Health and Social Care - Unit 7 (P1P2) Principle...

Principal Sociological Perspectives P1 P2 The principal sociological perspectives are Functionalism, Marxism, Feminism, Interactionism, collectivism, postmodernism, ‘New Right’. Functionalist Approach Functionalism is a sociological approach that sees the institutions of society – which are sometimes likened to the human body, as the institutions, such as the police, hospitals, etc, work in union and they make specific contributions to the smooth running of society. Talcott Parsons (1902 – 1979) Parsons contributed to the development of functionalism, as he saw society as a system made up of linking establishments which played a role in the smooth running and continuity. He also said that the main role of an institution was for†¦show more content†¦Through socialisation, the attitudes and values of the ruling class are eventually passed on, rather than the common value system of the Proletariat. This is so much of a success because the majority of the Proletariat do not realise that the bourgeoisie are exploiting them or that they inevitably serve the needs of the bourgeoisie. False Consciousness A false consciousness is that the proletariat do not realise that it is happening and they are not aware of the situations in which they are being exploited in, this can explain why conflicting interests rarely end in a revolution. Similarly to the Functionalist, Marxists see the family as a provider and that they give a stable structure in which society needs them to become somewhat of a servant of the social system. The Family Contextually, the family provides socialisation for children, so they can eventually be prepared for the trials and tribulations of the ‘outside world’. And because children have a lack of power within the family unit, it prepares them to be obedient when consulting with bosses, or those of a higher position, as adults. The family also provide a secure emotional base, so that workers can refresh then rejoin co-workers to make profits for theirShow MoreRelatedSociological Perspectives On Health And Social Care3443 Words   |  14 PagesName: Amina Isa Ali ID: 845368 Unit 7: Sociological Perspectives in Health and Social Care. Tutor: Sharon Davis Date: 08/10/14 Time: 17:43 P1) In p1 I will be explaining the principle sociological perspectives in health and social care. Marxism: Marxism: In the 19th century, Marxism was inspired by two men Karl Marx and Friedrich Engels. These two men were German theorists who were living in Britain. The governmental professionals are of Marxists viewpoints and beliefs. Marxism has playedRead MorePublic Health Paper12265 Words   |  50 PagesFrom past to present; the changing focus of public health by Maria Joyce Key sections include: Environment, infectious disease, locating public health, the enlightenment, the Sanitarians, national provision of services, the inception of the National Health Service, ‘crisis in health’, The New Right, The Third Way, new public health. Public health, the new ideology may be taken to mean the promotion of healthy lifestyles linked to behaviour and individual responsibility supported by government

Selling Human Organs - 10012 Words

TERM PAPER RESEARCH : Selling Human Organs ARTICLE 1 : Should people be allowed to sell their organs? Currently, exchanging organs for money or other valuable considerations is illegal, but some members of the medical and business communities would like to change that. One of those is the American Medical Associations influential Council on Ethical and Judicial Affairs. Convinced that the balance of moral and ethical concerns favors the ability to sell organs, they would like the laws to change, and the AMAs governing house of delegates is scheduled to vote in June on whether to support a pilot program. The American Society of Transplant Surgeons has already endorsed giving money for cadaveric organs to the families of the†¦show more content†¦Finally, there is no guarantee that the person really will be able to live with just one kidney - disease or injury later on could be fatal for a kidney donor. This is even more likely with the poor because of their health, behavior, where they live, etc. Do we really want to start flying poor people from Africa or Asia to Europe and North America so that they can sell a kidney to the wealthy? Given the above circumstances, why would anyone sell a kidney? The rich dont do it, and neither does the middle class - only the poor are likely to do it, and it is without question an act of desperation. When such desperation is the motive for selling a kidney, to what degree can we argue that the decision is genuinely voluntary? In a just society, no person should have to sell off pieces of their body in order to survive. This, then, is why these issues cut to the heart of what we want our