Problems and Problem Solving: Problem Solving Guidelines.Part 3.

When an initiative is launched to solve a problem, guidelines must be drawn in order to determine the sequence of efforts to resolve a problem.    

I.Problem Exploration:

a. An investigation into the nature of the problem is conducted;

b. The problem is broken down into sub-problems;

c. The terms are defined;

d. The nature of the problem is defined- is the problem sociological, political, economic, business, personal, technological, historical or geopolitical.

e. Research is conducted to verify if the problem has been encountered n the past and if so, what steps were undertaken to resolve it.

1. State the Problem:

A. State what the problem is: Are there multiple aspects to the problem? If so what are they? A written description of the problem written and as clearly as possible. The statement could begin with the problem as given. The problem statement could be put in quotation marks to show how it was received. However, the nature of the problem should always be stated in you own words and in any verbal clothing given by others to you. That means so not use the words they used to describe the problem but your own. Anything that the problem is not must be clearly stated. In this way everything that is irrelevant is filtered out and you gave clarified the problem.

B. Restate the Problem: The problem should be restated with different words or in any different way. This is done in order to filter out any confusing or verbal maps of the problem.

C. State the problem more generally, broadly, abstractly or philosophically: In this way we enable ourselves to ascertain if the wording of the problem is a mere statement of a more general problem. Oftentimes, general terms allow us to visualise the problem in entirely different terms and therefore suggest solutions that otherwise would not been thought of.

2. Clarify the problem: 

A. Define the key terms of the problem: Keep repeating the process of defining and redefining the problem in more and more general or specific ways. In this way the problem is broken down or decomposed into attributes, components, and general features. Synonyms can be used. The moving from genus to species and species to genus can also be utilised. The consequence or result of this that some possible solutions can be realised. Any ambiguity or uncertainty can be clarified. It is very often that problems are presented to us are unclear in their original form. Terms such as; 

Improve the magazine, 

Clear the path, 

Develop a  new computer system or 

Develop a new product,

These are all unclear assignments. They do not specify in detail what needs to be done. What improvement is needed? , what path needs to be cleared?, what new system is to be organised? and  what new product is to be developed? Does this mean choose better articles, change the typefaces and layout, get classier advertisers, get a bigger circulation, or what? Likewise, where is the path? what obstacles are encumbering it? 

What kind of new computer system is needed? what must this new computer system do? where is the new computer system to be installed ? What is this new product line? 

who are the potential customers? what are the raw materials needed?

B. Articulate the assumptions being made about the problem and describe the way a solution would have to work: Make a conscious list of all assumptions that can be identified . Hence, this articulation step must be made to identify any assumptions. This articulation step in the problem-solving procedure involves the conscious listing of all assumptions that can be identified. The listing is done without prejudice or judgment or hostility. Just list as many as can be thought of. It is especially important when listing assumptions to list the extremely obvious ones, because often it is those that later turn out to be alterable. Examine these assumptions to discover if they are necessary, not necessary, or uncertain as to their necessity. Many assumptions are quite necessary, of course. In the problem, develop a better way to destroy kidney stones, one obvious and necessary assumption is that the patient should be alive after the procedure. But often assumptions turn out to be made for no good reason--that is they are not necessary assumptions. These can be challenged and new routes to success can then be discovered. 

C. Obtain needed information: Research into past approaches to the problem or to similar problems should be made as these will help in getting new ideas as well as gaining an understanding of the nature and environment of the problem itself. If the problem is to improve self-stick brackets, you might do some research into how glues work. 

3. Explain the Problem.

A. Discuss the problem with someone else:

The problem can be discussed carefully with another person, while at the same time listening to your own explanation. The act of discussing has two important features; firstly, solutions can come from the mind and deliberations of another person. Discussion has two important features. Firstly, it is possible discussion cold lead to a solution being found from another person. By discussing information, suggestions, and ideas can be obtained, even if the information, suggestions and ideas have got no bearing on the problem or if they are unworkable., they can be a valuable inspiration. This is because they will provide a  new direction or approach to the problem or suggest something practical. So even without the other person understanding the problem technically, emotionally, intellectually, artistically, or whatever, there is a gain of a  valuable insight by discussing it and by hearing a response.

Secondly, by discussing the problem with someone allows one to see what one really thinks. Philosophers and writing theorists have long noted that people think and work out ideas as they talk. We do not really know what we think until we consciously verbalise it. Francis Bacon noted that one value of friendship was to have someone to talk to so that you can see how your ideas look when they are turned into words. Some people have reported remarkable insights just by talking to their pets, where no intellectual feedback from the "listener" was possible. So, when we discuss our problem or idea, we should listen to ourselves as well as to the other person.

We should explain why the problem is a problem. What are its negative or undesirable features? Again, a couple of functions here. One, by explaining why the problem is problematic, you discover more about its nature and whether it really is a problem. James Adams remarks that there have been a lot of solutions to problems that didn't exist. So, this explanation phase allows you to discover just whether a problem is real.

Next, by explaining in detail the negatives of the problem, a set of more specific targets can be identified, thus better lending themselves to being solved.

For example, first statement: Here at the amusement park, our problem is that rides are expensive and people get tired of them. Why is this a problem? Because we have to replace the rides so people will continue to come to the park. The negatives are that we have to (1) keep tearing the ride down, (2) building a new ride, (3) spending a lot of money, (4) disturbing the amusement park with major construction, (5) advertising the new ride, etc.

This statement allows the clarification of possible goals, like building a ride people won't tire of, figuring out a way to build rides quickly and cheaply, and so forth.

