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.

Comparig To Kill A Mocingbird And The Man Without A Face :: essays research papers

Courage is a valuable and rare attribute in people today. In Harper Lee's novel, To Kill a Mockingbird, courage is shown by a reclusive character named Arthur "Boo" Radley. In Mel Gibson's movie, The Man Without a Face, courage is shown by Justin McLoud. Due to the noble actions of others, one can discover the true meaning of courage. In To Kill A Mockingbird by Harper Lee, Arthur Radley is a person who has not left his house for many years. Because of this, the townspeople have made up many rumors about him, most of which are not true. These rumors added to him not wanting to come out in public. His neighbors, Jem and Scout Finch, are the only ones who try to communicate with him, and he gives them gifts. Arthur Radley shows courage later on in the book, when the two children are attacked by Bob Ewell. Arthur Radley, a person who lived inside for years, ran outside with a kitchen knife to save his only friends. He proceeds to help Jem home, and in doing so reveals himself to even more people. If Jem and Scout had not been friendly to him, Arthur Radley probably would not have come out of his home. In The Man Without A Face directed by Mel Gibson, a hideously scarred former teacher named Justin McLoud lives in solitude on a large estate, like Arthur Radley. Also like Arthur, Justin has not made contact with anyone for seven years. One day, a struggling student named Charles Norstad come to Justin's house to be tutored. Over the summer, the two become friends. Because of Charles, Justin has the courage to teach again, and tries to clear his name of charges made against him. Like Arthur Radley, the friendship of a child gave Justin courage. Like Justin and Arthur, a child younger than me gave me help dealing with a problem. My younger sister was listening to me tell my older brother about a person older than me who was bothering me and my friends. She turned to me and said, â€Å"Well, why don’t you tell him to stop bothering you or he will get in trouble? But you gotta make it sound scary!† So, I told this person that if he didn’t stop bothering me, he will get in trouble with my brother.

According to Aristotle

According to Aristotle, Oedipus is an archetypal tragic hero. Plot plays an integral role in developing Oedipus’s character throughout the play which thus impacts the play's storyline. Aristotle states that â€Å"The plot is the imitation of the action:-for by plot I here mean the arrangement of the incidents† (Aristotle 01). In this quote Aristotle emphasizes the importance of plot development. He explains how each event has a specific role in the playing out of the tragedy. In the beginning of Odedipus Rex, the audience assumes that Odepois is a sympathetic king who cares about his people. However, as one reads further on Odepoi’s true character is revealed. Subsequently â€Å"the most powerful elements of emotional interest in Tragedy-Peripeteia or Reversal of the Situation, and Recognition scenes-are parts of the plot† (Aristotle 01). These are the most prominent characteristics of the tragic genre. Furthermore they play a key role in drawing the reader’s attention. Significant emotional upheaval occurs when it is revealed that Odepois himself fulfils the prophecy and has killed the prior king. Without the emotional aspect of the play, the reader would not relate to the character or understand the plot. A person's character remains less important than a person's actions as Artistrole argues, â€Å"Now character determines men’s qualities, but it is by their actions that they are happy or the reverse† (Aristotle 01). The character supports the plot due to the personal motivation that precisely connected part of the cause-and-effect chain of actions thus producing pity and fear in the audience. Odepois’s determination to finding the murdered of laius, the original king, even though many warned him from discovering the truth is the play's main story-line. The prophecy that Odepois had fulfilled, played a major role in his character development throughout the play. As Aristotle states, â€Å"Now any speech or action that manifests moral purpose of any kind will be expressive of character: the character will be good if the purpose is good† (Aristotle 06). Aristotle explains the importance of the actions of the character and the impact his or her actions will make on the audience, that the actions of the character defines their characteristics. Odepois's blaming of individuals, when in search for the true murderer of Laius whilst remaining unaware of the facts, shows how over dramatic and hasty he is. This foreshadows the future due to the actions that were going to occur because of Odepois’s characteristics. Lastly, he states that the consistency (true to them) is a quality a character should have in a tragedy. Once a character’s personality and motivations are established, these should continue throughout the play as he defends, â€Å"For though the subject of the imitation, who suggested the type, be inconsistent, still he must be consistently inconsistent† (Aristotle 06). Aristotle suggests that a character should stay in role throughout the play in order to maintain a personal connection from the audience. â€Å"But, of all recognition, the best is that which arises from the incidents themselves, where the startling discovery is made by natural means† (Aristotle 07). In Odepois, when Odepois discovers that the prophecy was fulfilled after all, he realizes it was not due to another individual but by fate or nature. This explains how the characteristics of the character play out in creating the plot. Therefore, Odepois would be an example of a tragic hero according to Artistotle's standards.

