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)

Sanskrit Schlarship Application Form free essay sample

Rashtriya Sanskrit Sansthan (Deemed University) 56-57, Institutional Area, Janak Puri, New Delhi-110058 Notification of Scholarship Rashtriya Sanskrit Sansthan (Deemed University) set up by the Government of India for propagation and promotion of Sanskrit language invites applications in the prescribed form for award of merit Scholarship to: i. Regular students studying Sanskrit in any recognized traditional Pathshalas/modern institutions / Secondary / Senior Secondary Schools from 9th to 12th standard. ii. Regular students pursuing higher course of studies in Sanskrit in recognized educational Institutions at the levels of Shastri / Graduation / Acharya / Post Graduation / Vidyavaridhi / Ph. D. Details for grant of scholarship are as under:S. No. Courses of Study for which Scholarship is given 1. 9th and 10th classes / Purva Madhyama or equivalent courses with Sanskrit as a paper of least 100 marks 11th 12th classes / Prak Shastri / UttarMadhyama and equivalent courses with Sanskrit as a paper of at least 100 marks Shastri / Graduation / B. A. /B. A. (Hons. ) and equivalent course of three years duration with Sanskrit as a subject of at least 100 marks. Eligibility Criteria Must have passed the previous examination of the respective class with a minimum of 60% marks or equivalent in the aggregate and also in the concerned subject i. e. in Sanskrit Must have passed Plus 2 level examination with a minimum 60% marks or equivalent in the aggregate and also in Sanskrit Must have passed Graduation with at least 60% marks in the aggregate in Sanskrit Must have passed Acharya or M. A. in Sanskrit with at least 60% marks in the aggregate Scholarship Amount Rs. P. M. 250 2. 300 3. 400 4. Acharya Degree in Sanskrit and its equivalent Post-Graduation Degree 500 5. Vidyavaridhi / Ph. D. and equivalent in Sanskrit 1500/-** ** The student of Vidyavaridhi / Ph. D and equivalent courses shall also be entitled for a contingency grant of Rs. 2000/- per annum for two years. Number of Scholarship: Number of Scholarships to be awarded each year depends on the availability of funds. Relaxation: Minimum percentage of marks for the candidates belonging to the categories mentioned below under eligibility criteria shall be as under: – SC / ST OBC Women Physically Handicapped Terms Conditions: 1. Students must have opted for the subject i. e. Sanskrit in the current class of Study for which he or she has applied for the Scholarship. However, the grant of Scholarship will depend on the marks secured in the previous class of study in the concerned subject and also in the aggregate as stipulated in this advertisement. 0 % 55% 55% 50% 2. The Scholarship up to Post-Graduate and equivalent courses will be tenable for one Academic year i. e. (10 months) starting from the 1st July and ending with 30th April. As Scholarship is awarded only for one academic year on the basis of marks obtained in the previous examination, students have to apply every year afresh. It will not be renewed automatically. 3. The Scholarship for the Ph. D will be tenable for two full Years i . e. 24 months subject to satisfactory progress report. 4. Candidates applying for scholarship for 9th and 10th standard must submit the application duly counter signed by the concerned District Education Officer. 5. The Students of faculties of Arts or Humanities having Sanskrit as a major subject will be eligible for scholarship in case of Graduation and Post Graduation level. 6. The Scholarship amount will be payable from the 1st July of every academic year and will be released in the name of the concerned students by account payee cheque through the Head of the concerned institutions. In case any student wishes to receive the Scholarship directly in his/her State Bank Account, he/she must furnish State Bank Account number in the application form legibly. 7. In the case of Ph. D and equivalent students, the institution concerned shall send Utilization Certificate and progress repot on the work done by the scholar through the guide and Head of the Department, to enable the Sansthan to release Scholarship for the second year. 8. A candidate who receives any Scholarship or gets monetary benefits from any other institution will not be considered for Scholarship of the Sansthan under this Scheme. A candidate who accepts any remunerative job during the tenure of the Scholarship or undertakes to any other course of study which does not have component of Sanskrit will be disqualified from receiving this Scholarship. 9. The Sansthan reserves the right to make such changes in these terms and conditions as it may consider necessary. The Sansthan also reserves the right to reject any application after due scrutiny. The decision of the Sansthan in this regard will be final and binding. 10. Every student will be required to submit application form through the Competent Authority in the prescribed pro-forma indicating interalia :- i. ) That he/she is pursuing a course of study for which he/she has applied for the Scholarship with Sanskrit as a regular student. ii. ) iii. ) iv. ) That he/she is not in receipt of any other Scholarship from any other source. That he/she is not employed anywhere. That during the currency of the Scholarship if he/she is awarded Scholarship from any other source and/or is employed he/she will immediately inform the Sansthan through proper channel. Application procedure: The application on the prescribed form alongwith attested copies of the mark-sheet of the latest qualifying examination and caste / category certificate in case of SC/ST/OBC/Physically Handicapped issued by the competent authority must be sent to the Registrar, Rashtriya Sanskrit Sansthan (Deemed University) 56-57, Institutional Area,Janak Puri, New Delhi- 110 058 within one month from the date of publication of this advertisement. The application form can also be download from Sansthan’s website www. sanskrit. nic. in Registrar RASHTRIYA SANSKRIT SANSTHAN Deemed University) 56-57, Institutional Area, Janak Puri, New Delhi-110058 Affix attested Passport size photograph Application for Scholarship 1. Name of the Student (In Capital letters) : 2. Gender Tick in the relevant box Male Female 3. 