B. Look at the problem from different viewpoints:  How would different people look at it? (What are the thoughts of those who cause it, those who suffer from it, those who have to fix it, those who have to pay for it, etc.?) Remember that your view of reality, as an intelligent, concerned, conscientious, middle class person, is only one view. By imaginatively taking on the viewpoints of various other people affected by a particular problem, you can sometimes discover solutions that you as yourself would never think of.

For example, let's say your assignment is to reduce litter on the beaches. One way to proceed would be to write out the viewpoints of various people. How do the people doing the littering view the situation? Are they thinking, "I like littering?" Or are they thinking, "I'd throw this in a can, but there isn't one nearby, so I'll toss it on the ground," or "I see that can nearby, but it smells so I don't want to go near it"? What about the person who has to pick up the trash? What are his thoughts? What about the taxpayers, or the beachgoers?

Again, suppose your job is to improve the juvenile justice system. Imagine that you are, in turn, the juvenile offender, the parents, the victim, the sheriff or arresting officer, the head of Juvenile Hall, the judge, a man on the street, and so forth. By constructing these different viewpoints, you will be able to generate solutions that meet some of the cynical, prejudiced, or even thoughtful attitudes of the various parties.

Another example. We, as users of medical services, often complain about the poor service, lack of knowledge, and high costs. What does the doctor think? He's probably worrying about getting sued. Addressing his concerns as well as our own will be the most likely way to improve the situation, rather than, say, passing new laws based only upon our own viewpoint.

The importance of being able to see different sides or angles has been reinforced in folk wisdom worldwide. The French have a saying, for example, "To know all is to forgive all." The American Indians have the saying, "Don't criticise your neighbour until you have walked a mile in his moccasins." The better you become at understanding where others "are coming from," the better you'll become at choosing solutions that will be acceptable and effective for all involved.

C. Ask a series of clarifying why: By asking "why" of every statement of the problem, possible solution, or identified goal, clearer definitions are made. Asking why can serve a purpose similar to that of broadening the definition of the problem, and can lead to new ways of looking at the problem and at possible solutions.

Example problem: Let's make computers smaller and lightweight and portable. Why? So, people can carry them around? Why do we want people to carry them around? So, they can take them on trips with them and use them, say in hotels. Why do we want them to use them on trips and in hotels? So, they can make efficient use of their extra time when traveling. (Possibility: put computers in hotel rooms for guests to use.)

Example problem: We need a better way to kill mice. Why? Because we are overrun by mice and they are bothering us. Why are we overrun? Because there is food all over. Maybe we should get rid of the food. Or, maybe we should redefine the problem into, we need a better way to keep mice from bothering us. This may suggest a different solution from that of killing them, like driving them away, keeping them out of the house in the first place, etc.

Is the problem really a symptom or result of another problem? Is there a problem behind the "problem"?

For example, the "problem" of low-quality cars may really be only a symptom, with the real problem behind it quite different, like poor management, low quality parts and materials, old machinery, careless labor, or whatever. A search for the causes of a problem often reveals one or more underlying problems which need to be solved first or which, when solved, will solve the originally identified problem.

4. Put the Problem in Context.

A. What is the history of the problem? Knowing where it came from can help focus your efforts toward a solution to try or away from a solution not to try. If a particular solution has been tried already and met with a sensational disaster, you might not want to try it first again. The problem solvers who caught Typhoid Mary eventually noticed that various families' problems with typhoid began just after Mary began to work for them.

B. What is the problem environment? What are the surrounding contexts? Are there associative factors that helped cause or perpetuate the problem? Have there been similar problems and solutions that may be useful in solving this one?

An understanding of contributing or perpetuating factors will help you to take steps to prevent a problem from coming right back once you solve it. Similarly, studying how similar or analogous problems have been solved may lead you to a shortcut solution to this one.

C. List the constraints of the problem: What limitations are imposed, what is required, what must be observed in solving the problem? This is pretty straightforward. Constraints are givens that must be followed--a budget you cannot exceed, legal or contractual requirements that must be met and so on.

For example, if your problem is to develop a new American sports car, one constraint is that it must meet federal air pollution standards. If your problem is to make an educational tour more affordable for students, one probable constraint is that the tour company can't go broke in the process.

Constraints are simply requirements to keep in mind, part of the problem's basic dimensions. Writing them down helps to keep them in the foreground as you work toward solutions. And, of course, occasionally the identified constraints turn out, upon listing and examination, not to be necessary after all. They can be eliminated or worked around.

II. Goal Establishment.

1. Consider Ideal Goals. We too often set our goals as the solving of the immediate problem or the minimum solution rather than considering how we would like reality to be ideally.

For example, if Jane always criticizes everything I say, I could set as my goal that she would stop criticizing me. But what would my ideal goal be? That not only would she stop criticizing me, but she would begin to support and encourage me, and even become a partner in my efforts. Instead of the goal of reducing pollution on the beach, or even stopping it, why not a goal of an improved ecology, where the beach will be cleaner than ever before?

2. Establish Practical Goals: What are the goals to be achieved that would make this problem be declared solved? The listing of definite and precise goals is useful in problem solving because the attempts at solution can then be measured against the goals to see how much progress is being made.

Example problem: Unemployment is too high in inner city America. We want to reduce it. What will the solution look like? Goal: Reduce unemployment for both males and females over eighteen to five percent or less within the next year.

Note that setting up goals (1) helps to clarify the direction to take in solving the problem and (2) gives you something definite to aim at. What will the solution be like? That is, what will occur as a result of the solution? Describe the world as it will be after the solution is implemented.