The Hero With A Thousand Faces - 1328 Words

Cooper Clarke English 4 – Period 2 Mr. McQueary 8/22/14 The Hero with a Thousand Faces Prologue – The Monomyth Myth and Dream Myths are universal and transcendent through time; many ancient myths are seen recreated in modern times. The author uses Oedipus as a way of comparing myth to psychology. Dreams have also played a major role in civilization; the people who could interpret dreams can understand and create myths. â€Å"Dream is the personalized myth† (19). Tragedy and Comedy People have always been fascinated with the tragedy and death of others. Tragedy is the realizing of the ultimate truth of life, and comedy is finding the joys of life. Mythology can stem from both tragedy and comedy. The Hero and the God The author uses the story of the Buddha to state the journey a hero has to go through to achieve their powers/ability. The hero leaves his environment, learns or develops, and then returns to spread what he loved. All hero stories follow the same guidelines. The World Naval The World Naval is the birthplace of everything important in the hero story; it is the center point of the world. It can either create of destroy life and is often represented by a special symbol. PART ONE Chapter 1 – Departure The Call to Adventure The call to adventure is a big change, often by accident. After the change, the herald tells the hero about their adventure. Refusal of the Call The hero refuses the adventure but becomes trapped either psychologically, or physically. TheyShow MoreRelatedThe Hero With A Thousand Faces1540 Words   |  7 PagesCampbell â€Å"The Hero With A Thousand Faces† and The Movie â€Å"Alien† A hero is â€Å"a man (or occasionally a woman) of superhuman strength, courage, or ability, favored by the gods.† Based on this quote, found on â€Å"The Oxford English Dictionary Online,† one can assume that the hero would be a man based on the terms that are used. People often associate a man as being the almighty power in a situation. They are referred to as the hero. One does not often find a movie about superheroes with the hero being a womanRead MoreThe Hero With A Thousand Faces796 Words   |  4 PagesIn 1949, Joseph Campbell published his book â€Å"The Hero with a Thousand Faces.† It details his theory of the â€Å"monomyth,† a theory that illustrates how many heroic mythological stories have similar outlines and archetypes. During his discussion of the second chapter of the monomyth, Campbell says that the monomyth can â€Å"serve as a general pattern for men and women† in their everyday lives (121). In many circumstances, comparisons can be made between normal situations throughout life and the monomythRead MoreHero With A Thousand Faces1555 Words   |  7 PagesAnyone can be a hero, no matter where they come from, they could be your neighbor or be in the next town over, in another state or even in another country. 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The monomythic cycle, commonly referred to as The Hero s Journey, is divided into three primary sections known as the Departure, Fulfillment, and ReturnRead MoreThe Hero With A Thousand Faces1524 Words   |  7 PagesRevised Draft A hero is â€Å"a man (or occasionally a woman) of superhuman strength, courage, or ability, favored by the gods.† Based on this quote, found on â€Å"The Oxford English Dictionary Online,† one can assume that the hero would be a man based on the terms that are used. People often associate a man as being the almighty power in a situation. They are referred to as the hero. One does not often find a movie about superheroes with the hero being a woman. Gender should not define who is the betterRead MoreThe Hero With A Thousand Faces2252 Words   |  10 Pagestheory of the monomyth, all the myths that have withstood the test of time for thousands of years are based on a similar foundation. 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Even though some of the values such as valor and loyalty carried over from one time period to another, the two cultures experienced a paradigm shift from the way fighting was conducted allRead MoreTo What Extent Did the Book Hero with a Thousand Faces Influence the Sci-Fi Fantasy Film Genre, Specifically George Lucas’s Star Wars Trilogy?4143 Words   |  17 PagesIntroduction A hero goes forth from his familiar life into a world of the supernatural; difficulties are encountered which the hero conquers; and he returns home to celebrate with his friends. You may think you know what sci-fi/fantasy movie I’m talking about. But what I was actually describing is the book Hero With a Thousand Faces by Joseph Campbell. Because when it comes down to it, almost all sci-fi and fantasy movies follow the same basic pattern, the â€Å"Monomyth† described in Campbell’s bookRead MoreThe Hobbit, Or There And Back Again Essay1423 Words   |  6 Pagesor final battle followed by their return. 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Analysis Of Mari Evans s The Maid - 868 Words

