We listen to learn. Given all this listening we do, you would think we’d be good at it! In fact most of us are not, and research suggests that we remember between 25 percent and 50 percent of what we hear. That means that when you talk to your boss, colleagues, customers or spouse for 10 minutes, they pay attention to less than half of the conversation. This is dismal! Turn it around and it reveals that when you are receiving directions or being presented with information, you aren’t hearing the whole message either. You hope the important parts are captured in your 25-50 percent, but what if they’re not? Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate. What’s more, you’ll avoid conflict and misunderstandings. All of these are necessary for workplace success! Good communication skills require a high level of self-awareness. By understanding your personal style of communicating, you will go a long way towards creating good and lasting impressions with others. About Active Listening The way to become a better listener is to practice â€Å"active listening. † This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent. In order to do this you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counter arguments that you’ll make when the other person stops speaking. Nor can you allow yourself to get bored, and lose focus on what the other person is saying. All of these contribute to a lack of listening and understanding. If you’re finding it particularly difficult to concentrate on what someone is saying, try repeating their words mentally as they say them – this will reinforce their message and help you stay focused. To enhance your listening skills, you need to let the other person know that you are listening to what he or she is saying. To understand the importance of this, ask yourself if you’ve ever been engaged in a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it’s even worthwhile continuing to speak. It feels like talking to a brick wall and it’s something you want to avoid. Acknowledgement can be something as simple as a nod of the head or a simple â€Å"uh huh. You aren’t necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening also reminds you to pay attention and not let your mind wander. You should also try to respond to the speaker in a way that will both encourage him or her to continue speaking, so that you can get the information if you need. While nodding and â€Å"uh huhing† says you’re interested, an occasional question or comment to recap what has been said communicates that you understand the message as well. Becoming an Active Listener There are five key elements of active listening. They all help you ensure that you hear the other person, and that the other person knows you are hearing what they say. 1. Pay Attention Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also â€Å"speaks† loudly. * Look at the speaker directly. * Put aside distracting thoughts. * Don’t mentally prepare a rebuttal! * Avoid being distracted by environmental factors. For example, side conversations. â€Å"Listen† to the speaker’s body language. 2. Show That You’re Listening Use your own body language and gestures to convey your attention. * Nod occasionally. * Smile and use other facial expressions. * Note your posture and make sure it is open and inviting. * Encourage the speaker to continue with small verbal comments like yes, and uh huh. 3. Provide Feedback Our personal filters, assumptions, judgments, and belie fs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect what is being said and ask questions. * Reflect what has been said by paraphrasing. â€Å"What I’m hearing is,† and â€Å"Sounds like you are saying,† are great ways to reflect back. * Ask questions to clarify certain points. â€Å"What do you mean when you say. † â€Å"Is this what you mean? † * Summarize the speaker’s comments periodically. If you find yourself responding emotionally to what someone said, say so, and ask for more information: â€Å"I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is XXX; is that what you meant? † 4. Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. * Allow the speaker to finish each point before asking questions. * Don’t interrupt with counter arguments. 5. Respond Appropriately Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. * Be candid, open, and honest in your response. Assert your opinions respectfully. Treat the other person in a way that you think he or she would want to be treated. Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated . You read "Active Listening" in category "Essay examples" Listening is so important that many top employers give regular listening skills training for their employees. This is not surprising when you consider that  good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work. Good listening skills also have benefits in our personal lives, including: a greater number of friends and social networks, improved self-esteem and confidence, higher grades in academic work and increased health and wellbeing. Studies have shown that, whereas speaking raises blood pressure, listening brings it down. Listening is not the same as hearing. Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. â€Å"The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention. † Rachel Naomi Remen We spend a lot of our time listening Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001). 