In our unemployment example above, we could say the solution will involve setting up a permanent job finding service that will continue to operate after the goal is met, to ensure that unemployment (the problem) doesn't return later on. The solution might also include educational services to train workers or to train people in job finding strategies (like looking in the paper, going to job sites, and so forth).

Note that the description of the solution here can be pretty vague and dreamy if necessary, because sometimes you will have only an uncertain notion of what that solution will ultimately be. But try to be as specific as possible. If your problem is an unhappy marriage or love relationship, you could say that your goal is "a happy relationship," but more progress toward the goal will be probable if you can be more specific, such as, "stop yelling at each other," "become more affectionate," "do more things together," and so forth.

III. Idea Generation:

1. Generate Ideas for Possible Solutions.

A. Read, research, think, ask questions, discuss: Look for ideas and solutions. Begin with a period of information gathering and mental stimulation. Knowledge is power. Get facts. Learn as much as you can about the problem.

For example, suppose you are faced with the task of making a more durable conveyor belt. You might think on your own about using stronger materials, like Kevlar or steel reinforcing, but a little research would reveal how many other people have solved the same problem, and you might happen upon the idea of the Mobius strip. Here, you simply rotate one end of the belt half a turn before connecting the two ends of the belt together. This produces a belt with only one side, with twice the life of an ordinarily made belt. It's a brilliant idea that you might never come across unless you did a little research.

B. Use idea generation techniques: (brainstorming, forced relationships, random stimulation, and so on). Generate a large number of ideas of all kinds so that you'll have a good selection to choose from, adapt, or stimulate other ideas. Don't worry about whether the ideas are practical or wild at this point. As we will continue to see throughout the class, some wild ideas turn out to be quite practical. Just one example: Problem: How to inhibit corrosion and increase electrical contact on electronic plugs. Solution: plate them with gold--an excellent corrosion inhibitor and conductor. That's what's often done. This "wild" solution became practical because gold can be plated on very thin, reducing the cost to something very reasonable.

C. Allow time to incubate during various phases of idea generation. The major cycle of creativity that has long been identified is preparation (initial thought, research, study, work), incubation (time to let the unconscious work), insight (the flash of recognition of a solution path--the eureka experience), implementation (working out the solution), and evaluation.

Small problems will require only a short period of incubation. Difficult problems will require longer periods. Some people require longer periods than other people. The main thing is to remember the cycle of work, incubate, work, incubate. The eureka flashes do not come without previous periods of preparation and hard thinking. In the mythology of genius, we often see the wizard sitting around when the flash suddenly comes to him. And that's often what happens--the insight comes during a period of relaxation. But what's left out is that same genius' long months of very hard work.

Do allow time for incubation, though. When you have worked a long time and are up against a wall, leave the problem and go out and do something relaxing. Then return to the problem. The idea of "sleeping on it" is excellent.

IV. Idea Selection:

1. Evaluate the Possibilities: Evaluate the collection of ideas and possible solutions and approaches. What possible solutions, either individually or in conjunction with each other, will solve this problem? An important thing to remember here is not to get fixated on the single solution idea. You may want to adopt two or three separate solution paths at the same time--kind of like the triple antibiotic ointment approach. You might also want to set up "Plan B," a possible solution approach that can be implemented if your main plan does not work. So, in your evaluation, don't focus on choosing just one solution and tossing the others away.

When you evaluate, you want to find the solution that will be the most effective (work best), efficient (cost the least, whether in terms of money, time, emotions, or whatever), and have the fewest drawbacks or side effects.

2. Choose the Solution(s):

A. Select one or more solutions to try: In the evaluation state above, you should establish some rank ordering. Choose from among those near the top of the list. Note that (as we will find later on in decision analysis), the very top ranked solution is not always the one to get chosen for implementation. Subjective, emotional factors, sudden changes, peculiar circumstances, the desire for beneficial side effects not directly related to the solution, intuitive feeling, and so forth, often shift the choice to something ranked below number one or two.

It's just like hiring someone or marrying someone. The person who looks best on paper may not "feel" right, and you may have a preference for someone further down the so-called objective list.

B. Allow others to see and criticize your selected solution and to make suggestions for improvements or even alternatives: The best way to turn your idea light bulb into a chandelier or floodlight is to let other people comment on it. This takes a certain amount of ego strength, since only intermediate friends will say how good the idea is. Strangers and close friends will quickly point out absurdities and weaknesses. But that's good, because you'll have a chance to improve your solution idea before attempting to implement it.

You have to walk a narrow path here. Don't be swayed too easily by criticism to change an idea that you are confident is really good; after all, the typical person is not a creative visionary and will be controlled by the prejudices of ordinariness. You can expect resistance to good new ideas. On the other hand, don't be so in love with your idea that you cannot see the legitimacy of criticisms that point our genuine weaknesses. And always be willing to incorporate new ideas and improvements from fresh minds looking at the problem and solution from a different perspective.

V. Implementation

1. Try out the solution(s). Experiment, test. "Do it, fix it, try it." "Ready, fire, aim." The real test of an idea is to try it out. The key concept here is action. Get going and begin the solution. Once you choose a solution path, get to work on it. Don't worry if objections or problems remain. Start working. Samuel Johnson noted that if all possible objections to a proposal must first be overcome, nothing would ever be attempted. And remember to give your solution sufficient time to work. Too hasty an abandonment of a solution or solution path is as common a problem as too obsessive a commitment to a particular solution path. A solution may take weeks or months (or years) to work, so use judgment in determining how long to wait before abandoning the choice.

2. Make adjustments or changes as needed during implementation. Remain flexible in this application phase. Practically every solution needs some modification in the process of being put into effect. Blueprints are changed, scripts are rewritten, your parenting methodology is adjusted. Don't expect that your solution will be exactly as you originally proposed. Remember that the goal is to solve the problem, not mindlessly to implement the solution exactly as proposed.

