The Grammar Translation Method In FLT

The Grammar Translation Method In FLT Lets look at one of the classical teaching methods in the theory of foreign language teaching. The grammar-translation method, also called the GT method, is one of these traditional language teaching methods that consist primarily of a sequence of classroom activities that focus on the grammar, vocabulary, and literature of a target language. This method requires students to translate the whole text, word for word, and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. We could say the goal of the GT method is to be able to read and translate typical modern novels as well as literary masterpieces and classics. In GT method, classes are conducted in the native language. Instructors tend to teach from textbooks that begin with an enormous list of vocabularies for students to memorize. And Grammar lessons are also taught from the texts presented in textbooks. For you guys, this might sound new, but tedious translation and grammar drills are used as exercises to strengthen the students knowledge. We can see the skill dominantly exercised in this method is reading, but only in the context of translation. Q2You wouldnt find it surprising that there are many criticisms against this method, as the method by definition, has a very limited scope of objectives. It also appears that GT method hugely favors reading over listening and speaking skills, to an extent that they are forgetting to teach speaking. Without opportunities to practice their speaking, students are missing out on an opportunity to learn the language fluently. I mean, it lacks the spontaneous creative output Q3its like saying the best students are the ones that can translate most precisely. But whats the point if they arent learning how to communicate? Not only is the focus of the class too narrow, but the materials taught in classes are also very limited. The study into the culture of the target language is strictly limited to its literature and fine arts, because that is the only text used in the class. The overly traditional role of the teacher is another component of this method that is criticized. In the classroom, the teacher is the ultimate authority, with little or no student-to-student interaction, and he or she is always the one who gives out the correct answer. Having the correct answer is considered very important, and in many cases, students who give the wrong answers are scolded by the teacher. How would you feel if I reprimanded you for getting a question wrong? You would probably be discouraged and wouldnt want to try next time, right? Ultimately, due to excessive reliance solely on textbooks, the materials taught in class might not even require a teacher; um the role of the teacher is strictly limited to the extent that theres barely any interaction between a student and a teacher. Q4Additionally, the translation exercises and practice tests the students are given, are clearly just for practice purposes, and thus rarely ever used in real life. The materials taught do not state how written style of language differs from the colloquial language, which is another problem of depending on a written text. Therefore, it lacks authenticity, lacking usefulness in real life, and doesnt prepare the students efficiently enough for real-life usage of the language. Theorists such as Vietor, Passy, Berlitz, and Jespersen began to shed light on the problems of the grammar translation method and suggested that a new kind of foreign language instruction was needed. They supported teaching the language in a slightly different way from the GT methodQ5they have not only focused on the text, but also emphasized the importance of speech. Johnson, one of the many critics of teaching methods, said that the GT method can give foreign language students a total loss of genuine feeling for the language. Okay, so although the GT method carries much criticism along with it, it is also important to acknowledge some of the positive aspects of this method. For example, the great emphasis made on the grammar and vocabulary of the target language will strengthen the students reading and writing skills extensively. Also, by reading and appreciating foreign literature, they can become better at analyzing and will become more intellectual thinkers. Translation exercises, grammar practices, and vocabulary memorization can all provide the students with good mental exercises and make the form of the target language more familiar to the learner. Plus, language learning through speaking comes at a high cost as it requires more teaching time. Its much easier for students to study reading by themselves than speaking. Q6However, ultimately, the GT method has proven to be ineffective nowadays, and many teachers are avoiding this traditional method. Next class, we will look at another traditional method of foreign language teaching: the audio-lingual method. 11

