Psychological Issues free essay sample

Other more recent studies have been done within this area of research. Slater (2004) presented herself In nine different psychiatric facilities clamming that she was suffering from hallucinations. Her study will be used In comparison to the previous one. Procedure and Findings Rosenhans main study Involved eight pseudo-patients, none had a history of mental hilliness, (among them was a housewife, three psychologists, a psychology student, one psychiatrist, a painter and Rosenhan himself) who attempted to gain admission In 12 psychiatric facilities. The procedure began with the participants calling the hospitals for an appointment and complaining of auditory hallucinations. They said they could hear the words hollow, empty and thud, but that the voice was often unclear. They described their mental state precisely and all eight were admitted, seven being then diagnosed with schizophrenia and one with bipolar disorder. All not be added to their records. After being accepted, the pseudo-patients did not report any other symptoms. We will write a custom essay sample on Psychological Issues or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They acted normally around both staff and the genuine atients and always accepted the medicine that was given to them but did not take it. While the hospital staff failed to identify sanity and the participants were hospitalized from 7 to 52 days (with an average of 19 days) prior to being considered sane and being discharged. While the staff failed to identify sanity, 3 out of the 8 participants noticed that 35 out of a total of 118 real patients, suspected in some way that the pseudo-patients were not insane. Pseudo-patients normal behaviours were overlooked or misinterpreted. Slater, in contradiction to Rosenhans pseudo-patients, had been previously diagnosed with depression. Slater presented herself in nine psychiatric rooms clamming she heard the word thud (replicating some of Rosenhams procedure). This specific symptom was partly chosen because it raises concerns about the meaning of life. She was later on diagnosed with psychotic depression from all the hospitals and prescribed medication. Evaluation of the Procedure In Rosenhams research he used a field study. One of the strengths of doing so is that t is possible to gather both qualitative and quantitative data, so plenty of conclusions can be drawn. The participation observation method allows the participants from the first study to experience the world coming from a patient perspective while maintaining their objectivity. Although a strength in both Rosenhans and Slaters experiment is that it was used a wild range of psychiatric hospitals, allowing the results to be generalized, they lack realism. The fact that the psychiatric system can be tricked does not necessarily mean that it doesnt work effectively on genuine patients. Both Doctors and psychiatrists are most likely to make a type two error (this meaning, they are more likely to consider someone healthy as sick) than a type one (this meaning, diagnosing a sick person as being healthy). The studies methodology can also be evaluated in terms of ethnic. They both deceived the hospital and no member of staff gave consent on being a part of the study and/or being observed. However, a strength of both studies reliability, is that it was conducted in various hospitals, the same symptom was reported in all of them and the same diagnosis was given (in Rosenhams experiment, in 10 out of 11 hospitals). This shows the consistency on the diagnoses. And the fact that none of the participants on Rosenhams study had a history of mental hilliness makes in more reliable. The same does not happen with Slaters experiment which could have been deceived considering that Slater had previously been diagnosed with depression, which could have leaded her into acting in a way that would affect the diagnosis. When Rosenhan conducted this study the psychiatric classification was the DSM-II.

South AFrican anthem essays

South AFrican anthem essays Choose one song that for you that epitomizes South African Music. Nkosi sikelela, thina lusapho lwayo. O se boloke, O se boloke setjhaba sa heso, Setjhaba sa South Afrika - South Afrika. Nkosi Sikelel' iAfrika was composed in 1897 by Enoch Mankayi Sontonga , a teacher at a Methodist mission school in Johannesburg. It was one of many songs he composed, and he was apparently a keen singer who composed the songs for his pupils. The words of the first stanza were originally written in Xhosa as a hymn. In 1927 Samuel Mqhayi, a poet, later added seven additional Xhosa stanzas. Most of Sontonga 's songs were sad, witnessing the suffering of African people in Johannesburg, but they were popular and after his death in 1905 choirs used to borrow them from his wife. Solomon Plaatje, one of South Africa's greatest writers and a founding member of the ANC, was the first to have the song recorded. This was in London in 1923. A Sesotho version was published in 1942 by Moses Mphahlele.The Rev J L Dube's Ohlange Zulu Choir popularised Nkosi Sikelel' iAfrika at concerts in Johannesburg, and it became a popular church hymn that was also adopted as the anthem at political meetings. For decades it was regarded as the national anthem of South Afrika by the oppressed and it was always sung as an act of defiance against the apartheid regime. A proclamation issued by the State President on 20 April 1994 stipulated that both Nkosi Sikelel' iAfrika and Die Stem, The Call of South Africa, would be the national anthems of South Africa. In 1996 a shortened, combined version of the two anthems was released as the new National Anthem, Official Version.There are no standard versions or translations of Nkosi Sikelel' iAfrika so the words vary from place to place and from occasion to occasion. Generally the f ...

