The taming of the shrew character profile Essays

The restraining of the wench character profile Essays The restraining of the wench character profile Paper The restraining of the wench character profile Paper Article Topic: The Taming Of the Shrew Broadly presumed all through Padua to be a vixen, Katherine is foul-tempered and harshly toned toward the beginning of the play. She continually affronts and debases the men around her, and she is inclined to wild shows of outrage, during which she may truly assault whomever infuriates her. In spite of the fact that the majority of the play characters essentially trust Katherine to be characteristically surly, it is positively conceivable to feel that her upsetting conduct originates from misery. She may act like a wench since she is hopeless and urgent. There are numerous potential wellsprings of Katherine㠯⠿â ½s despondency: she communicates envy about her dads treatment of her sister, however her tension may likewise come from emotions about her own nuisance, the dread that she may always lose a spouse, her despising of the manner in which men treat her, etc. To put it plainly, Katherine feels strange in her general public. Because of her knowledge and autonomy, she is reluctant to assume the job of the lady little girl. She plainly despises societys desires that she comply with her dad and show effortlessness and graciousness toward her admirers. Simultaneously, in any case, Katherine must see that given the unbending nature of her social circumstance, her lone would like to locate a protected and cheerful spot on the planet lies in finding a spouse. These inalienably clashing driving forces may prompt her wretchedness and poor temper. An endless loop results: the angrier she turns into, the more outlandish it appears she will have the option to adjust to her recommended social job; the more distanced she turns out to be socially, the more her outrage develops. In spite of the mortifications and hardships that Petruccio adds to her life, it is straightforward why Katherine may surrender to wed a man like him. In their first discussion, Petruccio builds up that he is Katherines scholarly and verbal equivalent, making him, in some way or another, an energizing change from the effortlessly overwhelmed men who regularly encompass her. Petruccios persuasive treatment of Katherine is inside and out intended to give her that she has no genuine decision however to adjust to her social job as a spouse. This adjustment must be alluring to Katherine in some capacity, since regardless of whether she hates the job of spouse, playing it at any rate implies she can deserve admiration and thought from others as opposed to endure the all inclusive repugnance she gets as a vixen. Having a social job, regardless of whether it isn't perfect, must be less agonizing than constantly dismissing any social job whatsoever. In this way, Katherines inevitable consistence with Petruccis self-serving stressing shows up more reasonable than it may have appeared from the outset: before the finish of the play, she has increased a position and even a legitimate voice that she recently had been denied. Petruchio Petruccio is a man of honor from Verona. Noisy, disorderly, offbeat, clever, and as often as possible alcoholic, he has come to Padua à ¯Ã¢ ¿Ã¢ ½to wive and thrive.㠯⠿â ½ He wants to no end in excess of a lady with a tremendous endowment, and he sees Kate as the ideal fit. Dismissing each and every individual who cautions him of her petulance, he in the long run succeeds in charming Katherine, however in quieting her tongue and temper with his own. The pretentious, childish, irregular Petruccio is one of the most troublesome characters in The Taming of the Shrew: his conduct is incredibly hard to decode, and our translation of the play all in all progressions significantly relying upon how we decipher Petruccis activities. In the event that he is just a vain, coldblooded, eager bullhead who regards marriage as a demonstration of control, at that point the play turns into a dull parody about the realism and crave power that direct relationships under the appearance of dignified love. In the event that, then again, Petruccio is really equipped for cherishing Kate and considers subduing her only as a way to understand a cheerful marriage, at that point the play turns into an assessment of the brain research of connections. A case can be made for either translation, yet reality with regards to Petruccio presumably lies some place in the middle of: he is brazenly narrow minded, materialistic, and resolved to be his wifes ruler and ace, however he additionally cherishes her and acknowledges in some way or another that residential congruity (on his standing, obviously) would be preferred for her over her present life as a vixen in Padua. To this degree, Petruccio goes to disturbing lengths to force his authority on Kate, keeping her drained and hungry for quite a while after their marriage, however he likewise demands surrounding this treatment in a language of adoration, demonstrating his enthusiasm for Kate to adjust to her legitimate, socially designated spot and his eagerness to make their marriage a glad one. Most importantly, Petruccio is a comic figure, an overstated persona who consistently makes the crowd chuckle. What's more, however we giggle with Petruccio as he Kate, we likewise chuckle at him, as we see him ridicule the very sexual orientation imbalances that the plot of The Taming of the Shrew at last maintains.

Interview Essay Example | Topics and Well Written Essays - 1250 words

Meeting - Essay Example Individuals looking for lawful exhortation from the legal counselors will have a sense of safety since politeness was being depicted by the legal counselors (Robinson, 2004). What are the chances to practice class in your every day life, for example, grinding away or at home? The manner in which we treat each other is the thing that issues to decide respectfulness. Affability is went with first respectfulness, this is a way wherein holds himself in the event that the individual in question is looking for help. For example, accepting one is the assistant, a customer approaches the person in question to look for direction on a specific issue. The primary thing one ought to do is welcoming the customer causing the person in question to feel that at home, the customer may disturb as in the individual in question might be oppressive or bothering, yet recall the assistant ought to comprehend and keep up significant levels of obligingness hence imparting a constructive sign, and showcasing the establishment as one which manages customers in a pleasant way (Robinson, 2004). The other part of respectfulness is decorum, this applies in workplace and an in home set up. One ought to figure out how to apologize on the off chance that the individual in question has wronged, the straightforward universes of am grieved and I am sorry may mean a great deal in this circumstance. In the workplace behavior might be advise regarding dressing, hard working attitudes treating of customers and outward appearance. The principal issue will be tied in with dressing, it ought to reflect ones character in that being all around prepped will show ones earnestness in managing matters close by. Likewise about hard working attitudes, one should know the set systems, for example tattling while a customer is holding on to be served is unsatisfactory. One should remember that working hours are not quite the same as resting hours. The word politeness is utilized by various association in order to u pgrade customer certain. the all issue of one being affable involves open connection in that how you manage customers in an all the more cordial and expert way. The last one is about outward appearances in that ones look depicts ones character, a grin may conceal a great deal, you might be having a harsh day with you chief or couldn't help contradicting a school at work, this ought to stay in a matter of the organization , if a customer approaches you for help you ought not depict what you have experienced rather show elevated levels of demonstrable skill . In a home set up thoughtfulness is tied in with being remorseful and regarding one another. A family that is based on the grounds of consideration will undoubtedly last. Regard involves both the guardians and the kids in that it ought to be common. Issues emerging and family debates ought to be managed in a common way. This involves requiring a family meeting wherein the issue close by will be settled. Matters to do with the grow n-ups, that is the guardians ought to be managed in discharge instead of before the kids (Robinson, 2004). On the off chance that there would one say one is thing that characterizes an individual who is considerate, what might it be? Regard is the thing that characterizes an individual who is thoughtful. In the event that at one figures out how to show regard in all perspective, at that point politeness will be an every day event. This implies regarding ones obligations, in the event that one is doled out specific obligations they ought to be performed heartedly. This will guarantee one behaviors the person in question self performed concurring the set down methodology which are laid based on consideration. Likewise on the off chance that one regard the other individual he ought to be obliging to him which is a viewpoint in consideration. I a family set up; regard guarantees the family remains under control. This is regard brushes out the issue of contention and squabbles, the house hold