VI. Evaluation

1. Investigate to determine whether the solution(s) worked, and to what extent. Do modifications need to be made? Do other solutions need to be selected and tried? Is a different approach needed? One of the most frequent failures of problem solving is the lack of evaluation of the implemented solution. Too often in the past, once a solution has been chosen and implemented, people have wandered off, assuming that the problem was solved and everything was fine. But the solution may not have worked or not worked completely, or it may have caused other problems in the process. Staying around long enough to evaluate the solution's effectiveness, then, is an important part of problem solving.

2. Remember that many solutions are better described as partially successful or partially unsuccessful, rather than as an either/or in a success/failure division. If you propose a solution that reduces drug addiction by even ten percent, your solution is a good one, even though it didn't work for the other ninety percent of cases. In many cases, an incomplete remedy is better than none at all. 

Links:

1.https://theenglish-teacher.blogspot.com/2019/07/problems-and-problem-solving-what-is_21.html

2. https://theenglish-teacher.blogspot.com/2019/07/problems-and-problem-solving-what-is.html

Public Speaking Skills: A Toastmasters Perspective.

Public speaking is an art. Like any other art it takes practise practise practise in order to become perfect. But that is a simplistic view. Public speaking or any kind of talking be it a speech, lecture or a presentation, a speaker in any context must bear in mind certain basic skills. A public speaker must be aware of six fundamental skills in order to deliver any kind of speech, any kind of presentations, interviews or talks. 

Excellence in public speaking rests on the pillars of;

1. Vocal variety- use in a context

2. Body language

3. Use of floor space

4. Knowledge of the speech content- the subject matter

5. Eye contact

6. The pause

Regardless of whether you are addressing an audience at a conference , a speech contest, giving a presentation about a product or an exhibition, a talk about a revolutionary cure for a disease, if you are presenting a program on TV or reading the news, you  must be skilled in these five essential skills.

Vocal variety is using different intonations of your voice. Vocal variety makes for a lively speech or talk. It can be used to show emphasis, humour, anger, passion, and various other emotions. it all depends on the context. If  the speech is to be delivered by a leader of a nation about an important policy. Depending on what that policy is, its possible popularity or unpopularity and how the public will react, will require particular kinds of vocal variety.

Body language is the use of gestures to emphasise points, to indicate things to be demonstrated or shown on stage. Depending on the context body language demonstrates the importance, humour or nature of the speech or talk. It can assuage, calm, warn , inspire or even threaten. 

Floor space must be fully utilised. Movement by the speaker captures the attention of the audience. Use of floor space is combined with vocal variety and body language in order to engage the audience. Use of floor space can be a necessity when PowerPoint slides or any form of demonstration is required. Movement shows dynamism.

The speaker must have a through grasp of the speech or any talk that he or she is giving. Lapses in memory can occur if one does not understand the content being delivered. It is vital in interactive talks where the audience will ask questions or is expected to so to have a thorough grasp of the content being delivered irrespective of it being a speech or a lecture. it demonstrates confidence which emerges from the way the speech content is delivered.

Eye contact is very important as it shows that the speaker is engaging with the audience. It helps to keep the attention of the listener who knows that the speaker is looking at him or her.It also shows that the speaker is interested in the audience and is talking to them.

The pause is a short interval in a speech or talk or lecture. When the speaker stops talking for a minute, the audience will want to know what else the speaker is going to say. It is a very powerful tool. If you used well it can elicit the attention of the audience. When used effectively and in combination with body language, vocal variety, eye contact, use of floor space, the speaker or lecturer can make his or her points well. 

In all, effective speaking to an audience of any kind requires all the five sub-skills and knowledge of speech or lecture content.

  

 Links:

1. Toastmasters International : https://www.toastmasters.org/

Toastmasters and the Pathways Learning Program: What is its intrinsic value?

Public speaking is an art. Leadership is an art. The best way to learn public speaking and leadership skills is with Toastmasters International. Perfection in public speaking comes from continual practise in the midst of fellow members. Leadership skills are perfected from continual performance of leadership tasks. 

Toastmasters International was set up in Santa Ana, California, USA in 1924. It was envisaged as a platform to learn public speaking skills. Since then its educational system has grown and developed into an eclectic system of learning with specialisations tailored to suit professional needs. Originally the skills sets were taught in a single linear program all enveloped in each title a Toastmaster earns. You started as a TM or Toastmaster. Then you moved on from CC or Competent Communicator right up to DTM or Distinguished Toastmaster. At each level or stage there was one project speech. But since 2018, this has all changed.

  

In 2018 Toastmasters International created a new learning program called Pathways. The learning program caters for specific needs. The learning program has ten modules to choose from. Each learning program has a series of speeches which constitute a project. Each project must be completed successfully and verified by the club. Then it must be confirmed by Toastmasters International. It is a serious matter as verification can be made by an employer about what skills set a Toastmaster has acquired.

Look at the diagram below;

Pathways

Each learning path has its own set of individualised projects. Each path has five levels. The first three levels are the same for whichever path one chooses. The remaining two are specific to each path. All learning materials are made available on-line.

Now what does this mean to you the working person or student? It means that you can choose a path that meets a specific need that you have. You may want to know about how to present. Presentation skills are required in many professions. I am a teacher,tutor and lecturer. I have to present classes where I have to stand in front of an audience of people whose ages range from 8 to 80. Imagine that? Coaching and persuading are skills educators need. A friend and fellow Toastmaster is a training manager with a pharmaceutical company. He finds the coaching path to be useful in making him a better coach. Another friend and fellow Toastmaster was a Chartered Accountant and a corporate trainer and is still a trainer as well as a speaker. He found the leadership and coaching paths to be useful. Students will certainly do well by choosing the presentation mastery and dynamic visionary paths.