society to be like: will it be just enough that selling organs is something people can, but never feel they need, to do? Selling organs from the deceased raises entirely different problems, because a dead person isnt desperate, and selling the organs of your deceased relative isnt nearly such an act of desperation on your part. Nevertheless, that doesnt mean that the situation would be entirely acceptable. Organ transplantation is alreadyShow MoreRelatedSale Of Organs And Its Effects On Society1417 Words   |  6 PagesSale of Organs An organ is a body tissue that helps in the general operation of the body. Selling organs is legally and morally wrong. However, some people still do that. Therefore, I believe that The law should ban people from selling their organs because each person was born with their organs. It is like property that the person should take care of. Also, organs buyers usually take advantage of the poor and weak people. I am against selling organs by all means for a number of reasons such as, theRead MoreThe Sale Of Human Organs858 Words   |  4 PagesThe sale of human organs is a prevalent subject of moral exchanges that displays a civil argument that offers no trading off arrangement. Moral issues required in the selling of human organs make up its ethical issue. No argument is fully accepted when discussing the legitimation of selling human organs. I agree with the position from Savulescu’s article that individuals should be allowed to sell their organs and that it is morally permiss ible. Based upon figures from 2012, 95,000 Americans wereRead MoreThe Ethical And Medical Controversy1413 Words   |  6 PagesThe argument regarding the selling of organs on the black market has been an ethical and medical controversy for decades. The problems that exists ethically is to be believed that putting a price on a human organ is materialistic, people may go to extremes to donate a kidney, and the fear of the spread of infections or diseases. Although the fears are natural, mostly because people have always associated the black market with a negative connotation, the ethical fears out-weigh the idea that donatingRead MoreShould Human Organs for Sale?1699 Words   |  7 PagesHUMAN ORGANS FOR SALE Should the sales of human organs be legally or not, it is quite difficult to find a satisfied answer to this controversial question at the moment. Although a large number of articles were written, numerous speeches were made, countless meetings were hold to discuss about this matter but until now it is still a big controversy issue all over the world. Thanks to the steadily development of scientist, technology and medicine treatment, nowadays human organ can be transplantedRead MoreShould Human Organs for Sale?1685 Words   |  7 PagesHUMAN ORGANS FOR SALE Should the sales of human organs be legally or not, it is quite difficult to find a satisfied answer to this controversial question at the moment. Although a large number of articles were written, numerous speeches were made, countless meetings were hold to discuss about this matter but until now it is still a big controversy issue all over the world. Thanks to the steadily development of scientist, technology and medicine treatment, nowadays human organ can be transplantedRead MoreOrgan Sales713 Words   |  3 PagesSelling Organs Many people are dying each day because of the lack of organs available. Waiting lists can be as long as 106,000 people. On an average 17 patients in need of transplants die each day. Is this fair to the families or is selling organs a better option? What are the benefits of organ selling and should it be made legal? By legalizing organ selling we would be saving lives. People sell organs on the black market every day; the downfall to this is that the surgeons that removeRead MorePros and Cons for Paying Organ Donors1534 Words   |  6 Pagesdonations, compared to other organs donations, is that each person is born with two and can sustain a healthy life with just one; simple facts such as this is what has driven the black market kidney trade to flourish. (CBSNEWS) However, if this is the case then why aren’t more people donating? Is it because they are not getting something in return? Why donate for free when someone on the black market will pay 10,000 dollars? The main arguments against black market organ donations, not limited toRead MoreOrgan Selling And An Elderly Man Sits Patiently1531 Words   |  7 PagesOrgan Selling Peering into the window of Da Vita dialysis, an elderly man sits patiently. His patience is not from the fact that he has no place to go afterwards; his schedule was clear. His patience came from the fact that he can bare the wait in the room, because he knows down the hall the nurse will be re-puncturing his forearm to administer the hemodialysis. It was his third time coming in this week, which