Research Writing Help - Why Professional Research Writers Can Help You

Research Writing Help - Why Professional Research Writers Can Help YouIf you are looking for good research writing help and you have tried a lot of free samples, but the research is still not yielding good results, you might want to consider taking a step further and get some paid writing help. There are many different professionals that will do this type of work for you at a fee, and they can help you in a number of ways.You could use their research and writing services to provide information for a lot of different websites on a daily basis. This is an easy thing to do and it would help you with your business because it means you get information out to the public, without having to worry about writing a lot of articles. You just need to be able to keep up with the times, so if there is any new information, it is there to stay.You could also use their service to create a website. This can be used for almost anything, from using it to help advertise your business, to creating a new si te for you business. You can use this website to promote yourself, your product or service, or even to make money. The only limitation is your imagination.Maybe you are new to the field of business and you want to get involved in the world of blogging. You could use the research writing help of a professional in this area to post reviews about certain products. You could put a link to the products or services you are promoting, and you could add a little commentary about the product or service as well.This is especially useful if you want to use the Internet to market research, a product, or a service. You could use your website to generate leads for a new company, or you could help people get new business. You may even want to place a link to your own website on your research writing help website, which would help to bring in more traffic to your site.If you are taking a project that involves a particular topic or subject, you may want to use a project manager. He or she can help y ou with everything from tasks to writing to deadlines. With this, you do not have to worry about anything or anyone else in the process. It all works together to get your project completed and turned in to a finished product.If you are really into your research writing, and you want it to be great, then you might want to consider getting a ghostwriter. You can use these people in many different ways. You can use them to write the bulk of your work, or you can use them to write the smaller parts and put a more professional touch on the work.Find a good professional that can do this for you, and you will be amazed at how much you can accomplish in the space of a few weeks. Most people like the idea of having someone else write their entire research project, rather than having to do the same thing themselves. The last thing you want to do is waste time, but you will be surprised at how fast you can get the job done.

The use of Web-Based Instruction - Free Essay Example

Sample details Pages: 24 Words: 7068 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Nowadays the use of Web-Based Instruction (WBI) has significant impacts on every aspect of our lives. In the context of education industry more and more school and education institutions have come to realize the potential impact of using the WBI in the classroom as part of the learning environment. Despite the many challenges yet to be overcome, the advantages of WBI have been widely recognized. Don’t waste time! Our writers will create an original "The use of Web-Based Instruction" essay for you Create order Some of these major advantages include flexibility and broader accessibility (Lee, Cheung, Chen, 2005), improved students performance (Alavi, 1994), reflective evaluation of the learning experience (Hiltz, 1995), and higher computer self-efficacy (Piccoli, Ahmad, Ives, 2001). Academic institutions also benefit in terms of cost reductions and increasing revenues (SaadÃÆ'Â © and Bahli, 2005). The success of Web usage for learning is primarily due to its potential to integrate various types of media such as audio, video, graphics, animation and text and delivered in various forms. Statement of the problem: Schools are witnessing a profound increase in the use of multimedia presentations, video teleconferencing, and, more currently, Web-Based Instruction (WBI). WBI presents great potential for instructional improvement by providing ready access to information and allowing more interaction between teachers and learners (Hill, 1997). In order to meet the diverse needs of their teachers when integrating WBI into their subjects, most schools have adopted a few major brands of commercial course management software. Nowadays we have heard that information technologies are going to change school education especially in the way teachers teach and the way our students will learn. But most of us have seen little evidence to support the claim. In fact, teachers utilization of innovative technologies has remained low (Surry and Land, 2000). The integration of technology such as WBI into the classroom has remained low and educational technology use has been minimal, infrequent, and limited as an add-on rather than as indispensable to teaching and learning (Becker, 1991). Surry and Ely (2002) diagnosed, as a reason for this lack of utilization, which instructional designers had focused on developing. They added that there is no guarantee for diffusion of instructional technologies itself. While the diffusion and implementation of innovation is important. Rogers (1995) and Stockdill and Morehouse (1992) described, it is a complex process that is influenced by many factors. Technological superiority is only one of a number of factors that influence a persons decision about whether or not to adopt an innovation. A more complex interaction of social, economic, organizational, and individual factors influence which technologies are adopted and how much they are used after they have been adopted. As one of the major areas of diffusion of innovation study, instructional technologies have focused on the identification of the significant factors contributing to educational technology implementation. Most studies of this issue have been simply investigating factors or have confined the research scope to only examine either the psychological perspective of factors (Marcinkiewicz, 1994; McKinney, Sexton, Meyerson, 1999; Olech, 1997), or the external or environmental perspective of factors (Daugherty and Funke, 1998; Groves Zemel, 2000), disregarding other relevant variables. Daugherty and Funkes (1998) study focused only on the teachers perceived supports or incentives as factors influencing the use of Web-Based instruction. They surveyed school teachers and students involved in Web-Based instruction on the advantages, disadvantages, and general effectiveness of using the Internet as a teaching and learning tool. Teachers reported the lack of technical support, lack of software or adequate equipment, lack of teachers or administrative support, the amount of preparation time, and student resistance are barriers to use Web-Based instruction. According to Hamilton and Thompson (1992) in reality it is assumed that a person will be influenced by psychological and also environmental factors at the same time for a decision to adopt or utilize an innovation and Ely (1999) identified eight environmental conditions. His approach recognizes that the characteristics of adopters and the innovation are not the only factors influencing its diffusion. His research suggests that the environment such as supports and incentives in which the innovation is to be introduced can play an equally important role in determining a change efforts success. In the this study, the three categories of variables known to relate to the level of innovation use are identified based on the diffusion and innovation models. First, in the area of personal characteristics, previous experience and self-efficacy are selected as key variables. Second, complexity and relative advantage in this study are selected for the area of perceived attributes of innovation. Last, for the area of perception of influence and support from the environment, supports, and time are selected. To go beyond the single-equation approach using multiple regressions and address the associated limitations, structural equation modeling (SEM) will be used. Using this technique, indirect effects among variables