Psycholinguistics And Second Language Acquisition

Psycholinguistics And Second Language Acquisition In general, Lennebergs critical period hypothesis proposed that certain linguistic events must happen to the child during the Critical Period for development to proceed normally and language is acquired most efficiently during this period. Traditionally, the Critical Period Hypothesis is used to explain why second acquisition is so difficult for older children and adults. In this essay, the role of critical period in second language acquisition will be examined by using authoritative experiments, as well as my own experience. To begin with, the way in which Critical Period accounts for second language acquisition should be clearly clarified. Johnson and Newport (1989) refine the formulation of the Critical Period Hypothesis and explain how it interprets second language acquisition. They distinguished two further hypotheses: Exercise Hypothesis and Maturational State Hypothesis. Both of them assume that humans have a superior capacity for learning language early in life. These two hypotheses predict that children will be better than adults in acquiring the first language but only the latter one predicts that children will be superior at second language learning. Indeed, the Exercise Hypothesis even suggests that adults might be better than children because of their better learning skills possibly. Research has addressed the issue that whether there is an age-related effect on second language acquisition. First, there is a research states a point of view contrary to popular opinion. Most people think that children are better in acquiring both first and second language. However, Snow (1983) proposed that adults were actually no worse in acquiring second language and may be even better. Although it is difficult for a fair comparison because children have more time to learn language adults, Snow and Hoefnagel-Hohle (1978) conducted a research by comparing English children and adults in the first year of living in Holland learning Dutch. The young children (3-4 years old) scored lowest of all groups. Experimental and anecdotal evidence suggested that adults have a persistent foreign accent and phonological development might be the one area for which there is a critical period. Even if there are limitations of this study, it is possible that adults can acquire second language more e fficient than children. Certainly, there is some evidence for a critical period for second language acquisition. Johnson and Newport (1989) found evidence for a Critical Period for second language acquisition. They looked at native Korean and Chinese immigrants (3-39 years old) to the USA and found a large advantage for younger over older learners in making judgements about whether a sentence was grammatically correct. They found that their participants correlated strongly and significantly in the early arrivals (age 3-15) but not in the older arrivals (age 17-39). Johnson and Newport took this to suggest that à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"language learning ability slowly declines as the human matures and plateaus at a low level after pubertyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . This study is an important evidence of the presence of the Critical Period in second language acquisition. In fact, there is another study which examined the effects of maturation on pronunciation by using immigrants with various ages of arriva l as subjects can also show that the Critical Period really exists in SLA. Thompson (1991) collected data from 39 Russian-born subjects (4-42 years old) who had immigrated to the US. The result pointed to a strong link between a subjectà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s age of first exposure to English and the nativeness of his or her accent. From these two researches, it can show that the Critical Period really exists in second language acquisition. Apart from the authoritative experiments mentioned above, my personal experience of learning Putonghua can also support the Critical Period in second language acquisition. When I learnt Putonghua in primary school, my knowledge of Putonghua, especially the pronunciation, was acquired easily and quickly by imitating the pronunciation of my teacher immediately. However, I did not learn Putonghua in secondary school and learnt it again from last year. In other words, all the knowledge of Putonghua has lost and I needed to learn it from the beginning. Actually, I found it is more difficult for me to learn Putonghua when getting older with the influence of my first language Cantonese. Since the vocabularies and pronunciations of these languages are similar, I easily pronounced incorrectly or used some wrong vocabularies like Cantonese. Compared with the learning experience in primary school, I need to use much more time acquire Putonghua as second language more accurately and develop my l anguage proficiency at adult stage. To conclude, there is still some debate on whether there is a critical period for acquiring language. However, there is a general agreement that childhood immersion in a second language environment leads to widespread success in achieving native-like proficiency in that language. Likewise, the exposure to a second language in adulthood is marked by a failure to attain native-like competence. Therefore, the importance of age effects on second language acquisition is hardly controversial by a number of supportive studies on this hypothesis. (818 words) Reference Harley, T.A. (1995). The Psychology of Language: From Data to Theory. East Sussex, UK: Erlbaum. Johnson, J.S. Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21, 60-99. Lenneberg, E. (1967). Biological foundations of language. New York: Wiley. Snow, C.E. (1983). Age differences in second language acquisition: Research findings and folk psychology. In K. Bailey, M. Long, S. Peck (Eds.), Second language acquisition studies (pp. 141-150). Rowley, MA: Newbury House. Snow, C.E., Hoefnagel-Hohle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 49, 1114-1128. Thompson, I. (1991). Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 41, 177-204.

