Professional career goals Essay Example | Topics and Well Written Essays - 250 words

Professional career goals - Essay Example To be an acute care nurse practitioner, I will need to complete my Bachelor’s in Science degree first before applying and being accepted into a Master’s program. My short term goal is to complete my Bachelor of Science degree in nursing. I prepared myself to succeed in the Associates Degree program in nursing and the Bachelor of Science in nursing programs at The California State University in Los Angeles by taking classes at a community college because I graduated a nursing school a long time ago. To achieve my goal, I need to effectively use time management skills. I am a student, an employee and a daughter, who needs to take care of a mother. To do well in my three roles, I need to prioritize my time and at this point a personal life is of less importance as I concentrate on my education and academic goals. If I succeed in time management and time distribution, I will succeed in the ADN to BSN bridge

The Truth Behind Lies Essay Example for Free

The Truth Behind Lies Essay September 11, 2001 is the most tragic day in Americas history. These attacks were a series of United Airlines plane hijackings by Al-Qaeda radicals. Two planes hit the twin towers, one hit the pentagon, and another was aimed to hit either the White House or Capital Building but was crashed prematurely. Although the death count is not an exact number, it is estimated to be around three thousand people. There are many conspiracies surrounding this tragic event, which claim this attack was not one committed by terrorists, but by the United States government. Motifs for a staged attack would be to justify the invasion of Middle Eastern countries for geostrategic reasons. Healthy skepticism is expected when an event of this magnitude occurs but to completely put this off as an inside job is simply naà ¯ve. September 11, 2001 was a terrorist attack planned by radical leader, Osama Bin Laden, not a conspiracy by Americas government, and there is plenty of information to prove it. Conspiracy theorists make rash claims and provide their listeners with half facts when the entire truth has been unveiled. They lack credibility and see only what they wish to see while ignoring the blatantly obvious facts that are right in front of them. Many reasons have been given as to why this was an inside job, such as a lack of debris found at the crash site of Flight 93. Others say that jet fuel does not burn hot enough to melt the steel structures of the twin towers, and multiple explosions were heard and reported by those inside the buildings. Building 7 of the World Trade center was what many conspirators focused on. They stated that the building was demolished and that its lower supports had bombs planted on them that caused  the building to go down rather than fires created by debris from the two initial attacks. Another argument is that the hole in the pentagon, created by Flight 77, was much too small for an airliner to make and rather missiles were shot into the building. The reasons given for these attacks are clear; Countries such as Iraq and Afghanistan are rich in oil and all the United States government needed was a reason to invade. Of course all of these theories can be disproven when facts are brought to the table. Flight 93, on the date September 11, 2001 was a quarter full having forty four people on board including four suspected hijackers. The plane was a Boeing 757-222 on route from Newark International Airport to San Francisco International Airport in California (The Crash of Flight 93, 2). The Twin Towers were first hit at 8:46 AM Eastern Time (Flight 93, 4). At 9:23 the pilots of Flight 93 received a transmission warning of possible cock pit intrusion, and, at 9:26, forty minutes into the flight, three passengers put on headbands, stormed the cock pick, an took control of the plane (Flight 93, 6). Passengers were made aware of the hijacking, of what was happening in New York, and began calling loved ones to say good bye. They bravely made the decision to stop what was happening, overwhelm the hijackers, and crash the massive plane. The plane crashed head on going around five hundred miles per hour, into a field near Shanksville, Pennsylvania (Flight 93, 12). Conspiracy theorists argue that much too little debris was recovered from the crash site for a plane of that size to have