4. 5. 6. Father’s / Husband’s Name Date of Birth and age on 01. 10. 2010 Class, in which the student is studying Stream Tick in the relevant box Subjec t’s taken : : Class Year I,II,III Modern Traditional : 7. 8. Whether Sanskrit has been offered as a : Major Subject Tick in the relevant box Full Name Address of the Institution / : University in which the student is studying or doing research work Yes No 9. 10. Name of the Institution and full address of : Head of Department / Principal / Director or the authority to whom the cheque may be sent including PIN code and also mobile no. / email 11. Whether you belong to (i) S. C (ii) S. T : (iii) O. B. C. (iv) Handicapped (v) Female (if yes, Please attach copy of certificate issued by Competent Authority in case of (i) to (iv). 12. Complete Residential / Postal address to : which the intimation / correspondence can be sent (Please give phone no. and email id if available) 13. Particulars of examinations passed including latest qualifying examination: Please use additional sheet if required in the same format Name of the Examination Year of examination passed passing body Class/Div. and overall %age of marks Marks in Sanskrit as a Major Subject Total Obtained Percentage 14. 1. For Research Students only Whether student has been registered for Ph. D/ Vidyavaridhi course? If so, please furnish i. Registration No. and date of : registration ii. Please furnish copy of admission and letter of joining Ph. D / Vidyavaridhi Name of the Research Guide with Full Residential Address/Phone : No. /Email Id. / Mobile No. 2. * Note :- (1)Applications for 9th and 10th standard must be counter signed by the concerned District Education Officer. (2) No column of the application form should be left blank, which may be liable for rejection of the application form. 15. Declaration I hereby declare that all the information given by me in this application form and documents submitted by me in support of this application are true to the best of my knowledge and belief. My mark sheet is duly attested by Competent Authority. I also declare that in case I am selected for the Scholarship applied for, I shall devote my full time to approved course of study/research and that I shall not undertake any other paid work or receive any other Scholarship or any other grant from any source during the tenure of this Scholarship. Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. SIGNATURE ( ) Name of the candidate Recommendation of the forwarding authority. (Head of Deptt. /Competent authority of the University in the case of Reasearch student and Head of the Department/ Head of Institution / Prinicpal of the Institution in case of the student of other course of studies) Certified that________________________________is a regular student /research Scholar in Name of applicant ____________________________________________________________ _________________ Name of the university / institution and address in full As per the records, the date of admission and enrolment number of the student to the above Course is as under:Enrolment No Academic Session Date of admission Class to which admitted Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Signature of Head of Deptt. /Head of Institution/Principal with official seal Place:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Countersignatures of District Education Officer (in case of students of 9th 10th standard) Request to the forwarding authority: Forwarding authorities are requested to accord top priority in forwarding the application so that the eligible students do not miss the opportunity of being considered for Scholarship due to non receipt of application on time. IMPORTANT INSTUCTIONS FOR APPLICANTS i. ) ii. ) iii. ) iv. ) v. ) vi. ) vii. ) viii. ) ix. ) Application form must be forwarded through Principal/Head of the institution / Head of Department and counter signed by the DEO as the case may be. Marksheet / document must be attested by the Principal / Gazetted Officer / Any Competent Authority. Application form must be signed by the Principal/Head of the Deptt. /Head of Institution with seal/Rubber stamp. (They should verify signature of student and entries of the form). In case of Ph. D / Vidyavaridhi students, the registration No. and date be mentioned along with documentary proof. Application must be filled in prescribed form only. Each column should be properly filled up. Students of IInd and IIIrd year of any class can also be applicant for Scholarship The application form must be filled in Hindi or English language only. If the student has taken Sanskrit as a subject, it is necessary to write Sanskrit specifically in the subject column, otherwise the application form will not be entertained. Student must submit advance receipt in the following format immediately to enable the Sansthan to release payment in case he/she is selected for Scholarship. ADVANCE RECEIPT I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦received a sum of Rs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Rupees†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) Name of candidate from the Vice Chancellor, Rashtriya Sanskrit Sansthan (Deemed University), New Delhi being the Scholarship awarded to me for the year 2010-2011 for the class†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (Signature of Candidate)