are identified in the model that is specified from the literature and theories by the researcher. These indirect effects, when added to the direct effects in the model, allow the determination of total causal effects. Research Objective: Identifying the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use). Research Questions: What are the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use)? Purpose of the Study: The purpose of the study is to build a model to predict the level of diffusion and utilization of Web-Based Instruction in school. To test the model six independent variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) from the three perspectives affecting the diffusion and utilization of WBI will be used. The selection of the variables is substantiated by empirical evidence from previous relevant innovation studies (Rogers, 1995; Ely, 1999). The result of this study would also be helpful to instructional designers. When it comes to successful educational program design, the consideration of the target audiences characteristics is essential to the analysis phase in most instructional design models. Because the predictor variables are susceptible to interventions such as training or staff development, the identification of the potential factors that are highly related to the integration of a new technology. Operational Definition: Predictor Variables: Six independent variables which are selected from the three perspectives affecting the diffusion and utilization of WBI. The variables are computer experience, self-efficacy, complexity, relative advantage, supports and time. Diffusion of Innovations: The adoption and utilization of Web as a teaching tool. Level of Use: Degree of integration of WBI that has been attained by teachers in order to attain existing instructional goals. Web-Based Instruction: A hypermedia-based instructional program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment such as Blackboard and WebCT. Chapter II: Literature Review: The objective of the study is to identify factors affecting the likelihood of diffusion in educational setting is usually perceived from one of three major perspectives. The first of these is concerned with the characteristics of the adopter, such as computer experience and self-efficacy. The second perspective is focuses on the characteristics of the innovation itself. The third perspective focused on the characteristics of the environment in which the innovation is to be introduced. This approach highlights the importance of factors outside the innovation which can set the stage for its success or failure. The review will be focus on diffusion of innovation, relation to factors affecting the diffusion and implementation of Web-Based Instruction in an educational setting, informational technology diffusion models, model constructs and Web-Based Instruction (WBI). Diffusion of Innovation: Sanders and Morrison (2001) have identified three reasons why the study of diffusion theory is beneficial to the field of instructional technology. The first reason is most instructional technologists lack the knowledge of why their products are or are not adopted. They believe a study of diffusion theory could rectify this situation. Second, the field of instructional technology is often associated with the concept of innovations and they suggested that if instructional technologists understand the diffusion and diffusion of innovation theory. They will be more prepared to work effectively with potential adopters. The third reason is the studies of the diffusion theory could result in developing a systematic model of diffusion and diffusion for the instructional technology field. Everett Rogers is the most widely cited author in the area of general diffusion theory. Rogers (1995) theories form the basis of most studies related to diffusion. Rogers theories seem to be common elements of most diffusion theories. They are diffusion process, adopter categories, innovation attributes, and rate of diffusion. So the instructional technologists not only need to create well-designed products but need to ensure the diffusion of these products. The main concern of the diffusion of innovation research is how innovations are adopted and why innovations are adopted at different rates. The diffusion process outlined by Rogers (1995) has five steps knowledge, persuasion, decision, implementation, and confirmation. According to this theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. The adopters decide to either continue using the innovation or stop using it. This theory is very important because it shows that diffusion is not a momentary irrational act, but an ongoing process that can be studied, facilitated and supported. Factors Affecting Diffusion of Innovation: The experts in diffusion of innovation find that there is no single or a certain group of factors identified to explain the lack of use of Web-Based Instruction in school education. In this section, I will explore the factors have been examined and identified from many studies. The experts in educational technology have done numerous studies to find out the factors affecting the diffusion of Web-Based Instruction in school. Morris (2001) have found that the lack of technical support, lack of adequate equipment, amount of time required, student resistance or lack of computer skills, network problems and identified lack of teachers or administrative support are the barriers that teachers confronted when incorporating Web-Based instruction. From a survey of 557 teachers, Anderson, Varnhagen and Campbell (1998) also found that although most teachers believe that learning and communications technologies are essential to improving the quality of school education, many barriers were identified to realizing that capacity. They identified nine factors as major or minor barriers. The greatest barrier identified was lack of funding. The second greatest barrier was lack of time to learn technologies. The others are classroom infrastructure, adequate computer hardware or connectivity, institutional incentives, knowledge about applying technology in teaching, access to software tools, lack of training and support, an d information about available technology. Pitman, Gosper and Rich (1999) examined teachers use of instructional technology in a school classroom. In this study, they limited instructional technology to internet-related technologies including e-mail and the World Wide Web. The study identified significant relationships between teaching style, perceived effectiveness of technology, perceived access to technology and perceived administrative support and the use of technology. Beggs (2000) have conducted the survey of 348 teachers. In this survey teachers at a school were asked about their self-perceived use of technology, factors influencing their use of technology, and barriers to the use of technology in the classroom. The factors are improved student learning, advantage over traditional teaching, equipment availability, increased student interest, ease of use, compatibility with discipline, time needed to learn, materials in discipline, compatibility with materials, training, administrative support, personal comfort and coll eague use. Rogers (2000) have conducted the study to examine barriers to technology diffusion through a structured interview conducted on the telephone or in-person. The barriers that he identified are need technical support staff, need release time and time for training, funds, and lack of sharing best practices across system. Through this through review, it seems that the factors emerge into three categories as like personal characteristics which include factors such as years of teaching, previous experience, teaching style, self-efficacy, and anxiety, innovation characteristics such as relative advantage, complexity, and compatibility, and environmental and social factors such as support and time. In the case of a factor of support, the factors like accessibility or availability, technical and administrative, workshop, and incentive may be grouped into a single factor as support. Refer to importance of considering both the person and the social environment as joint determinants of behavior, Surry and Farquhar (1997) described adopter based theories as opposite to developer-based theories. Developer-based theories are to increase diffusion by maximizing the efficiency, effectiveness and elegance of an innovation. They assume that the best way to bring about educational change is to create a system or product that is significantly superior to existing products or systems. In summary, this section focused on the studies conducted to find out the factors affecting the diffusion of instructional technology. Since these studies have not looked at the interactional effects of determinants on an adopters behavior so more attention seems to be needed on the interrelationships among identified variables. Innovation Diffusion Models: In contrast to the studies that focus on single factors or a list of