hit. In the past when planes crash, debris is scattered everywhere but, in the case of Flight 93, there was very little debris to be seen. This is because most planes attempt to crash-land when a plane malfunctions, scattering debris all around. Due to the angle and amplitude the plane hit the ground at, the engine and black boxes were buried fifteen to twenty five feet underground, and were not discovered until weeks after. Other debris was found scattered up to eight miles from the initial crash zone (Flight 93, 29). Continuing, the twin towers supports were made from A36 steel, varying between four inches thick at the base, and a quarter inch thick at the top (Franco, 2). Jet fuel has a maximum burning temperature of 825 degrees Celsius and theorists have stated that jet fuel does not burn hot enough to  melt steel which has a melting point of 1,370 degrees Celsius (Kross, 1). While the steel was not melted, it became soft at 538 degrees Celsius (Kross, 3), and weakened to the point of being unable to support the 500,000 ton structure. Therefore, it is proven that burning jet fuel was the cause of the buildings collapse; not the explosions that were reported at the base of the building. No actual evidence has ever been found of any explosions separate to those made by the planes. These buildings were not systematically demolished, but rather taken down by the planes that crashed into them, just as was reported. Building seven of the World Trade Center (which was separate from the Twin Towers) also has controversy surrounding it. It is believed by conspirators that bombs were planted at the base of the building and that is what caused it to fall, this has no truth to it whatsoever and no evidence was found of any bombs. Building seven was only 400 feet away from the 1,300 foot Tower that was collapsing. As the Tower peeled open, a perimeter column fell creating a gaping twenty story hole in the building, and igniting numerous fires throughout (Benson, 35). Firefighters were preparing to enter the building when they were ordered to abandon it (Benson, 39), its collapse was imminent at that point. Conspirators argue that Building 7 should have collapsed to the side and not straight down like a building does when being demolished. Of course it collapsed straight down! It was a fifty story building made up of separate pieces instead of one solid building, just like the Towers (Benson, 60). This evidence further proves that anybody who believes the government is responsible for September 11, 2001 is drawing a story around the truth like a child drawing around their hand. The final piece of evidence that these theorists use it that the hole Flight 77 made in the pentagon was much too small for a plane to make, and there was too little wreckage from the plane recovered. French Author, Thierry Mason, concludes that the pentagon was not struck by a plane, but by a satellite guided missile, part of an elaborate United States Military coup. Mason argues that a 757 airliner has a wingspan of 125 feet, why was the hole only measured to be seventy five feet (The Pentagon, 24)? The truth is, a real jet does not punch a cartoon like outline of itself when hitting a  reinforced concrete fortress. The planes wing scraped the ground prior to full impact and the other was sheared off by the pentagons blast resistant columns (The Pentagon, 36). There was absolutely no lack of debris found either. Black boxes were found, engines were found, pieces of plane with United Airlines markings were found (The Pentagon, 97)! All of the claims made by conspirators lack one c rucial thing, any truth whatsoever. September 11, 2001 was a truly tragic event in our nations history and those who lost their lives will be remembered. It is disrespectful for conspiracy theorist to make such rash and absurd claims that the United States Government is responsible for their deaths. Conspiracy theorists have no actual hard evidence that anything they say is true and are simply telling lies on lies with a speckle of truth in between. If one was to look at the credibility of theorists such as those who produced the film Loose Change, a film attempting to persuade that September 11, 2001 was a government conspiracy, may second guess believing a word they say. It is important to educate ones self and not believe everything that is said like a child does. Look at the real proven facts and evidence and the answer will be apparent.