Wartime Propaganda: World War I :: World War I History

Wartime Propaganda: World War I The Drift Towards War "Lead this people into war, and they'll forget there was ever such a thing as tolerance. To fight, you must be brutal and ruthless, and the spirit of ruthless brutality will enter into the very fiber of national life, infecting the Congress, the courts, the policeman on the beat, the man in the street." It is one of history's great ironies that Woodrow Wilson, who was re- elected as a peace candidate in 1916, led America into the first world war. With the help of a propaganda apparatus that was unparalleled in world history, Wilson forged a nation of immigrants into a fighting whole. An examination of public opinion before the war, propaganda efforts during the war, and the endurance of propaganda in peacetime raises significant questions about the viability of democracy as a governing principle. Like an undertow, America's drift toward war was subtle and forceful. According to the outspoken pacifist Randolph Bourne, war sentiment spread gradually among various intellectual groups. "With the aid of Roosevelt," wrote Bourne, "the murmurs became a monotonous chant, and finally a chorus so mighty that to be out of it was at first to be disreputable, and finally almost obscene." Once the war was underway, dissent was practically impossible. "If you believed our going into this war was a mistake," wrote The Nation in a post-war editorial, "if you held, as President Wilson did early in 1917, that the ideal outcome would be 'peace without victory,' you were a traitor." Forced to stand quietly on the sidelines while their neighbors stampeded towards war, many pacifists would have agreed with Bertrand Russell that "the greatest difficulty was the purely psychological one of resisting mass suggestion, of which the force becomes terrific when the whole nation is in a state of violent co llective excitement." This frenzied support for the war was particularly remarkable in light of the fact that Wilson's re-election had been widely interpreted as a vote for peace. After all, in January of 1916, Wilson stated that "so far as I can remember, this is a government of the people, and this people is not going to choose war." In retrospect, it is apparent that the vote for Wilson cloaked profound cleavages in public opinion. At the time of his inauguration, immigrants constituted one third of the population. Allied and German propaganda revived old-world loyalties among "hyphenated" European- Americans, and opinions about US intervention were sharply polarized.

LASIK Surgery :: LASIK Surgery Essays

Seeing well without contact lenses and glasses is the dream of millions of Americans and modern medical science has enabled that dream to come true (Caster, 8). Since first grade, Dede Head, a 30-year-old fitness trainer in North Carolina, has worn glasses to correct sever nearsightedness and astigmatism. Over the years she became accustomed to wearing glasses and contacts, but this has limited many important aspects of her life, including sports. She then heard of a laser eye surgery that â€Å"supposedly†, helped to correct a person’s vision by means of lasers. She immediately signed up for the procedure and ever since that day, she has not worn glasses or contacts. Dede is just one of the eight hundred-fifty-thousand people who have undergone a procedure by the name of LASIK or Laser In-Situ Keratomileusis. If surgical procedures were movies, LASIK would be this years box office smash as it has received much media coverage and many praises; however, not that many peo ple know what LASIK is, what the advantages and disadvantages are, and most importantly if LASIK is right for them (Buratto, 1). LASIK is basically a type of laser surgery which can help correct nearsightedness (myopia), which is the inability to see distant objects, farsightnedness (hyperopia), which is the inability to see close, and astigmatism, the inability to focus light waves evenly. LASIK has grown greatly in the last year, mostly because of 4 reasons; it is fast (procedure takes about 5-10 minutes), safe, painless, and the results are almost always prolific. The eye is just like a camera because it works by focusing light waves that pass through it. Light rays that enter the eye must first pass through the most outer layer of the eye called the cornea. The cornea performs 2/3 of the focusing process, the remainder of is then completed by the crystalline lens which further focuses the light on the retina. This requires extreme precision in that the focused light must fall ex actly at the level of the retina (Gallo, 126). The retina is a nerve tissue that carpets the inner surface of the eye, much like wallpaper covers all aspects of a wall. The retina converts the light into electrical signals, which are transmitted to the brain by the optic nerve. Just as a camera cannot produce clear photographs of the image if the incoming light is not focused on the film, we cannot produce a clear vision if the cornea and crystalline lens do not focus the light precisely on the retina.