factors, a few models have been developed and empirically studied to identify the interactional effects of variables on innovation usage. These models focused on the identification of the determinants of usage, such as attitudes, social influences, and facilitation conditions (Davis, Richard Paul, 1989; Mathieson, 1991). Theory of Reasoned Action: The Theory of Reasoned Action (TRA) was first proposed by Azjen and Fishbein (1975). The theory specified a causal relationship between individual behavioral intention and actual behavior. The components of TRA are behavioral intention, attitude, and subjective norm. TRA suggests behavioral intention depends on a persons attitude toward behavior and subjective norm. Behavioral intention measures a persons relative strength of intention to perform a behavior. Attitude is comprised of beliefs about the consequences of performing the behavior multiplied by his or her valuation of those consequences. Subjective norm is seen as a combination of perceived expectations from referent individuals or groups along with intentions to comply with these expectations. (Azjen and Fishbein, 1975). TRA became the basis for developing the following two models, Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM). In fact, to account for conditions where individuals do not have complete control over their behavior, TPB extended TRA. Theory of Planned Behavior: Azjen and Madden (1986) modified TRA and generated a model named the Theory of Planned Behavior (TPB). The only difference between the TRA and TPB is the inclusion of perceived behavioral control. Perceived behavioral control reflects a persons ability to actually perform a behavior. It is influenced by the effects facilitating conditions and self-efficacy. Hoffman and Novak (1994) included ease of access, ease of use, price, knowledge, past experience, and skill to represent the perceived behavioral control in their study of hypermedia using TPB. Each of the determinants of intention, like attitude, subjective norm and perceived behavioral control, is determined by underlying belief structures. These are referred to as attitudinal beliefs, normative beliefs, and control beliefs which are related to attitude, subjective norm and perceived behavioral control respectively. Technology Acceptance Model: Technology Acceptance Model (TAM) was developed by Davis (1986) and introduced by Davis, et al. (1989). This model is an adaptation of the Theory of Reasoned Action (TRA). TAM contends two distinct constructs like perceived usefulness and perceived ease of use. Davis (1989) defined perceived usefulness as the degree to which an individual believes that using particular system would enhance his or her job performance and ease of use as the degree to which an individual believes that using a particular system would be free of physical and mental effort. This model is more specific and simple because it only provides two factors which are important determinants of innovation usage (Mathieson, 1991). These factors are specific, easy to understand, and can be manipulated through system design and implementation. In addition, they should also be generalizable across settings. Although it is a special case of the TRA, TAM excludes the influence of social and personal control factors on behavior, which is also identified as important factors in the previous research (Groves Zemel, 2000; Knutel, 1998). Components of the Study Model Constructs: The six predictor variables believed to be important in influencing the diffusion of innovation which has derived from the Rogers model and other relevant constructs from other models and other reviewed studies. Followed is the explanation of each of the six predictor variables and the criterion variable in more detail. Personal Characteristics: Computer Experience: Computer experience is defined as the extent to which adopters perceive previous computer experience and performance with internet connection as good. Also, it includes amounts of time using computer with internet connection in this study. The more positive experiences one has, the more confident one is in a similar innovation (Stone Henry, 2003). In other words, positive past experience with computers will increase ones confidence while negative experience will reduce it. This view is supported by Ertmer, Evenbeck, Cennamo and Lehman (1994), who found that although positive computer experience increased computer confidence, the actual amount of experience was not correlated with the confidence beliefs of students. This suggests that it is the quality, not the quantity, of experience is a critical factor in determining self-efficacy beliefs, which is one of the most important and popular variables in the diffusion and utilization of innovations studies. There have been numerous studies involving the experience and attitude-behavior relationship (Anderson, Varnhagen, Campbell, 1998; Christoph, Schoenfeld, Tansky, 1998; Daugherty Funke, 1998; Ellsworth, 1998; Groves Zemel, 2000; Hill, Stone Henry, 2003; Kao, Wedman, Placier, 1995). Bandura (1977) suggests that experience is likely to reduce anxieties and induce individuals to change their behavior. The information gained by performance accomplishments provides the most influential source of efficacy information (Bandura, Adams, Beyer, 1977 and Zimmerman, 2000). Hill, Smith, Mann (1987) provide evidence that experience with computer technology lead to a higher likelihood of technology adoption through changes in perceived self-efficacy. Self-efficacy: Self-efficacy, a key element in Banduras social learning theory (1977), refers to ones belief in ones capability to use Internet in this study. Self-efficacy has been found to influence the decision to use computers (Hill, Smith and Mann, 1987). Bandura (1997) defined perceived self-efficacy as personal judgments of ones capabilities to organize and execute subjects of action to attain designated goals, and he sought to assess its level, generality and strength across activities and contexts. Zhang and Espinoza (1998) found that comfort or anxiety about computers perceived by students predicted their confidence levels about computers and the confidence level is a significant predictor in deciding their desirability of learning technology skills. In addition, from the findings in his qualitative study Zollinhofer (1998) supported that teachers who have low self-efficacy are susceptible to cyber anxiety which can increase resistance to learning new technologies. According to Banduras (1977) self-efficacy theory, judgments of self-efficacy are based on several kinds of information including performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Venkatesh and Davis (1994) theorize that perceptions about a new systems usefulness and a new systems ease of use influences and are anchored on an individuals general computer self-efficacy. From this evidence, it can be hypothesized that self-efficacy influences perceived relative advantage and ease of use of innovation, and also influences utilization of an innovation through those two intervening variables. Perceived attributes of innovation: Rogers (1995), Wolfe (1994), and Farguhar and Surry (1994) identified perceived by potential adopters, relative advantage, compatibility, complexity, trialability, and observability as five main attributes of an innovation as important factors in determining the rate of diffusion. According to Rogers theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. This five attributes are frequently cited as playing a key role in the perceptions of adopters in regard to the implementation of instructional innovations. For this study, although perceived attributes compatibility, observability and trialability could contribute to some extent in diffusion process but only relative advantage and complexity which distinguished by Vinson (1996) and Moskal, Martin, and Foshee (1997) are included. This is because they have the strongest influence from Rogers five attributes. Relative Advantage: Relative advantage is defined as the degree to which an innovation of WBI as an instructional technology in this study is perceived as being better than the technology it supersedes and other solutions being considered (Rogers, 1995). The degree of relative advantage is often expressed as economic profitability, social prestige, or other benefits. The degree of use is expected to be increased by the teacherss perceived relative advantage of WBI. Rogers generalized from previous research that the relative advantage of an innovation, as perceived by members of a social system, is positively related to its rate of diffusion. In their study, Venkatesh and Davis (1994) tested the effect of self-efficacy on the perceived ease of use construct using two different information technologies, E-mail and Gopher. They found that the perceptions about a new systems ease of use are anchored on a persons general computer self-efficacy. Complexity: Complexity is defined as the degree to which the WBI as an instructional