BMGT 500 - Principles of Management Essays - Food And Drink, Cola

BMGT 500 - Principles of Management Essays - Food And Drink, Cola BMGT 500 - Principles of Management Management styles Leadership practices at Coca-Cola . Report submitted to Prof. Chepkilot In partial fulfillment for the award of the degree of MASTER OF BUSINESS ADMINISTRATION (MBA) By Jesse G. Munyua GMB/NE/0645/05/14 -27051026162000 Kabarak University Nakuru Town Campu s Table of Contents TOC \o "1-3" \h \z \u 1.0Introduction PAGEREF _Toc394995264 \h 2 2.0History of the Company PAGEREF _Toc394995265 \h 2 3.0Mission and Vision PAGEREF _Toc394995266 \h 3 4.0Culture and values PAGEREF _Toc394995267 \h 5 5.0Organizational Design PAGEREF _Toc394995268 \h 6 6.0Organization Structure PAGEREF _Toc394995269 \h 8 7.0Organizational goals PAGEREF _Toc394995270 \h 9 8.0Leadership Style PAGEREF _Toc394995271 \h 10 8.1Core Capabilities PAGEREF _Toc394995272 \h 11 9.0Management Styles PAGEREF _Toc394995273 \h 12 9.1Democratic PAGEREF _Toc394995274 \h 12 9.2Autocratic PAGEREF _Toc394995275 \h 13 9.3Laissez-faire management style PAGEREF _Toc394995276 \h 14 9.4Consultative democratic PAGEREF _Toc394995277 \h 14 9.5Team Work PAGEREF _Toc394995278 \h 15 9.6 Employee Engagement PAGEREF _Toc394995279 \h 16 10.0Management Functions of Coca-Cola Company PAGEREF _Toc394995280 \h 16 10.1Planning PAGEREF _Toc394995281 \h 16 10.1.1 Strategic Goals PAGEREF _Toc394995282 \h 17 10.1.2 Tactic Goals PAGEREF _Toc394995283 \h 17 10.1.3 Operational Goals PAGEREF _Toc394995284 \h 17 10.1.4 Decision Making PAGEREF _Toc394995285 \h 18 10.2Organizing PAGEREF _Toc394995286 \h 18 10.2.1 Departmentalization PAGEREF _Toc394995287 \h 19 10.2.2 Work Specialization PAGEREF _Toc394995288 \h 20 10.2.3 Delegation and Accountability PAGEREF _Toc394995289 \h 20 10.2.4 Resource Allocation PAGEREF _Toc394995290 \h 20 10.2.5 Organizing the Human Resources PAGEREF _Toc394995291 \h 20 10.3Leading PAGEREF _Toc394995292 \h 21 10.3.1 Motivation PAGEREF _Toc394995293 \h 21 10.3.2 Communication PAGEREF _Toc394995294 \h 22 10.3.3 Corporate Culture PAGEREF _Toc394995295 \h 22 10.4Controlling PAGEREF _Toc394995296 \h 22 10.4.1 Sales Person's Reporting System PAGEREF _Toc394995297 \h 22 10.4.2 Sales Person Evaluating System PAGEREF _Toc394995298 \h 23 Reference PAGEREF _Toc394995299 \h 24 1.0Introduction The Coca-Cola Company, a retailer, manufacturer and marketer of non-alcoholic beverages, is a market leader in its industry currently offering more than 500 brands in over 200 countries or territories. The company operates a franchised distribution system dating from 1889 where the Coca-Cola Company only produces syrup concentrate which is then sold to various bottlers throughout the world who hold an exclusive territory. The Coca-Cola Company headquartered in Atlanta, Georgia owns its anchor bottler in North America, Coca-Cola Refreshments. This behemoth has managed to maintain its position as a market leader for over a hundred years and is still going strong. This paper explores the history, mission, vision, and organizational structure and management functions of the Coca-Cola Company and tries to explain leadership and some management styles applied by the company. 2.0History of the Company Coca-Cola is a multinational company who started its business on May 1886 in Atlanta as a beverage (formal drink ) industry. Dr. John Styth Pemberton made a cough syrup which he named "coke" on 8 th may 1886. Its price was 5 cent per glass and was available at the largest pharmacy of Atlanta known by the name of Jacob's Pharmacy. Later on it was purchased by a well-known businessman Asa Griggs Candler who introduced it as a "carbonated soft drink" in the market and hid marketing tactics led coke to Coca-Cola and it dominated the market of carbonated soft drinks throughout the twentieth century. In 1895 the company started to sell their product coke in bottles which was a strategy of the company to be recognized well in the International market. Their strategy worked and the bottled form of coke was successfully recognized all over the world in the beginning of 1896. Now a day's Coca-Cola is the most famous and highly consumed brand in all over the world (Wikipedia, 2014). 3.0Mission and Vision The company is facing a huge numbers of challenges from all over the world. Competitors are coming up with brand new strategies that threaten Coca-Cola . T he company's mission is t o continue thriv ing as a business over the next ten years and beyond. The company is looking ahead , understand ing the trend s and forces that will shape its business in the future and moving swiftly to prepare for what's to come. That's what the company's 2020 Vision is all about. It creates a long-term destination for the business and provides it with a "Roadmap" for winning together with its bottling partners. Mission "Our Roadmap starts with of our mission, which is enduring. It declares our purpose as a company and serves as a standard against which we weigh our actions and decisions. To refresh the world. To