10 Principles of Listening A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. Listening involves observing body language and noticing inconsistencies between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don’t mean what they say. Listening requires you to concentrate and use your other senses in addition to simply hearing the words spoken. Listening is not the same as hearing and in order to listen effectively you need to use more than just your ears. 1. Stop Talking â€Å"If we were supposed to talk more than we listen, we would have two tongues and one ear. † Mark Twain. Don’t talk, listen. When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately. 2. Prepare Yourself to Listen Relax. Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts – what’s for lunch, what time do I need to leave to catch my train, is it going to rain – try to put other thoughts out of mind and concentrate on the messages that are being communicated. 3. Put the Speaker at Ease Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said. 4. Remove Distractions Focus on what is being said: don’t doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviours disrupt the listening process and send messages to the speaker that you are bored or distracted. 5. Empathize Try to understand the other person’s point of view. Look at issues from their perspective. Let go of preconceived ideas. By having an open mind we can more fully empathise with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. (See our page:  What is Empathy? ) 6. Be Patient A pause, even a long pause, does not necessarily mean that the speaker has finished. Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it. Never interrupt or finish a sentence for someone. 7. Avoid Personal Prejudice Try to be impartial. Don’t become irritated and don’t let the person’s habits or mannerisms distract you from what they are really saying. Everybody has a different way of speaking – some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking – others like to sit still. Focus on what is being said and try to ignore styles of delivery. 8. Listen to the Tone Volume and tone both add to what someone is saying. A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations – let these help you to understand the emphasis of what is being said. 9. Listen for Ideas – Not Just Words You need to get the whole picture, not just isolated bits and pieces. Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others. With proper concentration, letting go of distractions, and focus this becomes easier. 10. Wait and Watch for Non-Verbal Communication Gestures, facial expressions, and eye-movements can all be important. We don’t just listen with our ears but also with our eyes – watch and pick up the additional information being transmitted via non-verbal communication. Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct. How to cite Active Listening, Essay examples

The Many Faces of La Llorona Essay Example

The Many Faces of La Llorona Paper La Llorona, the Crying Woman, is a tale of endless versions told over the centuries by an endless array of anonymous storytellers to scare curious children into doing as they are told. The literary form of orality, though fluid and dynamic, is in this case the force behind the cohesion of the contents of the various versions of this Chicano legend. I shall show that the different contents found in the multiple versions of La Llorona are of the same form, and further, that the variations depend on the locale of settled Chicano populations. In truth, the farther away a distinct Chicano population is from its cultural heritage, the more opaque and sinister the mystic tale of La Llorona is told within that local population. Let us look back to the beginning, the time of Hernando Cortes during Spains conquest over the Aztec tribes of Mexico. This is where the tale of the Crying Woman was said to have begun (La Llorona 79). In this ancient history, La Llorona is part of a holy trinity, mirroring the Christian faith. According to Gloria Anzaldua, All three are mediators: Guadalupe, the virgin mother who has not abandoned us, la Chingada (Malinche), the raped mother whom we have abandoned [Malinche is the basis for many of the La Llorona versions], and la Llorona, the mother who seeks her lost children and is a combination of the other two (3047). We see at the time of the tales birth that the Crying Woman is seen as a mother to the Aztec people and she is crying for her children being lost to the Spaniards and their religion. We will write a custom essay sample on The Many Faces of La Llorona specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Many Faces of La Llorona specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Many Faces of La Llorona specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Here at the origin, amid the still pure Aztec culture, La Llorona is a figure of compassion and respect: not a story to scare children. Though the shortest of the versions, La Llorona in Mexico still has some of the compassion and culture of the long ago displaced Aztec civilization. It reads simply, At night, in the wind, a womans voice was heard. Oh my children, we are now lost! Sometimes she said, Oh my children, where shall I take you? (La Llorona 79). The oral form between this version and the original Aztec version has changed little in content. Both still speak of a sad mother crying for her lost children. However, the meaning between the two has changed. Where the ancient version sees a mother goddess crying for a lost culture, the Mexico version tells of a family in dire straits, lost within the howling winds of the cold night. Time has carried the Mexico version away from its Aztec culture. As a result, the meaning of La Llorona has changed for this group of the Chicano population. In La Llorona