meant he wouldn t be back until next week. Of course, when he looks at the bruising onRead MoreLegalizing the Sale of Human Organs1071 Words   |  4 PagesLegalizing the sale of human organs has become a very controversial topic in the last few decades. Transplant surgeries were becoming relatively safe to preform, which lead the transplant list to grow rapidly. The debate on how to increment the number of organs available for transplant commenced. Currently organ donations were solely dependent upon cadaveric donors and family members. This shortage has engendered an ebony market for org ans sales. People are peregrinating across the country to haveRead MoreThe Trafficking Of Human Organs1564 Words   |  7 PagesTrafficking Human Organs The trafficking of human organs is on the rise and black market operations are happening under everyone’s nose. Currently there are more than 120,000 people who are on the waiting list for a lifesaving organ. Among these people waiting for their transplant approximately twenty-five people will die each day waiting for their number to come up (Perry, 2016). According to the World Health Organization there is only about ten percent of organ transplants being met through the

RC design Free Essays

This submission presents the method statement and corresponding temporary work design for the construction of low-rise building (LRB). Footing foundation will be chosen for the foundation of structure. Design calculation and drawing for the structure, Including beams, columns, foundations, walls, floor slabs will be shown in the following categories. We will write a custom essay sample on RC design or any similar topic only for you Order Now Furthermore, formwork will be adopted for the construction of structure and timber formwork will be the first priority. . Summary of RC Structure Dimension Element Member Size (mm) Type of formwork Foundation Timber Slab 250 Beam 500 x 500 x 5000 ‘Ofs 150 Column 500 x 500 All concrete works shall conform to the General Specification as following: Elements Grade wall Blinding layer Reinforcement 35 260, 460 MPa 4. Competent Persons for Constructions of the Low-rise Building (LRB) Structure Construction Manager ; Engineer – He shall supervise all technical items of construction works of MPS 2 structure, but not limited to the following items: 1 . To handle the difficulties during the construction. 2. All required tests arrangement and Submission to the Engineer 3. Prepare the erticality monitoring records and submit to the Engineer 4. To prepare, manage and implement the documented system in compliance with statutory requirements. Construction Supervisor/ General Foremen – He shall be full time on site to supervise the following works. 1 . To supervise and arrange all the MPS 2 construction works. 2. To arrange and monitor all relevant tests to structural works. . To arrange all setting-out works for MPS 2 structure constructions. 4. To follow the approved method statement for construction Safety Officer – He/ She shall be full time on site. His/ Her major duties are carrying ut regular checking on the implementation of the safety measures adopted with reference to regulations. Safety Supervisor – He shall be full time on site. His major duties are assisting the Safety Officer to carry out regular safety checking and supervise the construction works for the safety aspects. Environmental Officer – He shall be full time on site to oversee all the environmental and sanitary issue during the construction. Surveyor – He shall be full time on site. His major duties are carrying out the site setting-out and monitoring works including verticality checking, settlement of ground measurement until completion. Certified Workers – They must be at least 18 years old and be a holder of a certificate issued by a person whom the Treatment Plants. The contractor shall ensure the certified workers being physically and mentally suitable for construction works. 5. Plants Plants and equipments Lifting appliances Air Compressors Generator Water pumps Portable pneumatic breaker Welding Machine Hand tools Carpenter Rebar fixer Concretor General Labour According to the site condition and requirement of completion of each phase, the site operation will be arranged in stages corresponding to different site logistic plans at ifferent time frame of construction. The overall sequence of construction is generally divided into following stages: Stage 1 (Excavation) 1. Carry out underground utilities detection 2. Excavate down to +4. 3mPD to 3. 1 mPD 3. Perform compaction Stage 2 (Foundation) A. Steel preparation 1 . According to the drawings, prepare the steels with appropriate length, bending angle and diameter. 2. According to the drawings, placing the steels in corresponding location and spacing. 3. Pack the steel together, extra steel bend inwards to prevent exposing outside the concrete. 