The Cell Essay -- essays research papers

The cell is the fundamental structural unit of all living organisms. Some cells are complete organisms, such as the unicellular bacteria and protozoa; others, such as nerve, liver, and muscle cells, are specialized components of multi-cellular organisms. Cells range in size from the smallest bacteria-like mycoplasmas, which are 0.1 micrometer in diameter, to the egg yolks of ostriches, which are about 8 cm (about 3 in) in diameter. Although they may differ widely in appearance and function, all cells have a surrounding membrane and an internal, water-rich substance called the cytoplasm, the composition of which differs significantly from the external environment of the cell. Within the cell is genetic material, deoxyribonucleic acid (DNA), containing coded instructions for the behavior and reproduction of the cell and also the chemical machinery for the translation of these instructions into the manufacture of proteins. Viruses are not considered cells because they lack this transla tion machinery; they must parasitize cells in order to translate their own genetic code and reproduce themselves. Cells are of two distinctly different types, prokaryotes and eukaryotes; thus, the living world is divided into two broad categories. The DNA of prokaryotes is a single molecule in direct contact with the cell cytoplasm, whereas the DNA of eukaryotes is much greater in amount and diversity and is contained within a nucleus separated from the cell cytoplasm by a membranous nuclear envelope. Many eukaryotic cells are further divided into compartments by internal membranes in addition to the nuclear envelope, whereas prokaryotic cells never contain completely internal membranes. The prokaryotes include the mycoplasmas, bacteria, and blue-green algae. The eukaryotes comprise all plant and animal cells. In general, plant cells differ from animal cells in that they have a rigid cell wall exterior to the plasma membrane; a large vacuole, or fluid-filled pouch; and chloroplasts that convert light energy to chemical energy for the synthesis of glucose. Structure and Function Cells are composed primarily of oxygen, hydrogen, carbon, and nitrogen, the elements that make up the majority of organic compounds. The most important organic compounds in a cell are proteins, nucleic acids, lipids, and polysaccharides (carbohydrates). The "solid" structures of the cell are co... ...t of cells and cell products. Thus, a whole organism could be understood through the study of its cellular parts. In 1858 the German pathologist Rudolf Virchow's theory, that all cells come from preexisting cells, led to the development of ideas about cell division and cell differentiation. The development in the late 19th century of techniques for staining cell parts enabled scientists to detect tiny cell structures that were not actually seen in detail until the advent of the electron microscope in the 1940s. The development of various advanced optical techniques in the 20th century also increased the detection power of the light microscope for observations of living cells. The study of cells is not limited to describing structures. A central concept in modern cytology is that each structure has a function that may be understood as a series of biochemical reactions. The understanding of these functions has been greatly aided by the development of cell fractionation techniques, using an ultracentrifuge to separate specific intracellular structures from the rest of the cell. Another technique is tissue culture, by which specific kinds of cells can be isolated and grown for study. The Cell Essay -- essays research papers The cell is the fundamental structural unit of all living organisms. Some cells are complete organisms, such as the unicellular bacteria and protozoa; others, such as nerve, liver, and muscle cells, are specialized components of multi-cellular organisms. Cells range in size from the smallest bacteria-like mycoplasmas, which are 0.1 micrometer in diameter, to the egg yolks of ostriches, which are about 8 cm (about 3 in) in diameter. Although they may differ widely in appearance and function, all cells have a surrounding membrane and an internal, water-rich substance called the cytoplasm, the composition of which differs significantly from the external environment of the cell. Within the cell is genetic material, deoxyribonucleic acid (DNA), containing coded instructions for the behavior and reproduction of the cell and also the chemical machinery for the translation of these instructions into the manufacture of proteins. Viruses are not considered cells because they lack this transla tion machinery; they must parasitize cells in order to translate their own genetic code and reproduce themselves. Cells are of two distinctly different types, prokaryotes and eukaryotes; thus, the living world is divided into two broad categories. The DNA of prokaryotes is a single molecule in direct contact with the cell cytoplasm, whereas the DNA of eukaryotes is much greater in amount and diversity and is contained within a nucleus separated from the cell cytoplasm by a membranous nuclear envelope. Many eukaryotic cells are further divided into compartments by internal membranes in addition to the nuclear envelope, whereas prokaryotic cells never contain completely internal membranes. The prokaryotes include the mycoplasmas, bacteria, and blue-green algae. The eukaryotes comprise all plant and animal cells. In general, plant cells differ from animal cells in that they have a rigid cell wall exterior to the plasma membrane; a large vacuole, or fluid-filled pouch; and chloroplasts that convert light energy to chemical energy for the synthesis of glucose. Structure and Function Cells are composed primarily of oxygen, hydrogen, carbon, and nitrogen, the elements that make up the majority of organic compounds. The most important organic compounds in a cell are proteins, nucleic acids, lipids, and polysaccharides (carbohydrates). The "solid" structures of the cell are co... ...t of cells and cell products. Thus, a whole organism could be understood through the study of its cellular parts. In 1858 the German pathologist Rudolf Virchow's theory, that all cells come from preexisting cells, led to the development of ideas about cell division and cell differentiation. The development in the late 19th century of techniques for staining cell parts enabled scientists to detect tiny cell structures that were not actually seen in detail until the advent of the electron microscope in the 1940s. The development of various advanced optical techniques in the 20th century also increased the detection power of the light microscope for observations of living cells. The study of cells is not limited to describing structures. A central concept in modern cytology is that each structure has a function that may be understood as a series of biochemical reactions. The understanding of these functions has been greatly aided by the development of cell fractionation techniques, using an ultracentrifuge to separate specific intracellular structures from the rest of the cell. Another technique is tissue culture, by which specific kinds of cells can be isolated and grown for study.