Week8G Essay Example | Topics and Well Written Essays - 1000 words

Week8G - Essay Example Our mission is to provide easy access to cheap (used) books for students all over the world, with regards to the steadily increasing prices on the textbook market (YPB.com, 2012). There should be a vision statement that is the basis of the creation of the given mission statement. There is so much need for clarity on the main purpose of the project. Is it focused at selling the books to its target audience or to offer students a forum for discussion on textbooks and course content, share experience and network all over the continent? Change of a project should also not be initiated because it does not bring forth so much revenue. On the contrary, there should be a development strategy for better marketing and related issues to increase the market scope. It’s not practical to have such a large scope of market for a developing investment. The mission and vision should be smart, where the mission is specific, measurable, and also time bound. Stating that the service will aim to deliver anywhere in the world means there so mush need for an understanding of different course requirements from potentially thousands of academic institutions. This may take a million ears to achieve. The site needs to sell itself in terms of look and feel, so that it is easy to use and keeps interest from site visitors. By using existing customer purchase and search data, the site can offer a more personalised service and allow for people to find additional books which complement current ones. It can also tap into other social networks to help draw in more customers and promote itself at University fresher fairs with a fun image which will help people to remember them when later looking for their course books. Finally, although allowing for some fun and humour, the site needs to be seen as a place which can provide a good quality service and experience whilst maintaining an eye on keen pricing and offers to demonstrate affordability. Such a requirement barely gives

Web-base enterprise applications security guidelines Research Paper

Web-base enterprise applications security guidelines - Research Paper Example Furthermore, the project also provides certain approaches and guidelines that should be maintained in order to ensure security of web based enterprise applications. In the contemporary business environment almost every enterprise have online existence not only for providing information, but also for interacting with key stakeholders such as customers, clients and dealers among others through different web based applications. From online communicating application to electronic investment, enterprises are constantly spawning web based applications that provide increased access to vital information. Currently web based applications are regarded as lifeblood of today’s modern enterprises as they permit employees to perform crucial business activities. When these applications are allowed to access enterprise networks, they can easily share information. Earlier, when the web based applications were developed, the information security strategies were fairly simple to impose, nevertheless, modern enterprises are grappling with numerous security threats. Consumer driven tools have released a new trend of web based applications which can easily be breached and can simply evade the traditional enterprise network security barriers (Fortinet, â€Å"Controlling Web 2.0 Applications in the Enterprise†). As businesses are growing, enterprises are becoming more dependent on web based applications, the complex units are becoming more challenging to secure. Several enterprises secure their network through installing firewalls and ‘Secure Socket Layer’ (SSL) among others, but most of the web-based attacks are focussed on the application level, rather than network level and these security tactics are unable to prevent those attacks. Accordingly, the key motivation for undertaking this study is to devise certain guidelines in order to protect and secure the enterprise network. Additionally, the paper also intends to discuss approaches in order to enhance the