4. Leaving some space for trimming bar B. Formwork 5. Ensure the working area is clean and clear, and with appropriate ligament. 6. According to the drawing, install the timber on the surrounding and fix tightly with nails and screw. Make sure there aren’t any gaps. 7. Brush an oil layer on the inner face of timber. C. Concreting 8. Ensure the strength of concrete is with required slump 9. Placing blinding layer on the bottom of foundation. 10. Placing concrete evenly on the area. For separated injection, each layer should not exceed 450mm tall 11. Perform compaction with vibration tube. Note that ibration tube should not place next to the timber and not to control the flow of concrete. 12. Flatten the top of concrete when appropriate level of concrete is placed. 13. Timber can be removed after 16 hours and check whether there are cracks. 14. Perform curing by cover the concrete with plastic sheet and Floor Slab 1 . According to the drawings, prepare the steel with appropriate length, diameter, bending angle, shape. 2. According to the drawings, placing the steels in corresponding location, and spacing. 3. Pack the steel together, extra steel bend inwards to prevent exposing outside the concrete. . Leaving some space for trimming bar 9. Placing concrete evenly on the area. For separated injection, each layer should not exceed 450mm tall 10. Perform compaction with vibration tube. Note that vibration tube should not place next to the timber and not to control the flow of concrete. 11 . Flatten the top of concrete when appropriate level of concrete is placed. 12. Timber can be removed after 16 hours and check whether there are cracks 13. Perform curing by cover the concrete with plastic sheet 8. Construction procedure 1 Excavation and Compaction 2 Construct foundation 2. 1 Reinforcement bar fixing . 2 Formwork elevation 2. 3 Concreting and curing 3 Construction of first floor 3. 1 Column 3. 1. Reinforcement bar fixing 3. 1. 2 Formwork elevation 3. 2 wall 3. 2. 1 Reinforcement bar fixing 3. 2. 2 Formwork elevation 3. 3 Bearn 3. 3. 1 Reinforcement bar fixing 3. 3. 2 Formwork elevation 3. 4 Floor Slab 3. 4. 1 Reinforcement bar fixing 3. 4. 2 Formwork elevation 3. 5 Concreting 4. Construction of second and third floor, same as construction of first floor temporarily. 10. Environmental Protection Measures Any spoil, debris or silt from construction works area shall be deposited at esignated area within the site as specified in the waste management plan. Such spoil, debris and silt shall be immediately removed and avoid falling into adjacent areas. Drip/ spill trays will be provided to all machines and the fuel storage tanks or drums. All power equipment shall have proper silencers. Construction plant will be kept in good condition and will be properly maintained. Construction activities will be limited to daytime hours as far as possible. All construction works will be carried out limited to the approved working hours subject to the approval of Environmental Protection Department (EPD) and Drainage Services department (DSD). Frequently cleaning and watering the site area to minimize dust emissions. Burning debris or any material shall be prohibited on site at all times. Air and noise pollution will be monitored on a regular basis in accordance with the Air Quality Noise Management Plan. Noise permit shall be obtained from the Environmental Protection Department (EPD) prior to any construction work beyond normal working hours. Chemical waste discharge license shall be obtained before any chemical waste disposed offsite. Surface runoff water arising from the site shall be collected by temporary drainage system. Such temporary drainage system composed of sand bags and temporary channels along the site boundary. The collected surface runoff shall be de-silted at the sedimentation tanks before discharged to public drainage system. The temporary drainage management plan has been submitted separately. Wheel washing bays will be located at the entrances in order to keep a good housekeeping condition inside the site. 11 . Contingency Plan Lifting appliances such as mobile cranes can be deployed on site in order to speed p. Catch up the progress of works. In addition, some major heavily EM equipment will be handled by the addition cranes on site. Material availability such as concrete, reinforcement and formwork can be delivered on site shortly. Normally, 1 – 2 days’ advance ordering period is required for the processing from ordering to on site delivery. In view of the current market, no shortage of aforesaid material supply is found. Disposal of the material system has already been set-up. All disposal records and submissions are in order in compliance with statutory requirements. 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TEACHING.