Brian Clark uses a number of techniques to dramatise the Euthanasia Ess

Brian Clark uses a number of techniques to dramatise the Euthanasia Debate in his play, Who's Life is it Anyway Brian Clark uses a number of techniques to dramatise the Euthanasia Debate in his play, "Who's Life is it Anyway". Euthanasia is the means by which a person has the freedom of choice over whether they live or die. In the play there are two main arguments concerning this issue. One argument saying that a patient has the right to make this decision of life and death and on which disagrees and says the patient should not have this choice. Two characters in the play represent the two central arguments. First of all there is Ken, Ken believes that he should have the right to choose to die, it is his life, he says that his whole life before his accident was sculpture, and now that he cannot sculpt because he is paralysed below his neck, he will never be able to sculpt again: 'I'm almost completely paralysed and always will be. I shall never be discharged by the hospital.' According to Ken his life is already over: 'Of course I want to live but as far as I am concerned, I'm dead already†¦I cannot accept this condition constitutes life in any real sense at all.' 'Any reasonable definition of life must include the idea of it being self-supporting.' Ken only wants the dignity in death: 'each man must make his own decision. And mine is to die quietly with as much dignity as I can muster'. Ken also argues that he is not asking his lawyer to make a choice over his life or death, just to represent his views to the hospital: 'I'm not asking you to make any decision about my life and death, merely that you represent me and my views to the hospital.' Ken argues that the real matter to be discussed is the ind... ...ise the full impact of what he has been fighting for. He will no longer be there once he has won his case. Ken will cease to exist. This helps us to understand why some people are anti-euthanasia, and what grave consequences it has and why euthanasia is an extreme solution to take. The theatre offers many possibilities of visualising and dramatising this debate, the medical and legal jargon used in the two acts of the play, the physical space of the stage and the lighting in combination, the black comedy of Ken, the exits and entrances of different characters that are used as mouthpieces of different views on the debate. Issues are raised in the play as they could not be in prose. There is a suspension of disbelief, a contract between the playwright and the audience makes sure that the issues are well explored and continue to be in a 30 year-old debate.

Magnatism & The Things We Think We Know About It! :: essays research papers

Magnatism & the Things We THINK We Know About It! Magnatism is a wonderous natural phenomanon. Since days before scientific discoveries were even written down the world has been playing with the theories of magnatism. In these three labs we delt with some of the same ideas which have pondered over for long before any of us were around. In these conclusions we will take a look at these ideas and find out what exactly we have learned. To understand the results of the lab we must first go over the facts about magnatism on the atomic level that we have discovered. The way magnatism works is this: magnatism is all based on the simple principle of electrons and there behavior. Electrons move around the atom in a specific path. As they do this they are also rotating on there own axis. This movement causes an attraction or repultion from the electrons that are unpaird. They are moving in two directions though causing a negative and positive charge. In the case of magnatism though we find that these elements have a lot of unpaired electrons, in the case of iron, Fe, there are four. What happens then in the case of a natural magnet the unpaired electrons line up or the magnet in a specific mannor. That is all the atoms with unpaired electrons moving in a direction which causes a certain charge are lined up on one side and all the atoms with the opposite charge move to the other side. The atoms then start to cancel each other out as they approach the center of the magnet. This all happens at the currie point where these atoms are free to move and then when cooled and the metel becomes solid the atoms can no longer move (barely) causing a "permanent" magnet (as in the diagram on the next page). This same principle can be applied to a piece of metal that has been sitting next to a magnatized piece of metel in that over the long time they are togather the very slow moving atoms in the metal situate in the same fassion also creating a magnet. Now that we know the basics lets begin with the experiments. Part one of the lab started us on our journey. In this part we took an apparatus with wire wrapped around it put a compass in the middle of the wire wraps. The setup was arranged so that the wraps were running parralel with the magnetic field of the earth, that is they were north-south. With this setup we

Scramble For Africa DBQ

European powers gave the illus. on of choice to the people and then backed them up with torture and bullets when they rises De. African Nations responded to colonization efforts by holding on to their religious bell fees and through militaristic resistance while other just remained to their destined faith that WA s set up to them by European Powers. In order to better analyze this issue, it would be helpful to have a document that is a response from African merchants that detailed the possible e economic consequences of European Colonization.Many Africans saw that that their fate had been made as soon as the European powers marched in and began occupying and colonizing their lands so they g eve in without a fight at all. The Royal Niger Company, commissioned by the British government NT to administer and develop the Niger River delta and surrounding areas and many African rue leers signed the form in 1886(Doc 1). Many African leaders just signed their lands away not eve en standing u p for their lands they just subsided with the British thinking things would be bet terror them if they just have in when in reality it didn't make anything better.Shanty leader Premier I turned down an offer that would protect him and his people. But he also said that â€Å"at the same time remain friendly with all White men†(Doc 2). Premier may have not agree De to the British logic of protection but he did want to remain friendly with the whites which t urine out to be a major flaw for the Chiantis. Next, Indians Kamala and African veteran of the Needle Rebellion tells how his people surrendered to the white people and tried to live e their lives as normal as they possibly could(Doc 4).Once again the Africans just submitted t o the their fate Mr. Sullivan and attempted to live their lives as normal Africans. They might as well as off get for their lives and freedom because they were treated as slaves and when an unrecognized r billion broke out against the Europeans, the Eu ropeans quickly overpowered them and ma y Africans died. This was described by Indians Kamala as † They-?the White men-?fought t us with big guns, machine guns, and rifles.Many Of our people were killed in this fight: I s away four of my cousins shot. We made many charges but each time we were defeated†(Doc 4 Lastly, Samuel Marcher a leader of the Hero people described in a letter to another African leader how â€Å"All our obedience and patience with the Germans is of little avail, for each h day they shoot someone dead for no reason at 7). Many people in Africa just b Egan giving in to all the changes that were taking place around them by European powers.