technology is perceived as difficult to understand and use (Rogers, 1995). It is similar to the ease of use construct used by Davis, Bagozzi, Warshaw (1989). They define it as the degree to which an individual believes that using a particular system would be free of physical and mental effort. In their study they find a positive correlation between perceived ease of use and behavioral intentions. They found ease of use to be a strong determinant of use. It is expected that the more complex WBI appears to teachers, the less they will use it. An innovation which is perceived as being difficult to use will meet with greater resistance to its use and diffusion than those which are considered as easy to learn. Hence, another generalization drawn by Rogers was that the complexity of an innovation, as perceived by members of a social system, is negatively related to its rate of diffusion. Then, who perceives an innovation as being more or less difficult? The findings (Ghaith Yaghi, 1997; Guskey, 1988) indicate that more efficacious teachers considered an innovation as less difficult to implement. Perception of influence and support from the environment: Groves and Zemel (2000) from their study has been identified that environment as a category of influencing factors on diffusion and utilization of innovation. Ely (1999) proposed eight environmental condition dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, existence of rewards or incentives for participation, expectation and encouragement of participation, commitment by stakeholders involved, and evidence of leadership. A few studies have been conducted to determine the best predictors among the eight conditions using stepwise multiple regression analysis. Ravitz (1999) found out availability of resources, availability of time, existence of rewards or incentives, commitment, and leadership are the most important determinants related to the implementation of innovation. In another pure survey study, Daugherty and Flunke (1998) reported the barriers confronted by teachers when incorporating Web-Based instruction a re lack of technical support, lack of software or adequate equipment; amount of time required and lack of teachers or administrative support. From reviewing the related studies, supports and time were selected as key variables for this study. Supports: Groves Zemel (2000) found out that the supports like training available on how to use, information or materials available, and administrative support were rated as very important factors influencing use of instructional technologies in teaching. Morris (2001) found out that lack of technical support, lack of adequate equipment or software, and lack of teachers or administrative support are the barriers teachers confronted when incorporating distance education. Farquhar and Surry (1994) proposed organizational factors with the adopters individual factors as influential factors which affect the diffusion and utilization of the instructional product. They asserted that inappropriate environmental support can often be an important hindrance factor of successful innovation diffusion. The teachers training and other resources to use and learn the WBI technology can be effective and productive by lessen teachers perceived level of complexity to use or learn WBI as an instructional technology. Time: Seminoff and Wepner (1997) discovered that of the 77 respondents in their study on instructional-based projects, 64% indicated that release time for preparation of technology-based projects was not being provided. In the survey study about factors influencing the use of technology and perceived barriers to use of technology, Groves Zemel (2000) found that teachers perceived time needed to learn as an important factor in influencing use of technology. Plater (1995) indicates that managing teachers time is the single most important asset of the school. In the past teachers had only a few time-related issues, including meeting classes, keeping office hours, and attending teachers meetings. Plater goes on to say that schools must recognize teachers time as valuable resource and begin to think about departmental needs and prepare individual teachers to meet these needs. While teachers training should be part of the overall preparation for WBI, teachers training can only be effective and productive if there is adequate preparation time to incorporate what has been learned in training. In the present study time is defined as perceived available time needed to learn and use WBI as an instructional technology. The more available time teachers perceive, the less complex they perceive to learn and use WBI as an instructional technology. Level of Use: Level of using Web-Based Instruction is a dependent variable for this study. Moersch (1995) proposed a conceptual framework that measures levels of technology use. In this framework, seven distinguished implementation levels teachers can demonstrate. According to Moersch (1995), as a teacher progresses from one level to the next, a series of changes to the instructional curriculum is observed. The instructional focus shifts from being teacher-centered to being learner-centered. Computer technology is used as a tool that supports and extends students understanding of the pertinent concepts, processes and themes involved when using databases, telecommunications, multimedia, spreadsheets, and graphing applications. Traditional verbal activities are gradually replaced by authentic hands-on inquiry related to a problem issue or theme. Heavy reliance on textbook and sequential instructional materials is replaced by use of extensive and diversified resources determined by the problem areas under discussion. Traditional evaluation practices are supplanted by multiple assessment strategies that utilize portfolios, open-ended questions, self-analysis, and peer review. To measure the level of innovation use, in addition to above levels of innovation use which are used to measure the degree to which an adopter integrates the innovation into practice, a number of studies (Cartas, 1998; Lin Jeffres, 1998; Jaber, 1997; Wallace, 1998) in the studies of diffusion and utilization of instructional technologies have used three different categories of questions to measure the usage level the frequency of technology use, the amount of hours in using a technology and the number of programs or functions used. Since it seemed that levels of use studies (Moersch, 1995; Reiber Welliver, 1989) dealt with questions pertaining to the specific aspects of computer technologies to measure the levels of technology, the present study created the questions including the three categories of questions pertaining to WBI use. Web-Based Instruction (WBI): WBI is defined as an innovative approach for delivering instruction to a remote audience using the World Wide Web as the instructional delivery system (Khan, 1997). Web-Based learning environments use the resources of the Web to create a context in which learning is supported and fostered. Web-Based Instruction is growing faster than any other instructional technology (Crossman, 1997). More and more school teachers are using WBI as an integral part of instructional activities. School cannot work in isolation and must respond to societal change (Innovation in Distance Education (IDE), 1997). WBI offers medium for school education to accommodate the information age and a networked world. From the survey research of school teachers, Morris (2001) identified a few benefits. First, students gain knowledge on how to use numerous technology-based applications such as e-mail, PowerPoint, and HTML. In fact, those are considered essential skills for todays workforce. Secondly, students tend to become independent learners, are more motivated to explore related topics on their own, and develop critical thinking skills. This can be interpreted in terms of promoting interaction for learning among teachers and learners. Summary: A number of studies have been performed to identify factors affecting the likelihood of diffusion of instructional technology in educational setting. Most of the studies have based their theoretical foundation on Rogers diffusion model. However, they have mostly reported the influencing factors based on the regression-based approach, not focusing on the interactional relationship among the factors. Recently, there have been a few models developed and empirically studied to find out the interactional effects of variable on innovation usage. Among those models, the three models (Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB), and Technology Acceptance Model (TAM)) seem to be of importance and related to the present study. Based on the results of these models and other studies, the identified six factors seemed to be usually perceived from one of three major perspectives: adopter, innovation, and condition. This chapter was dedicated to a discussion of research related to diffusion predictors in terms of those six factors are Computer Experience, Self-efficacy, Complexity, Relative