Introduction There has been a reasonable gradual shift in the approach of teaching writing in the classroom from product approach comprising grammar-translation, controlled-to-free, paragraph pattern, grammar syntax organization approaches (mostly prevalent till early 1970s) to communicative approach (mid 1970s), process (late 1970s - Early 1980s), English for Academic Purposes (Mid 1980s) and Genre Approach (1990s). However, there are array of opinions, arguments and concerns over the fact that which style works best with the students in developing their ability to express their ideas with freedom and at the same time with correct composition and coherence. All these approaches focuses at different aspect of English writing and requires relevant changes in the role of teachers and students, their involvement in the class room, nature of exercises and in the feedback method. However, they provide an English Language Trainer a flexibility to implement one or a combination of more than one approac h (James, 1993) considering the time, purpose, need, cultural milieu and academic level of students and their proficiency in the English Language. This piece of writing will not delve into different approaches of teaching writing in the class room but is intended to explore the process approach of teaching writing, its implications on the teaching methodology and class room management and possible ways through which teachers might respond to assure that both the need of learners/students and the objective of the course is met. Philosophy of the Process Approach in Teaching English Writing The underline philosophy of the process approach is to provide students/learners the ability to learn the processes that leads to the acceptable finished text or product together with a degree of freedom of expression based on their own fluency of language. The quote process cannot be inferred from the product, any more than wheat can be inferred from bread (Murray, 1982:18) aptly describes the importance of this approach while teaching English writing in the classroom. Before discussing the process approach further, a brief account of the research that guided the attention of teachers on the process of writing would be relevant here. The main influence on the development of process approach was the work of two cognitive psychologists Flower and Hayes, who proposed a writing model based on their research on L1 writers (Flower and Hayes, 1981) that became the basic tool for the further research on the process of writing and is widely used since then by researchers. However, the writin g model of Flower and Hayes was found incompatible considering the writers as skilled and unskilled (Raimes, 1985) and thus led to the development of another L1 writing model that emphasizes on the two types of writing styles - knowledge-telling (writing style of 12 year old) and knowledge-transforming (synthesis and interpretation of knowledge) and hence follow different writing processes (Bereiter and Scardamalia, 1985). The other significant research that influenced the development of process approach was the work of Grabe and Kaplan (1996) who suggested other dimensions to research such as education, cognitive side of writing, discourse analysis and the rhetorical study (led to genre approach). The process approach is more to develop a cyclical and recursive style of writing which involves continuously and simultaneously the pre-writing (planning), writing and re-writing processes (Smith, 1982: 104). The proponents of teaching writing with greater emphasis on the writing as the process Escholz (1980), White (1988) and Jordon (1997) indicate towards the drawbacks of product approach such as model-based learning that fosters the sense of imitation in students with little scope for students to actually learn the processes involved in obtaining the acceptable final product as the main reasons behind the emergence of this approach (Escholz, 1980:24). The process approach provides ample opportunities to students to make their own choices related to the direction of their writing by series of classroom discussions, tasks, drafting and re-drafting their writings and with the formative feedback provided by teachers. The approach also enables students to make improvements in their own composition (Jordan, 1997: 168) unlike in the product approach which leaves the task of correcting and improvement to the teachers. As this approach puts more emphasis on the purpose, the audience and the writers process it involves significant brainstorming to put together the thoughts and ideas, drafting and re-drafting and an increased focus on both the content and the language simultaneously encouraging students to devote time to writing and provide peer feedback. The two critical component of the process approach to writing are awareness and intervention (Susser, 1994). However, before discussing the importance of these two components in the process pedagogy it is exceedingly important to understand the difference between the writing process and process writing which are often confused by stakeholders (students, teachers, school and institutions and authorities). In the words of Susser, writing process is nothing but the writing or composing, however process writing is the process-based teaching techniques (Susser, 1994: 32-34). Now let us discuss the two important components out of which the Awareness means that the students should be made aware that writing is a process, each type of writing requires different processes and