Your Ideal Reader

Your Ideal Reader Your Ideal Reader Your Ideal Reader By Ali Hale If you’re reading Daily Writing Tips, you’re probably a writer of some description. And being a writer means, in the vast majority of cases, that you have – or at least want to have – readers. So, have you thought about your Ideal Reader? What is an Ideal Reader? Your ideal reader is a construct designed to represent your audience. If you’re writing a blog about frugality and budgeting, your ideal reader might be a single mom in her thirties. Alternatively, your ideal reader could be a high school graduate heading off to college. For a short story writer, an ideal reader might be a woman working in a shop, flicking through short stories in her breaks or during quiet times of the day. Alternatively, a short story writer might envisage a very different ideal reader – perhaps an elderly male professor poring over the story in a hushed library, extracting every nuance. Why do I want an Ideal Reader? You might wonder what the point of creating an â€Å"ideal reader† is. Perhaps you think your audience is too diverse, and that there’s no way you could come up with one imaginary character to represent them. But having an ideal reader is well worth the effort, in terms of boosting your writing productivity: â€Å"Consider how much more quickly words flow when you’re writing an email to a friend versus creating a formal business presentation. When you have a specific recipient in mind, you have a much easier time communicating your ideas.† from Why Create An Ideal Reader? Do you ever find yourself struggling to get started an article, blog post, story or poem? Do you worry that the topic will bore your readers, or that your literary allusions will go over their heads? Having an ideal reader in mind makes it much easier to pitch your writing at the right level. Even if you don’t have an audience yet, you’ll still want to think about your ideal reader. When I was planning my new blog, Alpha Student, I put a good bit of thought into my ideal reader: a keen, intelligent, slightly shy, university student who isn’t really into the wilder aspects of student life. This really helped when focusing the blog and deciding on the tone of the articles (I’ve not written about drunken nights or peppered my advice with swear words, for instance!) Who is My Ideal Reader? If you’re writing for a specific publication, you’re in luck. Many magazines publish profiles for prospective advertisers, detailing the demographics of the magazine’s readership. Here in the UK, I find the IPC Media website very helpful for finding these details. For example, for Horse magazine, I’m told that the â€Å"target readers† are horse enthusiast women aged 20-40 from the ABC1 (middle/upper class) categories. This would be a good starting point for creating an ideal reader. â€Å"At a minimum I keep in mind the age and gender of the reader. For example, I sometimes do news articles for a small, local weekly newspaper. Since I live in the neighborhood, I know that we’re an incredibly diverse area, but that the readership of the paper tends to be older women. So that’s who I write for, keeping in mind the others, and occasionally working in some ethnic bits.† from Write for Your Ideal Reader If you’re writing fiction for a particular magazine, look at the advertisements, the editorial, and the letters from readers. This can give you a lot of clues about the gender, age, interests and social class of the ideal reader for that market. Even copywriters and marketers can create an ideal reader – often called an â€Å"ideal customer†. I took Sonia Simone’s excellent Content Class by email (it’s free), and her first lesson is â€Å"Write for One Customer†. She says: If your ideal customer is a little formal, write to her like youd send an email to your Great Aunt Susie. If hes casual, write like youd write to an old college buddy. (Its probably smart to keep it rated-G, though.) Over to You If you have a blog, novel, short story collection, article or any other writing project underway, stop and ask yourself – who am I writing for? Who’s my ideal reader? You can get as detailed about this as you like: try to make it a fun exercise. Give your ideal reader a name, a personality, interests, worries, a birthday. Then, every time you write, write for that one person. Why not tell us about your ideal reader in the comments? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:12 Types of LanguageEmail EtiquetteWords Often Misspelled Because of Double Letters