The Role of Soft Law in Contemporary International Law-Making Essay

The Role of Soft Law in Contemporary International Law-Making - Essay Example Treaty represents an agreement concluded by different countries and enforced by action. Soft Law is formed according to the state’s experience and pays much attention to the sense of obligation. Soft law in its turn represents the third source that appeared not very long ago. The top priority of this law is the protection of human rights, environmental protection, and preservation of ethical principles. It is essential to note, that contemporary international legislation is both treaty and soft and both sources efficiently function, resolve international controversies and regulate the relations between countries. Studying the literature in order to prepare the investigation it is possible to make a conclusion that the 20th century is characterized by essential development of the international legislation, and notwithstanding those treaties now is the main source, it is possible to say that both ethical principles and treaty are really efficient, can work together, and in addition, treaties can help create new principles in international legislation. It is still not known, what source is more efficient, but it is quite clear that treaty can’t and should not be more reliable that ethical principles which were generated by the society and accepted by it Studying the literature on the topic, one can I believe, that treaty, customary and soft law should function together and the choice depends on the case. Both soft and treaty law are very efficient in regulating international. Thus, taking into account that different sources of international law usually work together and are not taken separately, sometimes it is not possible to decide what source is more efficient. Therefore, the thorough investigation of the sources will be implemented in the given study.

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud

Visualizing Rhetoric Essay -- Philosophical Philosophy Essays

Visualizing Rhetoric I. Principles of Visualizing Rhetoric The idea for Visualizing Rhetoric began after being introduced to rhetorical thinking models, Richard Paul’s Critical Thinking model and the Constructivist approach to teaching. Its aims are to unite the visual and the verbal, the critical and the constructive; to present the student with a practical way to both break down and understand, and also build and communicate an argument. The underlying principle of Visualizing Rhetoric, put simply, is that all communication is rhetorical (McCroskey, 1993). Communication presupposes an audience and a source. Furthermore, the methods of logical thought borrowed from mathematics, and too often applied to composition – namely the premise/conclusion structure of the syllogism – are not suitable for communication. Another paradigm for thinking about arguments and communication must be used. Aristotle called this structure the enthymeme, or Rhetorical Syllogism (McCroskey, 1993). The Rhetorical Syllogism provides a shift from the purely logical mode in that it represents more accurately the way in which arguments are communicated from a source to a receiver. It adds to the premise/conclusion model (data/claim in rhetorical thinking) a third major element, called the warrant. The warrant is the bridge that the speaker uses to connect the data to the claim. In other words, the warrant is the underlying set of inferences (asserted or assumed) that connects the pieces of the rhetorical argument. It authorizes the relationship between data and claim (Toulmin, 1958). By adding this crucial and often missed piece to the compositional puzzle, one can see how it transforms an assertion into something tha... ...to two dimensions in organizing and examining their thoughts, they will be able to conceive of arguments as a structure built to communicate meaning. The structure, like any physical structure, has a goal and a purpose. Students can diagram the foundation of an argument, build different strands, and learn how to see connections between different elements. Works Cited 1. Booth, W. C. (1998). The Vocation of a Teacher: Rhetorical Occassions 1967-1988. Chicago: University of Chicago Press. 2. McCroskey, J. C. (1993). An Introduction to Rhetorical Communication (8th ed.). Needham Heights: Allyn & Bacon. 3. Toulmin, S. (1958). The Uses of Argument. Cambridge: Cambridge University Press. Works Referenced 1. Paul, R. (1990). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Santa Rosa: Foundation for Critical Thinking.