these processes are not merely giving words to the ideas but they comprise the judgment of format or genre, a thorough consideration of audience and use of appropriate vocabulary. Intervention, on the other hand, is cons idered as the integral part of process approach which emphasizes the role of teachers as facilitators who help students at different stages of the writing process through classroom exercises and activities (Susser, 1994:35). These two components are complimentary to each other and help in achievement of the objective of teaching process. Salient Features of Process Approach In order to devise a strategy of teaching writing in the classroom a thorough understanding of the focus points of process strategy is a pre-requisite. Hence, the salient features of the process approach are listed below (Hairston, 1982) with an aim to provide a kind of to-do-list for teachers - who plan to use this approach of teaching - to help them ensure that they cover these areas during the planning of their classroom methodology. These features are taken from the process writing framework provided by Hairston (1982). The process approach dramatically changes the role of teachers from an Instructor - who correct the writers text, imposes on them their own writing style, instruct student to follow guidelines and model form of writing; to a Facilitator who guides the writing process with intervention at various stages providing students direction leaving onus of correcting and improvement of text on them. The process approach emphasizes on learning of the ways to explore ideas and content in a particular context. The main basis of the approach is the various linguistic and specific researches done on composing process of writing. It also takes ideas from other fields for example cognitive psychology. The assignments used in the class extensively cover the purpose of writing, audience and the occasions. Assessment judges the compatibility of produced text keeping in mind the writers intentions and readers needs. It takes in to accounts the more realistic recursive/cyclic nature of writing proces s instead of looking at it as a linear process and uses a variety of writing models and processes that are expressive and expository in nature. It considers writing as a creative activity that can be described, analyzed and taught effectively in the classroom using right methodology. Also, iterates that the teachers, who are writers, can be more effective in teaching writing to students. It views writing as a learning, developing and communication skill. Process Approach and the Role of Teachers The pre-dominant use of teaching writing in the classroom focusing on the product approach over so many years has resulted in teachers being predisposed to using class exercises such as sentence completion, syntax correction and making logical connections while teaching writing. However, during the process teachers are heavily involved in the correction and improvement of students composition themselves and in a sense impose their writing style on students. On the contrary, in the process approach the role of teachers become more like a facilitator where they encourage students to do improvement or correction of the composition on their own by providing them formative feedback. The role of teachers starts with the very fact that they have to bring writing as a classroom activity instead of leaving it on students as homework. The process approach is built around the cyclic model of writing proposed by White and Arndt (1991), hence, it will be useful to describe the role of teachers fo r each component of writing process postulated by cyclic model such as Generating Ideas, Focusing, Structuring, Drafting, Evaluating and Re-viewing. Generating Ideas It is the most important component as it sets the tone for the writing process. Teachers are supposed to initiate the thinking process of writers and help them through motivating them and providing guidance, direction, clues, situations, images, and food for thought throughout the activity. Focusing The setting up of central theme to start writing about is the very critical and perhaps the foundation of writing process. As students brainstorm and gather ideas they struggle to collaborate these ideas to derive a central theme for further action. The intervention of teachers is greatly required in helping student focus on the purpose of writing i.e. theme. Certain activities described in the cyclic model (White and Arndt, 1991:44) such as fast writing and loop writing can be used to enhance the results during this stage. Structuring It is an on-going process not a one-stage process and basically deals with the channelization of ideas in a way that make sense and appeal to the reader and most importantly can convey the subject matter in a logical way. For example deciding on the introduction, conclusion and presentation of information. The role of teacher in this stage is to provide necessary guidance and support in defining a clear structure for writing, however, only direction should be given letting student learn it by doing it. The main activities that are suggested for this process are experimenting with arrangement, identification of organizing principal and its effect on text by studying text (White and Arndt, 1991:78). Drafting This is the stage at which student produces his/her first draft and the role of teachers here is to make student aware of different styles of opening and closing a text, a piece of writing or a paragraph and encouraging