Describe factors to consider for effective communication The WritePass Journal

Describe factors to consider for effective communication References Describe factors to consider for effective communication Describe factors to consider for effective communicationWRITEPASS CUSTOM ESSAY WRITING DISSERTATION EXAMPLESIntroductionReality vs. perception of realityThe formation of divergent perceptionsInterrelationship of the stagesNature of factors that affect perceptionReferencesRelated Describe factors to consider for effective communication WRITEPASS CUSTOM ESSAY WRITING DISSERTATION EXAMPLES Introduction When it comes to communication, the problem of perception takes the central stage. Varner and Beamer (2010, p. 35) defines communication as the perception of verbal and nonverbal behaviour and the assignment of meaning to them. They considered perception so important that as long as the perception process takes place, communication occurs. Covey (1992) also emphasised the significance of perception by attributing perception problems as one of the root causes of communication problems. Differences in perceiving the world would inevitably lead to communication barriers because people communicate on the basis of their own perceptions and perception determines how people behave toward the world (Singer, 1998). Therefore, great stress has been put on the role of perception in interpersonal communication that Singer (p. 10) even proposed in communication reality  ·Ã‚ ·Ã‚ · is less important than ones perception of reality. To discuss the crucial role of perception in communication, this essay first examines the relationship between reality and perception of reality, followed by a discussion on how perception affects communication in the stages involved. Finally, the role of three types of factors in perception physical, environmental and learned factors, will be examined. Reality vs. perception of reality Effective communication is hindered when communicators have different understandings of reality. Cognitive theorists are convinced that reality is more about the things in here in the mind, ratherthan the actual things out there (Singer, 1998). Perception, an active process by which people become aware of the world, is the window through which we experience the world .To illustrate the relationship between the two, Singer makes an analogy between the human perception process and a class assignment, both comparing and contrasting what enters and exits the mind (p. 187). Since it is impossible for a person to either experience everything in the world or have exactly the same life story as another person, no one will have absolutely right perception about the world or exactly the same perception as others. The fact that family members of twins can often easily tell one from the other explains that even twins do not have identical experiences and perceptions. The formation of divergent perceptions As Roger asserts, nothing, neither the Bible nor Freud, is more reliable than personal experience in the perception process (as cited in Griffin, 2006, p.32) . This supports Stacks, Hickson and Hills (1991, p. 4) suggestion that â€Å"Communication brings us together and perceptions tend to separate us.† Clearly, the impact of divergent perceptions in interpersonal communication has gain great attention of communicators. To reduce the difficulties in communication, it is necessary to understand how the divergent perceptions are formed in the first place. Perception is a series of procedures that blend into one another. To conveniently discuss the these procedures, perception is generally divided into three stages: selection/stimulation, organization, and interpretation/ evaluation (Lane, 2010; Kelly, 2006; Dwyer, 2009). The first stage is selection, in which the world comes to us through our sensory receptors. Naturally you cannot perceive everything; rather you engage in selective perception, where you pick up some stimulation over others. Two types of stimuli are considered more likely to draw our attention: meaningful ones and noticeable ones (Devito, 2009). Things meaningful or noticeable to one person do not often mean the same to another person. Therefore, during this stage, people of different backgrounds often receive different messages from the same world. For example, when a couple attend a concert, the husband, a musician, tends to focus on the musical part while the wife, a fashion designer, pays more attention on the costume and stage design. Suppose the design of the concert is excellent but the singer is off key from time to time. It is very likely that the couple end up having different comments on the concert. In this way, differences occur in the very first stage of perception proc ess. In the next stage organization stage, the stimuli that come into our brain will have to pass through the filters of our censor screens where they are rearranged and decoded in some ways we are used to or we learn to (Singer, 1998. p. 11) These ways of organizing data become the shortcuts that enable us to make connections between new information and previously gained