Pet peeves

Pet peeves, everyone has them. Some people make their peeves known; others Just grit their teeth and keep their annoyance to themselves. My pet peeves Include my husband talking loudly In public on the phone, people using their phones In public, and the way people care for their kids. These are just a few of my pet peeves that I want to talk about. My husband is one of the worst about talking to loud on his phone in public. One day in particular comes to mind. We were going to walk into a restaurant, and his phone rang.He answered it and began to talk. I started to walk slower, hoping he would do the same. He did not even realize that he was almost yelling. As we were walking into the restaurant he continued to talk and people turn their heads to see who was talking so loudly. I was trying to get him to hurry up, but that was not happening. I could Just see other people around us looking at him wishing he would hang up his phone. He finally finished his call and hung up his phone. Th is does not happen often, but whenIt does I try to remind him that he has many pet peeves and his loud talking Is one of mine. It Is possibly my biggest pet peeve. Furthermore, phone etiquette in general is one of my pet peeves. Don't get me wrong, cell phones are great; I just really wish that someone would write a book on the proper way to use a cell phone. If there ever was such a book the author would be a millionaire instantly. Cell phones exploded on to the scene so fast and furious that many people did not have time to think. It is understandable for people not to understand proper phone etiquette.The ability to talk wirelessly to anyone, and everyone from almost anywhere in the world has been around now for many years. People should know that there is a proper time and place to use a cell phone. I can understand If a call comes Into a person's phone that Is an emergency. However It Is not an emergency If a friend has Just broke up with their boyfriend or girlfriend. If one I s In a walling room of a doctor's office, or a public place people do not need to hear about y personal life problems.Be courteous to the ones around and, get up and walk outside to finish the call. I can promise that no one else wants to hear a one-sided conversation. Parents drive me crazy when they allow their children to scream and cry in a public place. I can understand some children have special needs and there is Just no way for a parent to soothe the child. The parent should still get up and take the screaming child outside or to the bathroom. My husband and I were at a restaurant the other day and there was a child crying and screaming at the top f his lungs.The mother just sat there and did nothing to try and soothe the child. We quickly finished our meal and left the restaurant. Parents should try and consider that not everyone cares to hear their child screaming and crying In public places. In conclusion I normally do not say a whole lot about the different things that g et on my nerves. I am typically the kind of person that Just goes with the flow. The loud talking on the cell phone, the lack of phone etiquette, and children crying and Pet peeves Pet peeves, everyone has them. Some people make their peeves known; others Just grit their teeth and keep their annoyance to themselves. My pet peeves Include my husband talking loudly In public on the phone, people using their phones In public, and the way people care for their kids. These are just a few of my pet peeves that I want to talk about. My husband is one of the worst about talking to loud on his phone in public. One day in particular comes to mind. We were going to walk into a restaurant, and his phone rang.He answered it and began to talk. I started to walk slower, hoping he would do the same. He did not even realize that he was almost yelling. As we were walking into the restaurant he continued to talk and people turn their heads to see who was talking so loudly. I was trying to get him to hurry up, but that was not happening. I could Just see other people around us looking at him wishing he would hang up his phone. He finally finished his call and hung up his phone. Th is does not happen often, but whenIt does I try to remind him that he has many pet peeves and his loud talking Is one of mine. It Is possibly my biggest pet peeve. Furthermore, phone etiquette in general is one of my pet peeves. Don't get me wrong, cell phones are great; I just really wish that someone would write a book on the proper way to use a cell phone. If there ever was such a book the author would be a millionaire instantly. Cell phones exploded on to the scene so fast and furious that many people did not have time to think. It is understandable for people not to understand proper phone etiquette.The ability to talk wirelessly to anyone, and everyone from almost anywhere in the world has been around now for many years. People should know that there is a proper time and place to use a cell phone. I can understand If a call comes Into a person's phone that Is an emergency. However It Is not an emergency If a friend has Just broke up with their boyfriend or girlfriend. If one I s In a walling room of a doctor's office, or a public place people do not need to hear about y personal life problems.Be courteous to the ones around and, get up and walk outside to finish the call. I can promise that no one else wants to hear a one-sided conversation. Parents drive me crazy when they allow their children to scream and cry in a public place. I can understand some children have special needs and there is Just no way for a parent to soothe the child. The parent should still get up and take the screaming child outside or to the bathroom. My husband and I were at a restaurant the other day and there was a child crying and screaming at the top f his lungs.The mother just sat there and did nothing to try and soothe the child. We quickly finished our meal and left the restaurant. Parents should try and consider that not everyone cares to hear their child screaming and crying In public places. In conclusion I normally do not say a whole lot about the different things that g et on my nerves. I am typically the kind of person that Just goes with the flow. The loud talking on the cell phone, the lack of phone etiquette, and children crying and