Below are useful links for you:

Links:

1. Toastmasters International : https://www.toastmasters.org/

2. Toastmasters International - Pathways: https://www.toastmasters.org/pathways-overview

3. Toastmasters International magazine: https://www.toastmasters.org/Magazine/listing/archive/all

4. Toastmasters International - find a club: https://www.toastmasters.org/find-a-club

 5.Toastmasters International Pathways: file: https://www.toastmasters.org/Education/Pathways/Volunteers/Ambassadors/~/media/0984DE5D6A7C4E2D906B77B8D762AAE6.ashx 

6.https://www.facebook.com/mmkltm1/

SETI - Search for Extraterrestrial Intelligence: Is it possible?

SETI or Search for Extraterrestrial Intelligence is a US based organisation set up on 20 November 1984 in the state of California, USA. The mission that SETI set out to do was to hunt for intelligent extraterrestrial life on other planets. SETI is made up of respectable and learned scientists. Its work is a serious one. They use sophisticated technologies to search, detect and contact any alien life in the universe. SETI's work must not be confused with the theories of self-styled "know a lot" alien UFO experts whose antics are available on TV shows like 'Ancient Aliens'. These people take their inspiration from people like the Swiss, Erich Von Daniken and the American, Giorgio A. Tsukalos.

SETI uses technologies mostly centred on radio emitting systems and are planning to use a laser soon to help them contact an alien civilisation.

SETI has for the past 35 years been attempting to locate an alien civilisation. Its efforts have been boosted by recent finds of earth-like planets located in a zone much like our planet is from our sun and could possibly hold life. However, hitherto they have not detected any extraterrestrial civilisation similar to ours. This need not mean that humans are alone in the universe, but when our own galaxy is so immense, imagine he size of the universe with its countless galaxies and their native planets. it is possible that on some planets harbour alien life which might include aliens with similar or better communication technologies.

But what I find is the enormity and the high improbabilities of finding intelligent life on another world for the reasons of; their existence with sophisticated technologies, that only primitive life such as microbes, animals and vegetation, that they may have existed but were wiped out in a catastrophe, sheer distance, they may not have developed sophisticated technologies like us and their non-existence.

In order for an alien to contact us, they must be using the same kind of technologies that we use in the form of radio telescopes on the ground such as SETI's own Allen Space Array, America's National Science Foudation's of America's Arecibo Telescope and Britain's Jodrell Bank radio telescopes and orbiting space telescope such as the American Kepler telescope and TESS, the Transiting Exoplanet Survey Satellite. If they did not, then there will not be a chance that they will either be able to contact us or receive a signal from us.

Another matter to consider is that they may be using radically different interstellar communications technologies that we have not conceived yet. If that is the case, any signals from them even if they reach our planet, it will not be received by us. It is akin to someone using a smartphone trying to call someone else who is using a 19th century landline phone.

It is, possible that in the enormity of the size of the galaxies as well as our own Milky Way, that many planets harbour simple microbial life, or simple animals. Can you talk   about advanced technology or even football to a microbe or a mouse?

Another consideration to view is that they may have existed far in the distant past when mankind was not developed as it is now, but due to some catastrophe such as a collision with a huge comet, or an onslaught by a sudden large burst of gamma radiation from their sun or even a massive eruption by a super volcanic eruption, they were annihilated with none or  few survivors. Our own planet has experienced such events from the demise of the dinosaurs from a comet strike, the extinction of mega fauna due to volcanic eruption and that humans of today were survivors from Africa which killed of large populations on the Earth due to a super volcano.

There is a possibility that they exist but have not developed as far as we have and therefore will not be able to capture signals from us. What if their state of technological development is akin to Middle Ages Europe and Asia with contemporaneity with Central and South America, but we are at our present stage of technological development? It is like sending a wireless message from a computer to someone using smoke signals. 

Interstellar space is incalculably vast. If an extraterrestrial civilisation with similar communications technologies exists, the sheer unfathomable vastness might not allow our signals to be strong enough to have the integrity for them to reach that extraterrestrial civilsation. With distance, the strength and integrity of any radio signal or laser beam, will weaken and vanish.

In addition, an intelligent life form on another world may not be the same kind of carbon-based life forms which is what we humans are. They could be a different kind of life form, perhaps with advanced technologies, but are completely dissimilar to ours and they cannot communicate with us due to the kind of language they use. It is like they are similar to insects but we are mammals. Despite being technologically advanced their might not be able to comprehend us.

Lastly, an extraterrestrial civilisation capable of sending and receiving messages might exist at all. So far, NASA has detected many earth like planets which might support life. Some are about the size of our Earth whilst others are much larger. But so far, no indication of intelligent or any life at all.  Are we indeed all alone in space? I hope not. What about you?

In conclusion, when we examine the points made, I think a great deal of patience, sobriety and perseverance is needed in our quest to find any form of life on another world. We, perhaps, should not expect too much from the search for extraterrestrial life, but we must not dismiss the efforts of SETI or NASA. How do we know for absolute certainty that there are not any technologically advanced societies out there. 

 Links:

1. https://seti.org/

2. https://www.jodrellbank.net/

3. https://www.naic.edu/

4.  https://tess.mit.edu/

5.https://www.nasa.gov/mission_pages/kepler/main/index.html

The Need to Learn English in a Connected World: A Common Language for Communication Beyond Borders.