them to make their writing appealing and interesting to read. Teachers may also do one outline of the task just to show the students an expert way of doing that. The different activities suggested here are exercises aimed at individual and group compositions with extensive intervention from teachers (White and Arndt, 1991:78). Evaluating Often at this stage, teachers dictating approach defeats the very motive of the process approach as they start correcting the text produced by students discouraging the idea of self-evaluation. Teachers have to ensure that students themselves are the only evaluators of their work. This is the basic development which in broader perspective will help students life-long. Also, teachers have to be very careful the way they give feedback to students, considering their cultural backgrounds Collective and Individualistic Cultures (Hofstede, 1980) - as they tend to take teachers suggestions as instructions and may follow them religiously. Peer feedback can be exercised here and more precisely use of peer feedback from L1 to L2 writers and vice versa would be fruitful in encouraging students to self-evaluate their work through analysis (White and Arndt, 1991:78). Reviewing This is more like a habit which should be inculcated in the students to have a final re-view of their writing which helps in spotting gaps in the final product such as any correction required or induction of new ideas or further re-arrangement of ideas to make it more coherent. The role of teacher here is to make students aware of the importance and essence of re-viewing. The basic activities suggested at this stage are checking coherence and logical progressing of the text, its division and assessment of its impact on readers (White and Arndt, 1991:136). Implication of process approach on the class room Management Teachers taking a shift from the product approach to the process approach must be aware of the practical implications it will have on the management of classroom while teaching. In the words of Wason it would be wrong to suppose that there is one best way to understand how people write (Wason, 1981a:340). This precisely indicate that teachers cannot really find a suitable way of teaching that caters to the need of group of learners who have different needs and hence required to pay attention on one-to-one basis, which in a sense is more demanding. Given the characteristics of the process approach it demands a whole new approach to teaching writing. The implications of process approach are mentioned below under various subheads - Implications on course content The course content continues to focus on the basic teaching about the language, however, there is some change required in the content and delivery considering L1 and L2 writers. For L2 writers, more emphasis should be on the vocabulary and they should also be made to read and brainstorm extensively during the course as it is imperative to perform writing task whereas for L1 writers the emphasis should be more on grammar and sentence construction. On the whole, the basic idea of the course structure should be to provide enough opportunities for learners to write with personal involvement. Implications on Class room Assignments Students often perceive the classroom exercises as compulsion and mere a way of getting good grades that makes them be less involved personally. In such situations ability of teachers to convince writers the wider perspective of assignment, which is not the evaluation for grades but the improvement and to build a foundation for future writing tasks is the key. This would also help writers to be more committed and involved in the effective writing which would further make them to think about their private conception of their writing task (Galbraith, 1981). The best idea that could be utilized here is the provision of autonomy to students in choosing their own topics which would result in students having greater idea of audience and purpose, however, teachers may choose to set direction in terms of type of writing and methods of choosing a topic. Further, It would help teachers in determining the skilled and unskilled writers and in choosing ways to deal with their individual needs. Fo r instance, skilled writers consider purpose and audience while writing and write reader-based prose from the beginning whereas unskilled writers do not consider purpose and audience while writing and need assignments challenging them to think about these elements in order to produce good product. Also, unskilled writers initially write writer-based prose but after the guidance and as they develop, shift to reader-based prose mode later on (Flower, 1979). The list of processes such as discussion, brainstorming, taking notes, fastwriting, rough draft, preliminary self evaluation, structuring text, first draft, peer evaluation, conference, second draft, self-evaluation/editing, finished draft, final response to draft (White and Arndt, 1991:7) involved in the production of a decent piece of writing provides ample scope to decide on the activities to be chosen during the classroom teaching. Some techniques that can be used in the pedagogy are brainstorming, cubing (in which students ask themselves a flurry of question about any topic), wet-ink writing (student write for ten minutes and then pick up the idea from the text and then write about that idea again and so on), role playing and the idea of writing-centres (Ronesi, 1995) among others. Implication on feedback mechanism The process approach requires more