Discuss and explain situations where OSHA would be able to enter and Assignment

Discuss and explain situations where OSHA would be able to enter and inspect a worksite without obtaining a warrant or the employers express consent - Assignment Example stances where the employer expressly refused inspection would the OSHA, by virtue to â€Å"Section 5(a)(1) of the Act, known as the â€Å"General Duty Clause,† which requires that every working man and woman must be provided with a safe and healthful workplace† (Occupational Safety & Health Administration, 2002, p. 1), obtain a warrant to inspect. Therefore, the instances or situations where OSHA would be able to enter and inspect a worksite without obtaining a warrant or the employer’s express consent include the following: (1) imminent danger situations that required immediate corrective actions (where the definition of imminent danger is explicitly stated as â€Å"any condition where there is reasonable certainty that a danger exists that can be expected to cause death or serious physical harm immediately or before the danger can be eliminated through normal enforcement procedures† (Occupational Safety & Health Administration, 2002, p. 3); (2) accident investigations, especially when more than three employees have been injured, become hospitalized or caused unfortunate deaths; and (3) when there are complaints for unsafe or unhealthy working conditions were apparently received from any member of the organization or its stakeholders (Occupational Safety & Health Administration,

Book Review on Jacob Riis' How the Other Half Lives Essay

Book Review on Jacob Riis' How the Other Half Lives - Essay Example He strongly believed that the upper society can make a strong impact to the lives of these impoverished people and that it was only possible through their support and contribution that the slums of New York could change shape and the people living there could be provided with the basic amenities of life. At the time when this book was written, camera with the flash technology were newly invented, therefore, Jacob A. Riis equipped his book with pictures of the slums because he felt that only words would not have the due impact which the pictures accompanying them would. The book talks about life in tenements. The tenements which were particularly what the author of the book hated about the life that he lived in the slums. In the following quotation from the book the author expresses his reasoning behind the animosity he held against the tenements; â€Å"In the tenements all the influences make for evil; because they are the hot-beds of the epidemics that carry death to rich and poor alike; nurseries of pauperism and crime that fill our jails and police courts†¦Ã¢â‚¬  (Riis, 1890). The former statement shows what the author felt about the slums, he felt that the slums were where the crime began, where diseases started from and a breeding ground for many of the vices that existed in the country. The language used in the novel reflects the fact that it was written in the late nineteenth century, the author needs to be given credit for portraying the dialect of many of the minority groups living in the slums of New York with such perfection that while reading the book one feels that one is actually hearing the people of the slums talk instead of just reading. Moreover, the use of imagery is extremely impactful; one’s imagination can instantly picture the landscape and smell the different types of smells that the author has described in the book. The unhygienic feel gets so vivid n one’s memory that one actually feels appalled at the harsh realit ies of this world and the stark contrast that exists in the living standards of the people living not only in the same country but also in the same city. However, the difficulty with reading the book is that some of the sentences and paragraphs are so long that the author starts by talking about a particular thing and stretches it so much that by the time the paragraph ends he is talking about a different thing which makes it difficult for the reader to keep track of the stated facts. A very central point that has been stressed a lot in the book is that people of different nationalities come and settle in the tenements. These people as stated by the author make their way into metropolitans in search for a chance to make an impact on their lives and those of their families. The author states that if we try to compare the poor Americans to people of other nationalities who come to New York in order to earn and make their lives better, the foreigners make stronger progress in terms of work and careers because they come in search of opportunities and are quick to grab them whenever possible, as opposed to the Americans who would rather wait for the opportunity to come to them as expressed by the following quotation from the novel; â€Å"The poorest immigrant comes here with the purpose and ambition to better himself and, given half a chance, might be reasonably expected to make the most of it†

Research on Work-Family Balance Essay Example for Free

Research on Work-Family Balance Essay Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace. (Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford Garrod 1981; Van DijkKintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.