Our world is increasingly becoming connected. We have heard of terms and phrases such as; globalisation, one-world, and connected world used in various contexts to describe how connected or are increasingly becoming connected into a global society. We can argue that the need for international business, finance and politics is making it necessary to stay abreast. Indeed, when people utter the expression 'it's a small world' in social contexts to mean that someone they know knows someone else. That expression can be used to describe just how small our world has become. Apart from scattered and isolated aboriginal communities, we are living in a world connected by the Internet, the World Wide Web with its cornucopia of resources, newspapers-print or electronic, Internet connected messenger services such as email and WhatsApp or WeChat and a plethora of apps for the computer and smartphone. The explorers of the past will be astounded to know, if they come back today, to see how far humanity has covered the planet with almost every inhabitable nook and cranny on the planet having become familiar to all.

In such a world where information is now at a premium for decision making for all sorts of reasons, a common language is often held to be an efficacious means of communication. Even though the need or desire and the accruing benefits of multilingualism, a common language can make communication beyond borders easy, without code switching or code mixing, or choosing a language from an array of them in order to communicate. Hence, many now see English as the preferred lingua franca for communicating beyond borders. The reasons for the need to learn English are as follows; international trade & finance, multinational corporation business, international politics, interpersonal communications, and tourism.

International trade and finance are a common phenomenon these days. Capitalism requires the consumption of raw materials and the resultant manufacture of finished products for domestic and foreign consumption. This is needed in order to keep money in circulation in the economy which in turn keeps employment for the citizen of a country. Domestic consumption alone never suffices for a country to generate tax revenue in order to run a country. Exports are needed to increase earnings of companies, sustain employment and increase national income. Even communist countries concede to the need for international trade. Many communist countries such as the People's Republic of China, The Socialist Republic of Vietnam, and the Republic of Cuba encourage their people, including school children, to learn English as they realise its importance in international business. If there are a multiplicity of languages for people to know in order to facilitate international trade, it will become difficult to communicate with one another. People will have to learn many languages while learning academically related subjects needed to gain employment. It will be an overload and burden on them. Also, international finance is required to fuel business and trade. Banks often borrow from foreign banks or financial institutions in other countries. Reinsurance companies and large insurance companies and large-scale finance companies. This will make it absolutely necessary for their staff to make financial arrangements quickly. With a common business language, the work flow will be very fast and not requiring cumbersome translating and re-translating. So the use of English makes for ease of conducting international trade and finance easy. 

Multinational corporation businesses use English as much as possible. Many large multinational corporations such Nestles, Mondelez, Johnson & Johnson, M&Ms, British Petroleum, Anglo-Dutch Shell, HSBC, BAE Systems and others use English as the standard language in their day to day business. It makes for a common denominator in all business transactions and corporate communications. Wherever these companies have their offices, factories or other kinds of installations, English assists in internal and external communications.

International diplomacy uses English as its language of choice. The United Nations (UN) and also other international organisations such as the North Atlantic Treaty Organisation (NATO), the European Union (EU), International Monetary Fund (IMF), World Trade Organisation (WTO), World Bank and other regional organisations such as the Association of South East Asian Nations use English in their day to day dealings. If the national languages of each component nation were used then there will be great difficulty in getting work done and they will be making slow progress in their efforts. Even organisations such as Organisation of Petroleum Exporting Countries and Non-Governmental Agencies (NGOs) such as Amnesty International and Greenpeace use English for their daily work internationally. Therefore by using English as a standard language, they save time from translation and can work faster.

Interpersonal communications have grown exponentially in recent years with the Internet being used to support social media services such as the ever popular and ubiquitous Facebook, YouTube, Twitter, WhatsApp, Vimeo and myriad other social media platforms. The popularity of these platforms shows the growth in the need for interpersonal communications. While many social media platforms support various national languages, English as a common language makes it easy for people located far from one's national borders to communicate with people all over the world.

As well as that a people travel more and more often abroad as tourists, travelers and adventure seekers. The use English by hotels and resorts is increasing. Although their day to day business maybe in the local language, knowledge of English is useful to their staff in dealing with guests.

To sum up, it can be seen that to conduct international trade, finance, business, interpersonal communications, tourism and interpersonal communications, English is needed to be learnt. A common language makes it easier to be understood, makes working easier and makes communicating for whatever purpose all the more easier.

Going to the Park. Paragraph writing.

I often love going to the park. I usually go there at the weekends and sometimes during the working week when I am on a day off from work. It is always interesting to go to the park. You can watch the world pass by as you bask in the sun’s brilliant glory shining on you as if it was happy to see you. If you take care to look closely around you, you can see birds on the ground looking for something to eat. You can see children and people walk around; their minds filled with all manner of thoughts. You can look at the clouds drifting by like big balls of cotton against the striking blue of the sky. Sometimes the clouds are hiding the sun and revealing it the next moment as if they were playing some sort of game of revelation and concealment. I love the quiet and serenity of the park. It can be so silent that you can hearing the chirping of birds. I can take in the whiff of fresh air storming into my nostrils and into my lungs, filling it with coolness, relaxation and peace. The coolness bears a similitude to mint as the air courses through your lungs. It is never just you alone in the park. There are other people and you can see all sorts of people. There will be all manner of folk. The young, juveniles and elderly all love the park. By just relaxing, I can let go of my worldly concerns in a brief period in the span of space and time. I like to take something to eat and drink when I am in the park. Slowly sipping a drink and munching on a sandwich as I bask in the calmness which is a sharp contrast to the chaos of the world. The park becomes an island of calm amidst chaos. It is a place of refuge and alternative to the calm of the home. They say that the home is where the heart is. Can the park be like it too? I wonder and maybe you too.