My Three Key Stages of Life Essay

Everyone has their own key stages of life. They are the most important parts of your life. Mine, is of course when I was born, kindergarten and when I was in Primary 6. Why are they the most important for me? Well, it is all written here, in this essay. Like most of the babies in the world, I was born a healthy baby. Soon enough, I learnt how to crawl, walk, eat, run, and many other things. By the time I finished learning all those, I was already a toddler. It was one of the most important parts of my life. When I was born, I was the heaviest among my siblings and me. As I looked through all my baby photos, I realized I have changed a lot. Though I don’t recall much stuff, the only memories I had as a toddler were two nightmares. Time flies really fast. In the blink of an eye, I was in kindergarten. I studied in â€Å"Bukit Panjang Methodist Church Kindergarten†. I was excited on the first day of school. All those years, I really enjoyed going to school. It was when classes were much more fun with games and interaction between the teachers and students. I remembered during P.E. lessons the students will play in a playground, while a few were chosen to play with a big tub of water. And when the teacher starts to pick people to play with the water, the class usually will get chaotic. The best memory I had was when I celebrated my birthday in school. It was the best birthday present ever. A few years later, I entered primary school. It’s just an ordinary neighborhood primary school, â€Å"Bukit Timah Primary School†. Then it happened. Primary School Leaving Examination dates. Those dates were the dates where I had mixed emotions. They were the dates where I worked my entire primary school life for. It was the most crucial moments. My life depends on it. Whether I will get into a good or a bad school, all depends on those dates. Once you step into that examination hall, there’s no turning back. It wasn’t as bad as I thought. Though the papers were hard, I managed to complete them and the results I got were higher than I expected them to be. I remember during the day the results were out, many students cried when they saw their results. Some were tears of joy, some were tears of sorrow. Well, for me, I didn’t really cry. I only cried after I saw my best friend cried tears of happiness. I cried tears of joy too.