Being Gay in America

The topic I choose to write about is being gay in America. This has been a rising topic in America. Homosexual people feel that they should have the same rights that heterosexual people have when it comes to marriage being at the top. What two people do with their lives is up to them but when they try and add another person into their lives, it changes the circumstances. Gays have been trying to fight for their rights for years. The Society for Human Rights in Chicago is the country’s earliest known gay rights organization. Wisconsin was the first state to outlaw discrimination on the basis of sexual orientation.American Psychiatric Association removed homosexuality from its official list of mental disorders (InfoPlease). Just recently the military got rid of its â€Å"Don’t Ask, Don’t Tell† policy allowing gays to serve in the military openly. I don’t see anything wrong with two people getting married to each other, but I don’t feel that hom osexuals should be capable to receive the same benefits of marriage like heterosexuals. If a gay person wants to be married then they should but they also should be taxed for being in a same sex marriage.I feel like they should get taxed because it is not natural for a man to be with a man or a woman to be with another woman. Two of the same sex cannot bear children therefore it is not acceptable to me. Homosexuals are trying to get the same equal opportunity as heterosexual marriages unless they are willing to pay some kind of payment. Under the Defense of Marriage Act made in 1996, it states that a gay married couple can take advantage of state laws with the benefits of marriage, but not any of the benefits by federal law (DOMA).The benefits that heterosexual marriages aren’t authorized to are social security, tax, estate, veteran and military, federal employment, and immigration. The law also states that marriage is legal union between one man and one woman. Under the law, no state may be required to distinguish same sex marriage considered to be marriage in another state. There are six states that consent same sex marriages which are Connecticut, Iowa, Massachusetts, New Hampshire, New York, and Vermont.Since most states don’t allow same sex marriage, many homosexuals have ended up going with civil union. Civil union is lawfully documented union like to marriage, but it is not marriage. It is the declaration of a partnership shared by a couple. Civil union isn’t recognized by the federal government and under the Defense of Marriage Act other states don’t have to oblige to recognize them. States that allow civil union are California, Colorado, Delaware, Hawaii, Illinois, Maine, Nevada, New Jersey, Oregon, Rhode Island, Washington, and Wisconsin.If you are gay that is fine. What you do behind closed doors is your problem, but many gays are adopting children and raising kids into their lifestyle. In our society today, it has been a n all-time high of suicides due to bullying. Why would you want to put a child in that kind of situation where they will be picked on because they have two dads or moms? Cited Section 1. ) DOMA. www. domawatch. org. 28November 2011 2. ) www. hrc. org/issues. 28November 2011 3. ) INFOPLEASE. www. infoplease. com. 28November2011 4. )