The Inventor - Paragraph writing.

The inventor is an imaginative and creative person. As well as that, the inventor is a person of great foresight and ambition. The inventor must be able to see what it that people want and then goes ahead and invent. The inventor should have great business acumen and be skilled in technical matters. The inventor must also be charming, smart and charismatic because he needs to be because he has to be able to persuade people to fund him and accept his inventions to be manufactured and sold. The inventor must be a perseverant person like Thomas Edison who persevered countless times until he invented the electric light bulb. The inventor can be like Leonardo Da Vinci who was not only an inventor but a mathematician, engineer, artist and astronomer. He designed things like the helicopter and tank well before their adevnt in the 20th century.The inventor has existed since man came into existence. The inventor can be nameless and faceless. Who is the inventor of the wheel?, the simplest machine which can now be found as a component of so many types of machines? The car, train and aircraft have wheels in which the wheel is a component. The cog is a component of machines such as laser printers and turbines and it is also a wheel. The humble lever which man in ancient times used to lift blocks of stone was made from wood and these days it is made from metal and is still used, unnoticed, among fantastic inventions like computers and radars. We can ask a question here; which inventor shall we applaud for inventing something; the nameless and faceless inventors who came a long time ago or the ones who in recent times have their names and faces become well known to all? Regardless of those; what will our world be like if there were not any such clever and inventive people? The inventor is worthy of praise. The inventor has made our daily lives so much easier. As long as mankind needs something to use there will be an inventor.

The Positive Identification of Incorrect Grammatical Forms.

Grammar is the way in which we combine, organise and change words, parts of words and groups of words to make meaning. We use grammar unconsciously when we read, write, speak and listen in a language. When grammar is used correctly the meaning conveyed in a message is properly understood. But when it is incorrectly used, the message's meaning is not understood. Teachers, tutors and lecturers use grammar by referring to its uses and forms. Teacher, tutors and lecturers are interested in prescriptive grammar which is concerned with the correct usage of grammar. Hence, we instruct the correct usage of grammar through the conduits of reading, writing, speaking and listening. Whenever errors are made we instinctively correct the error even if it is only in our minds and outside the classroom.

However, there are instances where the correct grammatical form is not used, but the message is understood. This anomaly occurs when it is socially acceptable for sentences to be constructed (or framed) in a manner which is in direct conflict with the rules of grammar. The combination, organisation and sequence of the sentence even with omissions of certain parts of speech, a sentence is still understood. 

The following set of sentences will illustrate this phenomenon;

1. Incorrect forms: Electricity still I have not paid / Electricity bill I have not paid.

    Correct form: I have not paid my electricity bill yet. Or I still haven't pain my electricity bill (yet).

2. Incorrect forms: The butter and jam are not finished yet, see first/ The butter and jam not finished yet, why open new ones?

    Correct forms: The butter and jam aren't finished yet. Why are you using a new block of butter and opening a new bottle of jam?

3. Incorrect form: The water bill you have paid already. (This is actually a question constructed in the form of an affirmative declarative sentence). 

    Correct form: Have you paid the water bill yet?

4. Incorrect form: The car are all still in the traffic jam. (No use of the plural form for the noun- car).

   Correct form: The cars are all still in a traffic jam or gridlock.

This is apparently so in Malaysia, which is my country, and is pervasive. This is due to a conflict between the native language or mother tongue of users and learners , referred to as L1, and the new language, English, which is referred to as L2. The native languages of  Malaysians is Malay, Tamil (and some other  south Indian dialects), Punjabi (and some other north Indian dialects), Iban, Kadazan, Dusun, Mandarin, Hokkein and other Chinese dialects. In these non-English languages the sentence structure which I have shown are actually largely correct. It is perfectly correct to say in Tamil, Hindi, Malay and Chinese; "My car not repaired already" in their languages  and incredibly, they are fully understood. It is perfectly correct to say in Tamil; "My house already repainted". What people do is to refer to the structure required in English (L2) by referring to how it is in their language (L1). 

By understanding English by referring back to their mother tongue , they understand what has to be uttered or written in English and likewise frame their sentences in English with a similar structure. Even errors in the singular and plural can still be understood. This is what I mean by the positive identification of incorrect grammatical forms. People while using what in prescriptive language terms incorrect are held as positive or correct.

This conundrum starts from childhood. When at home many Malaysians use their native or mother tongue and steadfastly hold on to it when they enter school. This is due to ethnic pride, cultural pride and shaming when they use English. This is compounded by the dismal quality of English language instruction in Malaysia. The poor quality of English language teaching is due to the politically induced policies of successive governments in this country and is now a big issue here. Thankfully it is now being addressed but belatedly for a few generations of English language learners who have gone before. Many students do not know the parts of speech and their functions and cannot create grammatically correct exponents according to the desired function in an given context. There are students studying at tertiary level or for professional qualifications who do not know proper English.

To conclude, it might be a little too late for some, but we cannot be complacent for the sake of future generations of students. We live in a connected global society and Malaysia is an export oriented nation. one way or other, our citizens or many of them, will have to use English which has become the de facto international language. English is no longer the possession of Britain or other Anglo-Saxon nation like Australia. It  belongs to the international community. 

Please view my earlier posts; 

The need to learn English (https://theenglish-teacher.blogspot.com/2019/07/the-need-to-learn-english.html)

The Importance Grammar in English (https://theenglish-teacher.blogspot.com/2019/06/the-importance-of-grammar-in-english_25.html)  

The Missing Ticket- A Short Story.

It falls on some of us to learn profound lessons about people and life as a personal experience. That is what happened to me a few months ago when I wanted to go on a business trip. 