participation from the students as it considers writing as an activity and encourages peer feedback and thereby the process requires relative changes in the classroom setting. The success of process pedagogy depends heavily on feedback mechanism as it provides necessary guidance to students that comprise mainly teacher-student feedback and peer feedback. Teachers have to balance their feedback keeping in view that neither they dictate the writing process by providing feedback in the form of guidelines - as students then religiously follow that and stop thinking, nor they should provide less feedback so as to make it useless (Zamel, 1985). However, unfortunately, researchers found in most cases the feedback given to student are in the form of guidelines. Hence, it is appropriate to mention and advise the idea of process-feedback as proposed by White and Arndt (1991) which advocates provision of feedback in the form of suggestions and not instructions , should provide hints only not the complete solution (to encourage self-evaluation) and should be given on both the good things and on improvement areas. Also teachers should act as readers not as language experts or possibly just like fellow students and not instructors while responding to the text. Keeping the peer feedback in the view, teachers need to group the native English speaking students and students with English as a second language together to have more comprehensive and valuable peer feedback. The underline idea here is to make L2 writers learn from the L1 writers development on the cultural aspects that would help them in contextual writings. Implications related to teacherstudent involvement and evaluation The process approach encourages students towards creative writing and to take up writing as a problem solving activity (Flower and Hayes, 1980a). But this could lead to a kind of problem for teachers related to the selection of right kind of problems to be worked on in the class room with an aim to improve students linguistic capabilities as well as provide them freedom to experiment with vocabulary. This situation underlines the importance of involvement of both student and teacher in the process of learning during the course. As the process of teaching involved a lot of activities such as drafting and re-drafting for a number of times, it is important to keep in mind that students may lose motivation which can only be overcome through creating ways to involve students in the process constantly. The other area of concern in the process approach which has far reaching implications on classroom management is Evaluation. Evaluation on the face of it looks difficult to handle in the process approach as it produces a lot of text during the course. Further, the approach to evaluation also poses a degree of challenge in this pedagogy. In the words of Hairston, the written text should be evaluated by teachers based on parameters of fulfillment of writers intentions and the audience need which results in the difficulty for evaluators as to how can they know the writers intentions? The other difficulty is the determining as what is to be evaluated, the process or the product and this results in a challenging situation for teachers as to who should be rated high the one who make a lot of changes to the text during the re-drafting or the one who makes less changes during the writing process and produced quality text. It would be worth mentioning here the two contradictory arguments on t his issue. Beach (1976) in his writings advocated extensive revisers as better writers than the non revisers; on the contrary Dieterich (1976:302) opines that there seems no logic in proclaiming that revising contains inherent worth. Implications related to L1 and L2 writers It makes logical sense that adoption of process approach has different implications for L1 and L2 learners considering their level of proficiency and individual needs. Hence, necessary changes to the classroom approaches should be made to make it more suitable to L1 and L2 writers. We know that there are marked similarities in L1 and L2 writers for example in composition process, however, same approach of teaching would not work and hence require careful planning and execution of teaching (Fulcher, 1997: 16-18). Various researches done in this area ( Zamel (1983), Arndt (1987), Cumming (1989), Hall (1990)) comparing L1 and L2 writers have revealed that transporting teaching techniques from L1 to L2 is extremely forbidden and teachers should avoid forcing one writing technique on all students neglecting the differences among them. Conclusion The process approach has been acknowledged as a suitable approach for teaching writing in the classroom as far as the needs and development of students are concerned, however, the way teachers respond to the pedagogy is crucial. The features, useful activities and its implications of the process approach discussed in the paper only serve as a limited guide to teachers and majority of onus and judgment lies in the hands of teachers and their effectiveness determines the end result. Teachers need to pay attention to the evaluation process and should exercise a balance while evaluating both processes and finished product as often they may find themselves in a difficult situation of judging product more than the process or may neglect product completely while focusing mainly on processes. Similarly, teachers intervention in guiding students at different stages of the process is very critical to make approach work efficiently.