Biography of Al Capone, Prohibition Era Crime Boss

Biography of Al Capone, Prohibition Era Crime Boss Al Capone (January 17, 1899–January 25, 1947) was a notorious gangster who ran an organized crime syndicate in Chicago during the 1920s, taking advantage of the era of Prohibition. Capone, who was both charming and charitable as well as powerful and vicious, became an iconic figure of the successful American gangster. Fast Facts: Al Capone Known For: Notorious gangster in Chicago during ProhibitionBorn: January 17, 1899 in Brooklyn, New YorkParents: Gabriele and Teresina (Teresa) CaponeDied: January 25, 1947 in Miami, FloridaEducation: Left grade school at 14Spouse: Mary Mae CoughlinChildren: Albert Francis Capone Early Life Al Capone (Alphonse Capone, and known as Scarface) was born on January 17, 1899, in Brooklyn, New York, to Italian immigrants Gabriele and Teresina (Teresa) Capone and was the fourth of their nine children. From all known accounts, Capones childhood was a normal one. His father was a barber and his mother stayed home with the children. They were a tight-knit Italian family trying to succeed in their new country. Like many immigrant families at the time, the Capone children often dropped out of school early to help earn money for the family. Al Capone stayed in school until he was 14 and then left to take a number of odd jobs. Around the same time, Capone joined a street gang called the South Brooklyn Rippers and then later the Five Points Juniors. These were groups of teenagers who roamed the streets, protected their turf from rival gangs, and sometimes carried out petty crimes like stealing cigarettes. Scarface It was through the Five Points gang that Al Capone came to the attention of brutal New York mobster Frankie Yale. In 1917, 18-year-old Capone went to work for Yale at the Harvard Inn as a bartender and as a waiter and bouncer when needed. Capone watched and learned as Yale used violence to maintain control over his empire. One day while working at the Harvard Inn, Capone saw a man and woman sitting at a table. After his initial advances were ignored, Capone went up to the good-looking woman and whispered in her ear, Honey, you have a nice ass and I mean that as a compliment. The man with her was her brother, Frank Gallucio. Defending his sisters honor, Gallucio punched Capone. However, Capone didnt let it end there; he decided to fight back. Gallucio then took out a knife and slashed at Capones face, managing to cut Capones left cheek three times (one of which cut Capone from ear to mouth). The scars left from this attack led to Capones nickname of Scarface, a name he personally hated. Family Life Not long after this attack, Al Capone met Mary (Mae) Coughlin, who was pretty, blonde, middle-class, and came from a respectable Irish family. A few months after they started dating, Mae became pregnant. Al Capone and Mae got married on December 30, 1918, three weeks after their son (Albert Francis Capone, a.k.a. Sonny) was born. Sonny was to remain Capones only child. Throughout the rest of his life, Al Capone kept his family and his business interests completely separate. Capone was a doting father and husband, taking great care in keeping his family safe, cared for, and out of the spotlight. However, despite his love for his family, Capone did have a number of mistresses over the years. Plus, unknown to him at the time, Capone contracted syphilis from a prostitute before he met Mae. Since the symptoms of syphilis can disappear quickly, Capone had no idea that he still had the sexually transmitted disease or that it would so greatly affect his health in later years. Chicago About 1920, Capone left the East Coast and headed to Chicago. He was looking for a fresh start working for Chicago crime boss Johnny Torrio. Unlike Yale who used violence to run his racket, Torrio was a sophisticated gentleman who preferred cooperation and negotiation to rule his crime organization. Capone was to learn a lot from Torrio. Capone started out in Chicago as a manager for the Four Deuces, a place where clients could drink and gamble downstairs or visit prostitutes upstairs. Capone did well in this position and worked hard to earn Torrios respect. Soon Torrio had increasingly important jobs for Capone and by 1922, Capone had risen up the ranks in Torrios organization. When William E. Dever, an honest man, took over as Chicagos mayor in 1923, Torrio decided to avoid the mayors attempts to curb crime by moving his headquarters to the Chicago suburb of Cicero. It was Capone who made this happen. Capone established speakeasies, brothels, and gambling joints. Capone also worked diligently to get all the important city officials on his payroll. It didnt take long for Capone to own Cicero. Capone had more than proven his worth to Torrio and it wasnt long before Torrio handed over the entire organization to Capone. Crime Boss Following the November 1924 murder of Dion OBanion (an associate of Torrio and Capones who had become untrustworthy), Torrio and Capone were seriously hunted by one of OBanions vengeful friends. Fearing for his life, Capone drastically upgraded everything about his personal safety, including surrounding himself with bodyguards and ordering a bulletproof Cadillac sedan. Torrio, on the other hand, did not greatly change his routine and on January 12, 1925, he was savagely attacked just outside his home. Nearly killed, Torrio decided to retire and hand his entire organization over to Capone in March 1925. Capone had learned well from Torrio and soon proved himself to be an extremely successful crime boss. Capone as a Celebrity Gangster Al Capone, only 26 years old, was now in charge of a very large crime organization that included brothels, nightclubs, dance halls, race tracks, gambling establishments, restaurants, speakeasies, breweries, and distilleries. As a major crime boss in Chicago, Capone put himself in the publics eye. In Chicago, Capone became an outlandish character. He dressed in colorful suits, wore