My name is Adrian Murphy. I work for the famous confectioner- Mars. I am a junior marketing executive. I have been working for Mars ever since I got my marketing qualifications. I love my company even if I have a short fat balding little man for a head of department who sweats like a waterfall when stressed. A few of us have bosses like Raymond Daniels. He is a short, balding, tubby little man with all the manners of an ogre. My workplace is in Slough which is not very far from Maidenhead where I live. Slough is just your typical industrial city that you can find anywhere in England. Maidenhead, ah, sweet Maidenhead, is the picture of proper urban planning which was common place in post-war Britain. Lined with trees, pockmarked with post-war style houses, tidy high-rise flats and apartments. The loveliest city in this corner of England.

I got an email from Raymond the previous evening when I got home. The barrel of lard always sends emails whenever he pleases to do so. He told me in the email that I was to go to Manchester to talk to a wholesaler who had contacted him about a new business proposal. Conveniently, Raymond attached a couple of spreadsheets, word documents and slides all for my perusal. He told me as well to meet him at the office the next morning for a chat about the trip. I went through all that he sent me well into the night. I went through what he sent me. It was all sorts of business plans, charts, graphs and slides. He had a voice recording where briefed me on what was needed to be done. It was all too familiar to me. I have done it many a time before and rather splendidly well as a matter of fact.

The next morning, I met up with the fat toad, in his office along with Marge, his secretary, Bill, Jayne and Tim, all from the sales and marketing department. After a long chat and briefing I found out that I had to leave by train to Manchester the next morning. I checked with the railways that the next train tomorrow was at 11 am. We all agreed that I will leave for Manchester that morning.

The following day arrived and I drove to London from Maidenhead. It takes only an hour to reach London from Maidenhead. I left home at 9 am sharp knowing I will have time for a cup of tea and cake while waiting for the train to take me from London to Manchester. Along the way, I phoned Raymond to tell him that I was on the way to London. All Raymond said in his gruff tone said was the usual yeah all right then. The journey to London was largely free of traffic right into London. 

I arrived in London at 10 minutes past 10. Jolly well pleased, I parked my car in the car park at Kings Cross Station and took my bags with my laptop and a suitcase. I walked to the counter an purchased my ticket into my trouser pocket and happily walked to a nice cafe` near the station. I passed by a number of people of all sorts on my way. But there were a number of homeless people. They were smelly, badly clothed, unwashed and spent their time begging. You have to be careful that you do not give on beggar money because when the rest of them see it, they will rush towards you in desperation.

Beggars basically make feel sick. They are shabbily dressed, never want to work a day in their lives, louts, loafers and always out for a free meal. Often covered in dirty brown or green shawls, the air reeking with the pungent odour of unwashed bodies, they sit, stand and wander about like zombies. Their teeth often decayed and stained in black or brown in a way that you never want to see them open their mouths for whatever reason come what may. Their clothes are mostly coats dirtied with grime and stained with God knows what. The stench is simply putrid. I always regarded them as lowly people devoid of any honesty, decency and goodness. The type of people who never did an honest days work. A bunch of shirkers and louts who will happily thieve.

When I purchased my train ticket, I thought that I had carefully put it in my jacket's pocket.

It cost £37.50p for a to and fro journey. It was of course chargeable to my expense account. That miserly beggar, Raymond, always kept a careful eye on staff expenses. If you double charged anything or bought anything unnecessary, Raymond will dance on your head. So, I sat in a cafe' having a tea and cake. 

When the time came to board the train, I hurriedly made my way to the platform. As I walked briskly to the train station, I heard someone shouting 'Oi... here wait a minute, mate'. I stopped and turned around and this shabbily dressed vagrant came quickly like a hare staring at me. I held something in his waving hand. I immediately thought that he wanted my charity. No way! I thought. he was not getting any money from me. The stupid sod. 

So, I hurried to the platform and passed through an aisle. The security guard at the entrance of the train stopped the clumsy beggar and turned him away. I glanced at him and saw the security guard turn him away. The vagrant looked anxiously at me and sadly moved away from the entrance but he didn't go far. instead he just stood there not far from the station and within view of me. Making my way towards the entrance to the platform where the automated ticket collection machines stood like stoic guardians to the platform. When I dug into my pocket, I could not find my ticket. Panicking, I searched again furtively, mindful that I will have to pay again, compounded with not charging my expense account for an additional train ticket, missing the train, which was to leave in minutes, and having to explain to my nutty boss. I searched all my pockets, jacket and pants. No ticket. Good lord! I thought. What on earth happened? It was then I realised that I must have dropped it either at the cafe' or on the road. I made my way quickly to the entrance, carrying my laptop bag and suitcase. It was then that the vagrant who had earlier called out to me came towards me with a forlorn sad and anxious look on his untidy bearded face with my ticket in his had. I was in utter and complete shock. Suddenly, a flood of shame flooded me. I thought of vagrants and the homeless as dishonest bums. Shyly, I took the ticket from him, not being able to look him in the eye for long. He said to me, 'Here mate, you dropped your ticket.' he said softly. I thanked him and reached into my wallet and pulled out £10 and gave it to him. He smiled and thanked me bowing his head a couple of times. I thanked him bowing my head. My perception of the poor changed at that moment. Full of shame, I sped along to the train station to make of the Manchester.

This is what I learnt that day. People fall into destitution for all sorts of reasons. They can run into misfortune ranging from loss of occupation, divorce or were thrown out of home by their parents. it does not mean that they are shiftless and mean. Kindness, decency and honesty are not the sole domain of some of us who have a house, a car, money and family. Anyone can have good attributes. Never think otherwise.