Examining Government Regulations

The current government regulations I researched pertain to the clinical guidelines and the civil rights of persons living with HIV/AIDS in Portland, Oregon. Many people living with HIV/AIDS, at some point during their illness, find themselves in need of housing assistance and support services. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some, a return to paid employment and productive social activities. As the number of people living with HIV/AIDS continues to grow in both urban and rural areas throughout the United States, stakeholders must find new ways to address their needs to promote the health and well-being of these individuals and their families. Increasingly, maximizing the resources available to people who need them requires partnering across mainstream housing and human services systems to ensure continuity of care, program efficiency, and that there is â€Å"no wrong door† to assistance for clients at risk. The United States Department of Health and Human Services recommended public health law reform as part of its Healthy People 2010 initiative. Public health law in many states is ripe for reform. Oregon state legislature has suggested that existing state statutes are ineffective in responding to contemporary health threats for many reasons. These statutes pre-date modern scientific and constitutional developments and lack adequate standards of privacy, due process, and risk assessment. Forty percent of Oregonians with HIV need housing assistance, and a survey of Oregon service agency representatives cited the lack of affordable housing as the number-one barrier to stability for Oregonians living with HIV/AIDS. Critical issues were identified and recommendations developed to improve the ability of these systems to cooperatively meet the housing and services needs of people living with HIV/AIDS in Oregon. The obstacles that would prevent me from meeting the needs of people living with HIV/AIDS are 1. Limited Awareness of Resources Dedicated to People Living with HIV/AIDS Many potential housing and services partners lack awareness or accurate knowledge of existing resources dedicated to, or which can be used to serve, people living with HIV/AIDS, and that lack of awareness may limit partnerships. 2. Confidentiality Concerns The need to maintain client confidentiality restricts the ways that OHOP housing coordinators and other organizations and individuals can publicize their activities and resources. . Limited Staff Capacity and Knowledge HIV Care and Treatment staff may lack familiarity with aspects of partner systems, including affordable housing, and have limited resources and time to conduct marketing and outreach to potential partners and planning bodies. Discrimination adds to the daily struggles faced by the growing number of people living with HIV/AIDS in the United States – people who are predominantly poor and disproportionately African American or Latino. Every agency’s biggest problems facing their clients involve meeting basic needs – coping with poverty, hunger, illiteracy, inadequate medical care, lack of transportation, and homelessness. In addition to those basic needs issues, people with HIV face a series of critical civil rights problems. Individuals living with HIV/AIDS need to know their rights and need the resources to advocate for themselves when their rights are threatened. They also need national legal organizations like the ACLU AIDS Project to enforce their civil rights and civil liberties through litigation, public education and legislative advocacy. Recommendations: †¢ Develop simple, discreet material to publicize OHOP and related services and opportunities, and distribute it widely. †¢ Present to current and potential partners, including faith-based and community-based grass roots organizations with information tailored to their interests. †¢ Engage provider agency staff, clients, and other regional participants in publicizing the need, opportunity, and benefits of investing in housing and services for people living with HIV/AIDS. †¢ Focus attention on improving coordination with planning, data, and other elements of homeless systems. †¢ Promote Shelter Care and other bonus projects through agreements to streamline or share sponsor administrative costs. †¢ Conduct outreach and seek partnerships with landlords and property managers. Oregon Housing and Opportunities in Partnership (OHOP) Program Many people living with HIV/AIDS find themselves in need of housing assistance and support services at so me point during their illness. As many as 60 percent of all persons living with HIV/AIDS report a lifetime experience of homelessness or housing instability. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some people living with HIV/AIDS, a return to paid employment and productive social activities. The federal Housing Opportunities for Persons with AIDS (HOPWA) program provides funding, distributed by both formula and competition, dedicated to the housing needs of people living with HIV/AIDS and their families. This funding is not only necessary but critical to have the needs of people living with HIV/AIDS met adequately. Examining Government Regulations The current government regulations I researched pertain to the clinical guidelines and the civil rights of persons living with HIV/AIDS in Portland, Oregon. Many people living with HIV/AIDS, at some point during their illness, find themselves in need of housing assistance and support services. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some, a return to paid employment and productive social activities. As the number of people living with HIV/AIDS continues to grow in both urban and rural areas throughout the United States, stakeholders must find new ways to address their needs to promote the health and well-being of these individuals and their families. Increasingly, maximizing the resources available to people who need them requires partnering across mainstream housing and human services systems to ensure continuity of care, program efficiency, and that there is â€Å"no wrong door† to assistance for clients at risk. The United States Department of Health and Human Services recommended public health law reform as part of its Healthy People 2010 initiative. Public health law in many states is ripe for reform. Oregon state legislature has suggested that existing state statutes are ineffective in responding to contemporary health threats for many reasons. These statutes pre-date modern scientific and constitutional developments and lack adequate standards of privacy, due process, and risk assessment. Forty percent of Oregonians with HIV need housing assistance, and a survey of Oregon service agency representatives cited the lack of affordable housing as the number-one barrier to stability for Oregonians living with HIV/AIDS. Critical issues were identified and recommendations developed to improve the ability of these systems to cooperatively meet the housing and services needs of people living with HIV/AIDS in Oregon. The obstacles that would prevent me from meeting the needs of people living with HIV/AIDS are 1. Limited Awareness of Resources Dedicated to People Living with HIV/AIDS Many potential housing and services partners lack awareness or accurate knowledge of existing resources dedicated to, or which can be used to serve, people living with HIV/AIDS, and that lack of awareness may limit partnerships. 2. Confidentiality Concerns The need to maintain client confidentiality restricts the ways that OHOP housing coordinators and other organizations and individuals can publicize their activities and resources. . Limited Staff Capacity and Knowledge HIV Care and Treatment staff may lack familiarity with aspects of partner systems, including affordable housing, and have limited resources and time to conduct marketing and outreach to potential partners and planning bodies. Discrimination adds to the daily struggles faced by the growing number of people living with HIV/AIDS in the United States – people who are predominantly poor and disproportionately African American or Latino. Every agency’s biggest problems facing their clients involve meeting basic needs – coping with poverty, hunger, illiteracy, inadequate medical care, lack of transportation, and homelessness. In addition to those basic needs issues, people with HIV face a series of critical civil rights problems. Individuals living with HIV/AIDS need to know their rights and need the resources to advocate for themselves when their rights are threatened. They also need national legal organizations like the ACLU AIDS Project to enforce their civil rights and civil liberties through litigation, public education and legislative advocacy. Recommendations: †¢ Develop simple, discreet material to publicize OHOP and related services and opportunities, and distribute it widely. †¢ Present to current and potential partners, including faith-based and community-based grass roots organizations with information tailored to their interests. †¢ Engage provider agency staff, clients, and other regional participants in publicizing the need, opportunity, and benefits of investing in housing and services for people living with HIV/AIDS. †¢ Focus attention on improving coordination with planning, data, and other elements of homeless systems. †¢ Promote Shelter Care and other bonus projects through agreements to streamline or share sponsor administrative costs. †¢ Conduct outreach and seek partnerships with landlords and property managers. Oregon Housing and Opportunities in Partnership (OHOP) Program Many people living with HIV/AIDS find themselves in need of housing assistance and support services at so me point during their illness. As many as 60 percent of all persons living with HIV/AIDS report a lifetime experience of homelessness or housing instability. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some people living with HIV/AIDS, a return to paid employment and productive social activities. The federal Housing Opportunities for Persons with AIDS (HOPWA) program provides funding, distributed by both formula and competition, dedicated to the housing needs of people living with HIV/AIDS and their families. This funding is not only necessary but critical to have the needs of people living with HIV/AIDS met adequately.