a white fedora hat, proudly displayed his 11.5-carat diamond pinky ring, and would often pull out his huge roll of bills while out in public places. It was hard not to notice Al Capone. Capone was also known for his generosity. He would frequently tip a waiter $100, had standing orders in Cicero to hand out coal and clothes to the needy during the cold winters, and opened some of the first soup kitchens during the Great Depression. There were also numerous stories of how Capone would personally help out when he heard a hard-luck story, such as a woman considering turning to prostitution to help her family or a young kid who couldnt go to college because of the high cost of tuition. Capone was so generous to the average citizen that some even considered him a modern-day Robin Hood. Cold-Blooded Killer As much as the average citizen considered Capone to be a generous benefactor and local celebrity, Capone was also a cold-blooded killer. Although the exact numbers will never be known, it is believed that Capone personally murdered dozens of people and ordered the killing of hundreds of others. One such example of Capone handling things personally occurred in the spring of 1929. Capone had learned that three of his associates planned to betray him, so he invited all three to a huge banquet. After the three unsuspecting men had eaten heartily and drank their fill, Capones bodyguards quickly tied them to their chairs. Capone then picked up a baseball bat and began hitting them, breaking bone after bone. When Capone was done with them, the three men were shot in the head and their bodies dumped out of town. The most famous example of a hit believed to be ordered by Capone was the February 14, 1929 assassination now called the St. Valentines Day Massacre. On that day, Capones Henchman Machine Gun Jack McGurn attempted to lure rival crime leader George Bugs Moran into a garage and kill him. The ruse was actually quite elaborate and would have been completely successful if Moran hadnt been running a few minutes late. Still, seven of Morans top men were gunned down in that garage. Tax Evasion Despite committing murder and other crimes for years, it was the St. Valentines Day Massacre that brought Capone to the attention of the federal government. When President Herbert Hoover learned about Capone, Hoover personally pushed for Capones arrest. The federal government had a two-pronged attack plan. One part of the plan included collecting evidence of Prohibition violations as well as shutting down Capones illegal businesses. Treasury agent Eliot Ness and his group of Untouchables were to enact this part of the plan by frequently raiding Capones breweries and speakeasies. The forced shut down, plus the confiscation of all that was found, severely hurt Capones business- and his pride. The second part of the governments plan was to find evidence of Capone not paying taxes on his massive income. Capone had been careful over the years to run his businesses with cash only or through third parties. However, the IRS found an incriminating ledger and some witnesses who were able to testify against Capone. On October 6, 1931, Capone was brought to trial. He was charged with 22 counts of tax evasion and 5,000 violations of the Volstead Act (the main Prohibition law). The first trial focused only on the tax evasion charges. On October 17, Capone was found guilty of only five of the 22 tax evasion charges. The judge, not wanting Capone to get off easily, sentenced Capone to 11 years in prison, $50,000 in fines, and court costs totaling $30,000. Capone was completely shocked. He had thought he could bribe the jury and get away with these charges just like he had dozens of others. He had no idea that this was to be the end of his reign as a crime boss. He was only 32 years old. Alcatraz When most high-ranking gangsters went to prison, they usually bribed the warden and prison guards in order to make their stay behind bars plush with amenities. Capone was not that lucky. The government wanted to make an example of him. After his appeal was denied, Capone was taken to the Atlanta Penitentiary in Georgia on May 4, 1932. When rumors leaked out that Capone had been receiving special treatment there, he was chosen to be one of the first inmates at the new maximum security prison at Alcatraz in San Francisco. When Capone arrived at Alcatraz in August 1934, he became prisoner number 85. There were no bribes and no amenities at Alcatraz. Capone was in a new prison with the most violent of criminals, many of whom wanted to challenge the tough gangster from Chicago. However, just as daily life became more brutal for him, his body began to suffer from the long-term effects of syphilis. Over the next several years, Capone began to grow increasingly disoriented, experienced convulsions, slurred speech, and a shuffling walk. His mind quickly deteriorated. After spending four-and-a-half years at Alcatraz, Capone was transferred on January 6, 1939, to a hospital at the Federal Correctional Institution in Los Angeles. A few months after that Capone was transferred to a penitentiary in Lewisburg, Pennsylvania. On November 16, 1939, Capone was paroled. Retirement and Death Capone had tertiary syphilis, which could not be healed. However, Capones wife Mae took him to a number of different doctors. Despite many novel attempts at a cure, Capones mind continued to degenerate. Capone spent his remaining years in quiet retirement at his estate in Miami, Florida while his health slowly got worse. On January 19, 1947, Capone suffered a stroke. After developing pneumonia, Capone died on January 25, 1947, of cardiac arrest at age 48. Sources Capeci, Dominic J. Al Capone: Symbol of a Ballyhoo Society. The Journal of Ethnic Studies 2.33–50 (1975).Haller, Mark H. Organized Crime in Urban Society: Chicago in the Twentieth Century. Journal of Social History 5.2 (1971): 210–34.Iorizzo, Luciano J. Al Capone: A Biography. Greenwood Biographies. Westport, Connecticut: Greenwood Press, 2003.