Advantage, Supports and Time. The criterion variable is level of WBI use. Methodology: The focus of the present study is WBI use by school teachers. Specifically, this study examines six factors in terms of their direct and indirect relationships to Web-Based Instruction (WBI) use among the teachers of school. To accomplish the goals of this study the model will be tested with data collected from a sample of teachers. The survey method, which had been the most commonly used method of data gathering in diffusion research studies, will be used. This chapter includes the sections describing participants, study variables and hypotheses, measurement instrument, and research procedures for conducting the current study. To test whether the study model is consistent with the data, structural equation modeling (SEM) approach is used and the following hypotheses refer to each relationship among the six variables in the model. The hypotheses are described from the perspective of the variables relationships to each other. In other words, they describe whether a variable is positively related to another variable or the effect of a variable is mediated by another variable or other variables. Populations and samples: Population for this study is secondary school teachers. The sample will be selected using a random sampling method. For this study 250 secondary school teachers will be selected as a respondent. Muller (1996) recommended a sample of at the very least 120 or preferably 240 respondents as a minimum sample required for SEM analysis. Analysis of the Data: This study is designed to build a model that would predict the level of diffusion and utilization with regard to technology use by school teachers. The data will analyzed using the scores obtained from the questionnaires. Descriptive statistics, such as frequency distributions, means, standard deviations, and percentages will be used to describe data using a SPSS program. Inferential statistics in the form of hypotheses testing will be used to test the hypothesized study model using a technique called Structural Equation Modeling (SEM). SEM can be used to test theories of causal relationships among variables (Gall, Borg, Gall, 1996). The standard SEM analysis steps are used from Tate (1998). The step was Model Specification Based on theory, experience, and the literature, the researcher specified the hypothesized model consisting of a network of direct causal links among the variables. The second was Model Identification The identification of a model refers to the question of whether there is sufficient information to allow estimation of all of the model parameters. T-rule was used for model identification. The third step was Confirmatory Factor Analysis for all latent variables with multiple indicators was conducted. Then, SEM for the Full Study Model was evaluated, including an assessment of the fit of the model to the data. If the model is not acceptable, the researcher may consider one or more revisions of the model based on theoretical credibility. If a theoretically credible model with acceptable fit is obtained, the associated estimated direct, indirect, and total causal effects will be described. Limitations of the study: Limitations that may potentially influence the generalization from this study. Since the participants are limited to users of WBI at only secondary school setting, the generalizability of this study should be limited to similar types of innovations occurring within similar settings. This opens the door for further research to identify to what extent the differences persist across institutions of different missions and size. Bibliography: Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159-174. Anderson, T., Varnhagen, S. Campbell, K. (1998). Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty. The Canadian Journal of Higher Education. 28(2, 3), 71-98. Azjen, I. Madden, T. J. (1986) Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology. 22, 453-474. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Beggs, T. A. (2000). Influences and barriers to the adoption of instructional technology. Proceedings of the Mid-south Instructional Technology Conference. (ERIC Document Reproduction Service No. ED 446 764). Cartas, R. A. (1998). The relationship between technology use by classroom teachers and factors which promote innovation adoption. Unpublished doctoral dissertation, University of Southern California, CA. Christoph, R., Schoenfeld, G., Tansky, J. (1998). Overcoming barriers to training utilizing technology: The influence of self-efficacy factors on multimedia-based training receptiveness. Human Resource Development Quarterly, spring. Crossman, D. M. (1997). The evolution of the World Wide Web as an emerging instructional technology tool. In B. H. Khan (Ed.), Web-Based Instruction. Englewood Cliffs, NJ: Educational Technology Publications, Inc. Daugherty, M. Funke, B. (1998). University faculty and student perceptions of Web-Based instruction. Journal of Distance Education, 13(1), 21-39. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-339. Davis, F. D., Richard, P. B., Paul, R. W. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. Davis, F. D., Bagozzi, R. P., Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982-1003. Ellsworth, J. B. (1998). Factors affecting participant reactions to new training devices (United States Army, Instructional Technology, Military Training). Unpublished doctoral dissertation, Syracuse University. Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 32(6). 23-27. Farquhar, J. Surry, D. (1997). Diffusion theory and instructional technology. Journal of Instructional Science and Technology, 2(1). Available at: https://www.usq.edu.au/electpub/ejist/docs/old/vol2no1/contents.htm. Gall, M. D., Borg, W. R., Call, J. P. (1996). Educational Research: An introduction (6th ed.). New York: Longman. Green, K.C. Gilbert, S.W. (1995). Academic productivity and technology. Academe, 81(1), 19-25. Groves, M. Zemel, P. (2000). Instructional technology adoption in higher education: an action research case study. International Journal of Instructional Media, 27(1), 57-65. Hall, G. E. Hord, S. M. (1987). Change in Schools: Facilitating the process. Albany, NY: State University of New York Press. Hamilton, J., Thomson, A. (1992). The adoption and diffusion of an electronic network of education. Proceedings of Selected Research and Development Presentation at the Convention of the Association for Educational Communications and Technology. (ERIC Document Reproduction Service No. ED 347 991). Hill, T., Smith, N., Mann, M. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers. Journal of Applied Psychology, 72(2), 307-313. Hill, J. R. (1997). Web-Based learning environments: Guidelines for development and implementation. Journal of Public Services Outreach, 2(3), 36-43. Hiltz, S. R. (1995). Teaching in a virtual classroom. International Journal of Educational Telecommunications, 1(2), 185. Hoffman, D.L. Novak, T.P, (1994), Commercializing the Information Super Highway: Are We In for a Smooth Ride? The Owen Manager, 15(2), 2-7. Jaber, W. E. (1997). A survey of factors which influence teachers use of computer-based technology. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University. Blacksburg, Virginia. Kao, h., Wedman, J., Placier, P. (1995). Lessons relearned: Another faulty implementation of an educational innovation. International Journal of Instructional Media, 22(3). 201-213. Khan, B. H. (1997). Web-Based instruction (WBI): What is it and why is it? In B. H. Khan (Ed.), Web-Based Instruction. Englewood Cliffs, NJ: Educational Technology Publications, Inc. Knutel, P. G. (1998). Adoption of an innovation: The process through which faculty decide whether to use instructional technology. Unpublished doctoral dissertation, University of Michigan. Lin, C. A., Jeffres, L. W. (1998). Factors influencing the adoption of multimedia Cable Technology. Journalism Mass Communication Quarterly, 75(2), 341-352. Marcinkiewicz, H. R. (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 25(2), 220-237. Marcinkiewicz, H. R. Regstad, N. G. (1996). Using subjective norms to predict teachers computer use. Journal of Computing in Teacher Education, 13(1), 27-33. Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173-191. McKinney, M., Sexton, T., Meyerson, M. (1999). Validating the Efficacy-Based Change Model. Teaching and Teacher Education, 15, 471-485. Moersch, C. (1995). Levels of Technology Implementation (LoTi): A Framework for Measuring Classroom Technology Use, Learning and Leading with Technology, 23(3), 40-42. Moskal, Martin, Foshee, (1997). Educational Technology and Distance Education in Central Florida: An Assessment of Capabilities. The American journal of distance education. 