knowledge, and thus simplify our understanding and remembering of new people and events. However, these shortcuts can be misleading if you rely on them too much. You may either add additional data which are consistent with your way of organizing or ignore those which is inconsistent, in order to make the new experience organisable. As the constructivists identifies, we often fit over realities to bring order to our perceptions (Griffin, 2006, p. 191). As a result, perceptual variations occur because we gain our perception not in the way it should be, but in a way every individual needs it to be. Having discussed the first two stages, we will now have a look at the third stage – interpretation/evaluation, in which we make sense out of the organised stimuli and find out the value of them. As Kelly (2006) suggests, we never have all the facts, and our interpretation and evaluation are largely dependent on the past knowledge and our own value systems. When personal experience and values are involved, differences are bound to occur. In other words, we get used to seeing some stimuli in a certain way that we dont take others into account (Lane, 2010, p.41). A good example of this would be stereotyping. When people stereotype others, they put people into categories and assert all people in the category share the same characteristics. The consequence is that barriers in communication often occur on the basis of false perceptions of others because great deal of individual differences are not taken into consideration (Lustig, 2010). The results of two studies of stereotypical p erception of African Americans show that African Americans are estimated to earn less than they actually do, are seen as poor and intimidating (Dixon, 2008) and are more likely to commit crimes (Ford, 1997). Many of stereotypes are created by direct experience with only a few members of a certain group. Others may even come from second-hand materials such as mass media without any direct experience. Yet many of us still use stereotypes to make assumptions and interpretations. This is very likely to cause communication gaps between people who perceive and expect others in their own understandings. Interrelationship of the stages Above is an analysis of how perceptual differences come into being in each of the stages. However, it is helpful to clarify, though listed in such a way, the three stages do not occur one by one. Rather, these stages often take place almost simultaneously (Lane, 2010, p. 36) and there is no way one can draw a dividing line between any of them. In addition, we should not see any stage as the start or the finish of a perception process (Russel, cited in Kelly, 2006, p. 36). It is common for people to think of these stages as a linear sequence, from gathering data to organizing the data and finally attaching some meanings to them. However, this process does not end at the interpretation stage because the result of interpretation/evaluation would affect your future sensing/selecting behaviour. In this case, some other ways of breaking down perception process would help make the point clearer. Initial three stages remaining the same, DeVito (2009, p. 64) believed two other steps take plac e afterwards: memory and recall. These two steps can lead to peoples perceptual inaccuracy in a way that people may lose or unable to recall some information. Even worse is retrieving the wrong message. Griffin (2006, p. 189) add a utilizing stage to emphasise the effect of memorized and recalled data on future communication behaviour. His suggestion of comparing the stages to the five interconnected Polemic Rings is extremely helpful in explaining the relationships of these stages of perception process (p. 187). Seeing the fact that the stages are actually interrelated and never come to an end, we can better know how we make mistakes when we think we see every aspect of an issue and make a right judgement. The truth is that previous interpretation has already had an effect on the selecting process, and we only pick up those data we want to, which further influence our organizing and evaluating process. For example: A person who experienced a destructive earthquake may notice a noise from the ground seconds before the shaking (Sensing stage). He then established a connection between the two: A noise often comes before a big earthquake and considered it a way to make predictions of future earthquakes (Organizing and interpreting). This interpretation inserts an influence on his future processing of information in the way that he may become very sensitive to similar sounds and more likely to link some other unusual phenomenon to an earthquake. From above we can see that differences take place in almost every step we take when perceiving the world. Just like what Ribbins and colleagues words said, the factors which shape and sometimes distort perception can reside in the perceiver, in the object or target being perceived or in the context of the situation in which the perception occurs (as cited in Dwyer, 2009, p. 14). These stages are like a giant filter, every information in the