My Leadership Style Essay Example | Topics and Well Written Essays - 500 words

My Leadership Style - Essay Example Since some employees who will be part of the new environment originally came from the old system and have hence developed relevant skills therein, employing the kind of leadership I have been exhibiting as a manager would help. Old and new employees will adjust to the new system under a merged organization and will be encouraged to share their ideas, competencies, and skills in order for the betterment of the carrying out of tasks and the organization as a whole. This may be undertaken by identifying the key points of the projector dates when feedbacks are needed about progress. Assurance that the delegated task or project is on track is also needed and must be made certain at all times. Since I am able to see the bigger picture from a far perspective, I can hence introduce solutions and innovations, to which teams can function. As a team player, I am able to encourage teams to work skillfully and cooperatively on managing the projects tasked to them. This is undertaken by delegating them the necessary tasks with me functioning as an overseer and coach. It is also a trait of mine to determine in advance how I will thank and reward the staff persons for a successful completion of the task or project delegated to them. One modification of my leadership style in addressing my situation as a leader at EEST/Ouest is incorporating point systems in job implementation through remunerative awards. This would enhance the level of productivity of employees who are challenged by the new EEST/Ouest work environment.

Technological Awareness of Teachers Essay Example | Topics and Well Written Essays - 2000 words

Technological Awareness of Teachers - Essay Example Because technology provides animation and different kinds of presentation using media materials, and these helps our students to absorb information by just watching and listening. Essentially, educational technology helps to improve the overall efficiency of the teaching-learning process. It is noted that a microteaching session can be real and convincing since it issues videotape recording as evaluative medium and should be learned by our mentors. As educators became much more aware of their responsibility to deliver the best quality education to students, they have begun to recognize the need to be aware of educational technology. The perception when educational technology was first heard is a negative one but it appears that to many people it has served to inhibit the introduction of better educational technology and its use in improving the delivery with higher quality learning outcomes.2 The new technologies are radically changing the nature and configuration of adult education. With computer information, educators are no longer the primary source of factual information. Changes are therefore occurring in the methods and content of instruction, both supplementing and changing the relationship between the teacher and the learner. Still, the new technologies have freed many individuals to enjoy their leisure and to work at home in a distraction-free environment. And in the future, most educational services are foreseen to be delivered electronically by teleconferencing, cable and satellite television, computer networks and other means et to be discovered - provided educators learn how to use the media in congruence with the principles of community education. The future trends in media technology hold promise for further improving learning, reducing the barriers that limit effectiveness in the learning process, and tapping the potentials of new technological tools in instruction. The researcher will inform the teachers and would be teachers that as they enter the educational field at a very exciting moment as a teacher, human resource trainer or educational administrator. There has been expressed a critical need for an effective in-service program on the development of teaching competence. Among the alternative strategies introduced, however, Microteaching has been cited as being both a model and a real teaching encounter. In the search for strategies to develop teaching skills microteaching sessions have shown tangible to have positively contributed to the professional growth and improved teaching performance of student teachers. Background of the Research (Progressive nature of the documents that show the development process ) The researcher chose this topic to help and inform educators regarding the usage and usefulness of educational technology on their teaching profession and know what are the instructional media and technology to use. There is something that teacher's are missing on, in the tertiary education, there has been and increasing emphasis on group learning techniques. This move to group learning has been given further impetus by the development of science and technology-based games simulation and case studies. These techniques of instructions are ideally suited for use in teaching the various higher cognitive and non-cognitive skills are now regarded as essential part of a properly rounded