in Texas, the contents of the tale have changed drastically from the previous two accounts. In this version, a vaquero [cowboy] sees a haunting vision of the wailing woman near a river. He is terrified of the apparition, and in his terrified state yells at the ghost as he draws his pistol, Now Im going to kill you (La Llorona 80). There is no longer any mention of the children she is known to be crying for in the other versions. Instead, we have a man afraid of a woman, which is a stark contrast to the macho culture of Chicano men. As the Chicano culture moves farther away from its roots, both in distance and time, the more poisoned the tale becomes to its listeners. Even farther away from their ancestral lands than the Chicano populations of Texas are those of California. Within this version, La Llorona in California, the tale has taken on a dark and horrible tone. No longer is the Crying Woman a holy mother, no longer is she a mother with lost children in the ebony night, nor is she just a wandering ghost along a lonely river. Now she has become the stuff of childrens nightmares. One part of the tale goes, She told Him [God] that†¦she had thrown one [her child] down the toilet†¦another had been thrown into the sea†¦and that she had thrown the other one into†¦a river (La Llorona 79). We now are told to see her as a murderous beast that has drowned her own children: a far cry from the noble goddess of the Aztecs known for her compassion. Even more, we are told that she does this deed so to continue her wild life of sin, not wanting to be tied down by children (La Llorona 79). In interviews with two different people of Chicano culture, I found yet two more variations of the tale. In the first interview, with Ofelia Chavez, I was told that the tale of La Llorona was revealed to her by her mother as the story of a weeping mother whose children had died when rossing the Rio Grande River. It is a parable teaching of the dangers of crossing the border. In the second interview conducted with Sallie Babb, La Llorona was the story of a ghostly woman wandering the night in search of children. Babb related to me that as a little girl, her mother would tell her and her siblings not to go out after dark or La Llorona would snatch them away forever. Chavez is from West Texas an d Babb is from the border area of the Rio Grande River. Even with that slight distance between them, the tales that each heard vary in their contents in extreme ways. When asked, neither of them knew of La Llorona as a tale of a compassionate mother-goddess crying for her lost people from the days of the mighty Aztec Empire. As the Chicano culture is separated from its past, it loses respect for itself. Walter Ong has said, †¦oral societies live very much in a present which keeps itself in equilibrium or homeostasis by sloughing off memories which no longer have present relevance (Orality and Literacy 46). So it may be that although the oral literatures may change, it may not necessarily be a detrimental act. Like La Llorona in the view of Chavez, it is a story told to teach of the hazards of the borderlands. Ong also points out, When generations pass and the object or institution referred to by the archaic word is no longer part of present, lived experience, though the word has been retained, its meaning is commonly altered or simply vanishes (Orality and Literacy 47). In other words, when a people forget their roots, they change, or even lose, the oral interpretations handed down from storyteller to storyteller. The result is a loss of self for that people. They have no history that can be recalled to remind them of what they were and how great they were, and more importantly, what they are capable of becoming now. If you cut off the roots of any plant, then it will die. It is the same way with cultures. It is fact that the various versions of La Llorona arise from the distances in both time and miles. But why do these changes occur? It may be that as population groups from one culture amalgamate into the culture of another (i. e. Mexican into American), the smaller population tends to be suppressed by the larger dominant culture. As a result, the smaller population group is either forced unwillingly into blending their oral literature with the opinions of the dominant culture in order to survive in a foreign land, giving up their tales to the past to be lost forever, or adapting the stories to better teach the next generation lessons of life in a changing world. This is why the form of oral literature is so important to who we are as a people and as individuals. How can we know who we are and where we are going if we dont know where we come from? Personally, I cherish the stories my grandfathers would tell of my ancestors and how I came to be a cornucopia of Cherokee, French, German and English heritages that today define who I am in this world. Without orality in literature, I could not possibly with any truth say I know who I am and where Im going. It is a lesson for all of us. Word Count: 1480 Works Cited Anzaldua, Gloria. from Borderlands/La Frontera. The Heath Anthology of American Literature. 3rd ed. Gen. Ed. Paul Lauter. Boston: Houghton Mifflin, 1998. 3042-3065. Babb, Sallie. Personal interview. Testerment, Charles A. 23 September 1998. Chavez, Ofelia. Personal interview. Testerment, Charles A. 16 September 1998. La Llorona. Hispanic American Literature: An Anthology. Ed. Rodolfo Cortina. Lincolnwood, IL: NTC Publishing Group, 1998. 79-80. Ong, Walter. Some Psychodynamics of Orality. Orality and Literacy: The Technologizing of the Word. New York: Methven, 1982. 30-77.