11(1), 6-23. Piccoli, G., Ahmad, R., Ives, B. (2001). Web-Based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401. Pitman, A. J., Gosper, M. and Rich, D. C. (1999) Internet based teaching in geography at Macquarie University: An analysis of student use, Australian Journal of Educational Technology 1999, 15(2), 167-187. Plater, W. M. (1995). Future work: Faculty time in the 21st century. Change, May/June, 23-33. Ravitz, J. (1999). Conditions that facilitate teachers Internet use in schools with high Internet connectivity. Syracuse, NY: Unpublished doctoral dissertation, Syracuse University. Rieber, D. C. Welliver, P. W. (1989). Infusing educational technology into mainstream educational computing. International Journal of Instructional Media, 16(1), 21-31. Rogers, E. M. (1995). Diffusion of innovations. (4th ed.). New York: The Free Press. Rogers, P. L. (2000). Barriers to adoption emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472. SaadÃÆ'Â ©, R., Bahli, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: An extension of the technology acceptance model. Information Management, 42(2), 261-386. Seels, B. Richey, R.C. (1994). Defining a field: A case study of the development of 1994 definition of instructional technology. In D.P. Ely (Ed.), Educational media and technology yearbook: 1994. Englewood, CO: Libraries unlimited. Seminoff, N. E. Wepner, S. B. (1997). What should we know about technology-based projects for tenure and promotion? Journal of Research on Computing in Education, 30(1), 67-82. Surry, D., Land, S. (2000). Strategies for Motivating Higher Education Faculty to Use Technology. Innovations in Education and Training International, 37(2), 145-153. Surry, D. W. Ely, D. P. (2002). Adoption, diffusion, implementation, and institutionalization of instructional design and technology. In R. A. Reiser J. V. Dempsey (Eds.), Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall. Stockdill, S. H. Morehouse, D. L. (1992). Critical factors in the successful adoption of technology: A checklist based on TDC findings. Educational Technology, 1. 57-58. Stone, R. W. Henry, J. W. (2003). The Roles of Computer Self-Efficacy and Outcome Expectancy in Influencing the Computer End-Users Organizational Commitment. Journal of End User Computing 15(1), 38-53. Tate, R. (1998). An introduction to modeling outcomes in the behavioral and social sciences. Minnesota: Burgess International Group, Inc. Venkatesh, V. Davis, F. (1994). Computer self-efficacy and the evolution of perceived ease of use with training. University of Minnesota, working paper series MISRC-WP-93-07. Vinson, C. (1996). Factors related to adoption of innovation: An evaluation of the San Jose network communication project. Unpublished doctoral dissertation, University of Southern California. CA. Wallace, P. R. (1998). Diffusion of Internet Adoption: A study of the relationship between innovativeness, the attitude of teachers toward using the internet, and internet use. Unpublished doctoral dissertation, University of Tennessee. Knoxville, TN. Wolfe, R. (1994). Organizational innovation: Review, critique and suggested research directions. Journal of Management Studies, 31(3), 405-431. Zimmermann, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. Zhang, Y. Espinoza, S. (1998). Relationships among computer self-efficacy, attitudes toward computers, and desirability of learning computing skills. Journal of Research on Computing in Education, 30(4), 420-431. Zollinhofer, M. H. (1998). Boon or bane: The role of computing technologies on the professional practice of higher education faculty. Unpublished doctoral dissertation, University of Virginia.

Henry T. Sampsons Patents Power Rockets and Satellites

Its all rocket science for black American inventor Henry T. Sampson Jr., a brilliant and accomplished nuclear engineer and aerospace engineering pioneer. He co-invented the gamma-electrical cell, which directly converts nuclear energy into electricity and helps power satellites and space exploration missions. He also holds patents on solid rocket motors. Education Henry Sampson was born in Jackson, Mississippi. He attended Morehouse College and then transferred to Purdue University, where he received a Bachelor of Science degree in 1956. He graduated with an MS degree in engineering from the University of California, Los Angeles in 1961. Sampson continued his post-graduate education at the  University of Illinois Urbana-Champaign  and received his MS in Nuclear Engineering in 1965. When he received his Ph.D. at that university in 1967, he was the first black American to receive one in Nuclear Engineering in the United States. Navy and Professional Career Sampson was employed as a research chemical engineer at the U.S. Naval Weapons Center at  China Lake in California. He specialized in the area of high energy solid propellants and case bonding materials for solid rocket motors. He has said in interviews that this was one of the few places that would hire a black engineer at that time. Sampson also served as the Director of Mission Development and Operations of the Space Test Program at the Aerospace Corporation in El Segundo, California. The gamma-electrical cell he co-invented with George H. Miley directly converts high-energy gamma rays into electricity, providing a long-lasting power source for satellites and long-range space exploration missions. He won the 2012 Entrepreneur of the Year Award from the  Friends of Engineering, Computer Science and Technology, California State University Los Angeles. In  2009, he received the Outstanding Chemical Engineer Award from Purdue University. As an interesting side note, Henry Sampson is also a writer and film historian who wrote a book entitled, Blacks in Black and White: A SourceBook on Black Films. Patents Here is the patent abstract for US patent #3,591,860 for a Gamma-Electrical Cell issued to Henry Thomas Sampson and George H Miley on 7/6/1971. This patent can be viewed in its entirety online or in person at the United States Patent and Trademark Office. A patent abstract is written by the inventor to briefly describe what his or her invention is and what it does. Abstract: The present invention relates to a gamma-electric cell  for producing a high-output  voltage from a source of radiation wherein the gamma-electric cell includes a central collector constructed of a dense metal with the central  collector encapsulated within an outer layer of dielectric material. A further conductive layer is then disposed on or within the dielectric material so as to provide  for a high voltage output between the conductive layer and the central collector upon the reception of radiation by the gamma-electric cell. The invention also includes the use of a plurality of collectors radiating from the central collector throughout the dielectric material so as to increase the collection area and thereby increase the current and/or output voltage. Henry Sampson also received patents for a binder system for propellants and explosives and a case bonding system for cast composite propellants. Both inventions are related to solid rocket motors. He used high-speed photography to study the internal ballistics of solid rocket motors.

A.Subculture/Pg50 The Values And Related Behaviors Of

a. Subculture/pg50: the values and related behaviors of a group that distinguish its members from the larger culture; a world within a world. The most violent gang in the United States is the Mara Salvarcha 13. Mara Salvarcha 13 is a violent gang that originated in the Los Angeles, California. The gang members in the video state that they protect their territory by any means necessary. Killing, robbing, burglary are all normalized acts of this dangerous gang. These dangerous acts are used to prove loyalty to other gang members and acquire the power they desire amongst those who fear them. These behaviors separate the MS 13 from the rest of the population, making it a subculture. The MS 13 gang is a world of violence, crime, fast money, and†¦show more content†¦This is the ultimate betrayal in the eyes of a fellow gang member. With ultimate betrayal, comes consequences. This negative consequence for Brenda was death. Her stabbing was symbolism of her disapproval for cooperati ng with the police. d. Symbol/pg 41: something to which people attach meaning and then use to communicate to one another. Graffiti of MS13 symbols span from Alaska to Spain. Graffiti is an art form of spray paint. that is usually frowned upon by others, found on buildings, trains, and underpasses. Gangs use this art form very frequently to communicate to other gangs and the general population. These graffiti markings can indicate a loss of a gang member, or the boundaries of a territory. In the video, the MS13 gang members were making a mural for the death of a gang member who was well known within their group. They had stated that they understood that it may not be up for very long, but this was their way of commemorating the life of the gang member who was shot to death. With the MS13 being such a large gang that has 50-100,000 members worldwide, these markings are found all over ranging from Alaska to Spain. Graffiti from these gangs also communicates to other gangs when they are in unwelcome territ ory. e.