external world have to pass through the filter which is made of your own experience, beliefs and value systems (Bjorseth, n.d.). Again, similar to the analogy of class assignment described in the beginning of this essay, what exits your mind differentiate from what comes to your mind because your uniquely designed filter has performed its job. Nature of factors that affect perception Having identified how the factors impact on the perception process in each stage, the essay now focuses on the nature of the factors that affect perceptions. Singer (1998) has suggested three categories of them: physical determinants, environmental determinants and learned determinants. Physical determinant are commonly understood as our five sensory receptors recognized by Aristotle. Interestingly, Singer’s later research has revealed at least thirty-seven differentiate sensory inputs and even more are expected to be discovered (Singer, 1998, p.14). Apart from these, other physical differences such as body shape, skin colour, hand size that make us unique in the world can contribute to differences in perception. Just like every the uniqueness of individuals physical characteristics, everything happens in a unique context. The unique surroundings of an event can be very powerful in forming different perceptions. For example, the result of judging whether a person is young or o ld will probably be influenced by which age group he is compared with. The third type of determinants, learned determinants, is seen as the most important. How people acquire their perceptual constructs has been thoroughly studied. The result of an experiment on people who are born blind but later restored with their sight shows that without the visual experiences, these people cannot tell a figure or discriminate simple shapes until several months visual learning (Perception – Innate and learned, n.d.). This reveals that learning experience is necessary and powerful in shaping and changing peoples perception. Similarly, in Varner and Beamers (2010) perception model of choices, they explain that when you encounter something unfamiliar, you either choose not to attend to it or lose memory of it until you learn how to change your mental category to accommodate it. Singer (1998, p. 19-27) also devised an exercise to test how perceptions of the same stimuli differ in different cultures. The exercise finds out that perception is greatly influenced by culture, a combination of learned activities. The more specific the symbol is, the more the interpretations are alike. The more abstract the symbol is, the more various meanings are attached to it. With such findings, it is not difficult to understand that communicators from different cultures would undoubtedly meet difficulties with the different views they hold on the same thing. From the discussions above, we have seen that misperceptions can arise when we collect information, organise it in different ways, and assign different meanings to it. In addition, differences of perceptions are determined by various factors, especially learned ones. Communications based on divergent perceptions will inevitably meet difficulties. To make communication of higher level of effectiveness, it is a good start for communicators to bear in mind the powerful influence of different perceptions on communication process, to learn the culture of other groups and to make your perceptions closer to each other. References Bjorseth, L. D. (n.d.). Improve your communication skills by cleaning your filter. Retrieved March 21, 2011 from: sideroad.com/Business_Communication/improve-communication-skill.html. Devito, J. A. (2009). The interpersonal communication book (12th ed.). Boston: Pearson Education, Inc. Dixon, T. L. (2008). Network news and racial beliefs: Exploring the connection between national television news exposure and stereotypical perceptions of African Americans. Journal of communication, 58, 321-337. Dwyer, J. (2009). Communication in business: Strategy and skills (4th ed.). Australia: Pearson Education Australia Ford, T. E. (1997). Effects of stereotypical television portrays of African-American on person perception. Social Psychology Quarterly, 60(3), 266-275. Griffin, E. (2006). A first look at communication theory (6th ed.). New York: McGraw-Hill. Kelly, M. S. (2006). Communication at work: Ethical, effective, and expressive communication in workplace. London: Pearson Education Inc. Lane, S. D. (2010). Interpersonal communication: competence and contexts (2nd ed.). Boston: Pearson Education, Inc. Lustig, M. W. Koester, J. (2010). Intercultural competence: Interpersonal communication across cultures (6th ed.). Boston: Pearson Education, Inc. Perception Innate and learned. Retrieved March 23, 2011 from: http://science.jrank.org/pages/5093/Perception-Innate-learned.html Singer, M. R. (1998). Perception and identity in intercultural communication. Maine: Intercultural Press, Inc. Varner, I., Beamer, L. (2010). Intercultural communication in the global workplace (5th ed.). New York: McGraw-Hill sideroad.com/Business_Communication/improve-communication-skill.html