Tarc uc english free essay sample

2. Write a story in which you were a victim of a snatch theft. SECTION B: GRAMMAR (30 MARKS) PART I: Word Form (10 marks) Each of the blanks below stands for a correct form of word suggested in the brackets. Write ONE word as your answer. Eg: The scenery here is so ______ that I decided to stay for another day. (beauty) ANSWER: beautiful 1. Jason’s boss advised him to attend an _____ management course. (angry) 2. That _____ dressed woman is my aunt. (attract) 3. Mary’s handwriting is the ___ among all her classmates. (bad) 4. Farid tried to ____ the screws with the screwdriver. (tight) 5. My sister said that the book you lent her was very _____. (interest) 6. Jenny has developed a high level of _____ after her promotion. (confident) 7. We should always be _____ for the unity of our country. (thank) 8. The librarians were told to ___ the books according to their authors. (class) 9. Mei Lin ____ took care of her father when he was ill. (patient) 10. The Olympics involves thousands of ____ from all over the world. (compete) PART II: Error Analysis (10 marks) Each of the sentences has ONE error. Identify and correct the errors as shown in the example. e. g. One of the boys are my brother. ANSWER: ErrorCorrection areis 1. We are planning a trip to Europe on January 2013. 2. Joanne, together with her parents, are attending a seminar next week. 3. My mother does not likes durians, so she never buys them. 4. Neither John or his friend is coming tomorrow as they are not around. 5. One of my friends have shown me the way to the mall. 6. I made the announcement when everyone were in the room. 7. My brother is the only student in his class which does not take tuition classes. 8. I do not have some money because I forgot to bring my wallet. 9. They had already took the bus home before I arrived. 10. She could not complete the work because she did not brought her laptop. PART III: CLOZE PASSAGE (10 MARKS) Each of the numbered blanks stands for ONE word that has been omitted. Write an appropriate word for each blank in your answer booklet. Unemployment among Malaysian graduates has been getting much attention. A study conducted by the Federation of Malaysian Manufacturers __(1)__ 2010 found certain reasons to be the cause of this problem. Firstly, these graduates __(2)__ poor language skills. They are often hampered __(3)__ their poor communication skills in English and they should work on improving their command of the language. The graduates admitted that they have only themselves to _(4)_ blamed for being unemployed. Potential employers _(5)_ interviewed them did not seem to be impressed with their performance. The study also showed that graduates were unemployed because they _(6)_ self-confidence. Graduates are expected to be dynamic and fearless, _(7)_ they often appear timid and uncertain during the interview process. Unemployment among Malaysian graduates also _(8)_ to their choosy attitude. Graduates want a high salary but they do _(9)_ want long working hours. They also prefer jobs in major cities _(10)_ than in smaller towns. Graduates need to realise that unemployment can be overcome if they are willing to change their attitude and mindset towards employment. (Adapted from: March 2012. http: //my. news. yahoo. com) SECTION C: READING COMPREHENSION AND VOCABULARY (30 MARKS) Read the following passage and answer all the questions given. Marks will be deducted if answers are copied directly from the passage. A serious case of plagiarism was discovered at the Faculty of Arts in a renowned university recently. A student submitted a thesis that had been copied in full from the Internet. The university authorities firmly decided to expel the student from the university. Cases similar to the above have been getting worldwide attention in the academic world. Most students have the incorrect concept of plagiarism. They fail to realise that it is not only copying someone else’s work or ideas but also includes other actions such as the absence of citations and the use of incorrect citations. There are two types of plagiarism. One is deliberate plagiarism and the other is unintentional plagiarism. The first occurs when students are aware that they are passing off someone else’s work or ideas as their own. On the other hand, unintentional plagiarism occurs when students use the words or ideas of others but fail to do citation or give credit to the original author. Students who commit deliberate plagiarism usually do so because they are pressured into getting good academic grades. This pressure is due to competition for scholarships and high-paying jobs. Besides that, expectations from family members and personal expectations can also place a great deal of anxiety on students to maintain excellent results. Unintentional plagiarism is committed by students because they do not know how to do citation or give credit to the original author. Many undergraduate students do not know how to do citation or give credit to original author. Many undergraduate students do not know how to obtain correct information. They do not know how to use the library catalogue, search databases for journal articles or critically evaluate Internet sources. Before getting information from the Internet, students should be aware of several facts. They need to know that there is no quality control on the Internet and not all the information found online is public knowledge. Moreover, the information found online is the intellectual property of its author and it requires acknowledgment. Due to this lack of knowledge, journal articles and books found in online databases are not acknowledged in assignments. Plagiarism can have a far reaching impact on a student’s career, especially when applying for a scholarship or a job. When colleges or employers discover the misconduct of an applicant who has a record of plagiarism, it can bring negative consequences. To an employer, a student who would plagiarise an assignment for college may also be capable of stealing company’s information in the future. To a scholarship provider, a student who has plagiarised is considered dishonest and does not deserve to be the recipient of any scholarship. Therefore, a student who has a record of plagiarism would neither get the job nor the scholarship. Another impact is that students who engage in plagiarism negatively affect their classmates, the institution they attend and especially themselves. Submitting plagiarised work is unfair to classmates who struggle hard to do their own work. It also threatens the reliability of the grading system of the institution and goes against the principle that students and teachers are supposed to work together to help students fulfil their potential. The most dreaded outcome for the students is the fact that they may fail their course, be suspended or even expelled from their institution. There is no escape for students as there are numerous software products that can easily detect plagiarism in assignments. All in all, to avert these undesirable effects, students should prepare themselves well for academic life without plagiarism. (adapted from: 2011. http://guides. library. ualberta. ca) 1. According to the passage, what is the correct concept of plagiarism? (3 marks) 2. Name TWO types of plagiarism. (2 marks) 3. Define the TWO types of plagiarism. (3 marks) 4. Students commit deliberate plagiarism for good grades. What pressurs them to do it? (3 marks) 5. What can students do to obtain correct information? (3 marks) 6. What should students know about information on the Internet in order to avoid plagiarism? (3 marks) 7. How would plagiarism affect a student’s chance of getting a scholarship? (3 marks) 8. Who would be affected when plagiarism happens? (3 marks) 9. How would plagiarism affect an institution? (3 marks) 10. Replace each word below with a suitable answer: a) Worldwide (paragraph 2) b) Occurs (paragraph 3) c) Dreaded (paragraph 8) d) Avert (paragraph 9) (4 marks)