When In Rome,† by Mari Evans, is an exceptional poem, demonstrating the struggle of African Americans in a white man’s world. The conflict between the two characters Mattie, the maid, and her boss is greatly enhanced by the strategic structure that Evans uses to mold the poem’s composition. This poem may seem to be a regular rhythmic poem, but this is trickery! One should not simply read this as a normal poem, but as an intelligently arranged, artistic one. Though the poem at first glance seems visually pleasing with an almost sing-song, rhythmic cadence, it is truly irregular with deeper analysis. The structure of the poetic dialogue between an elitist master and her oppressed servant exhibits the struggles of the African American community of the pre-desegregation era of the 1900’s. â€Å"When in Rome† is clearly structured with dialogue between two personas. The first character speaks freely to her maid, Mattie. Her words are assorted in prose without punctuation. This serves to show she is free to speak her mind. Mattie’s responses are enclosed with parentheses symbolizing the oppression or suppression of her thoughts. This device shows the reader that Mattie is not comfortable expressing herself because of the hierarchy of the relationship. Further, the meter of the poem is not regular. This adds to the portrayal of disconnect between the two characters. At times the poem is iambic, but fails to be consistently so. A reflection of this is that Mattie’s employerShow MoreRelatedBlack Naturalism and Toni Morrison: the Journey Away from Self-Love in the Bluest Eye8144 Words   |  33 Pagespostmodernism with its emphasis on race, class and gender, but the theory of naturalism as well: the idea that one s social and physical environment s can drastically affect one s nature and potential for surviving and succeeding in this world. In this article, I will explore Toni Morrison s The Bluest Eye from a naturalistic perspective; however, while doing so I will propose that because Morrison s novels are distinctly black and examine distinctly black issues, we must expand or deconstruct the traditional

The Development of a Code of Ethics in Information Technology

The reading that was investigated consisted of an article from Dr. Rochelle Brooks entitled â€Å"The Development Of A Code Of Ethics An Online Classroom Approach To Making Connections Between Ethical Foundations And The Challenges Presented By Information Technology†. Brooks (2010) studies the ethical challenges that are prevalent in the Information Technology (IT) field. Furthermore, Brooks (2010) examines how workers in the Information Technology filed should have lucid ethical policies to adhere to along with taking an in-depth look at how as a society we can be proactive in eliminating ethical dilemmas by early education of our young adults. This paper examines three key areas, which are as follow: societal ethical changes caused by†¦show more content†¦Brooks (2010) says that recent topics such as discussions on nanotechnology, cloning of humans and animals, stem cell research, and highly potent medicine are all the results of additional alternatives, which a re available to our society. While, some of the alternatives above are still in the research and development sectors it is clear to see the influence of nanotechnology as it relates to micro-electromechanical systems (MEMS) for the medical world. In essence, this nanotechnology is allowing the integration of sensors, electronic circuitry, and communication utilization on single silicon wafer which in enables the micro-electromechanical system device to talk to the brain. Webster (2010) says recent studies are beginning to validate that nanotechnology can be used to design a more effective implant which will mirror normal human limbs in terms of texture, movement, and functionality. Consider the question Brooks (2010) poses, which is, why is computer ethics always a topic of discussion. Computer ethics is a topic that one can debate because it is not a lucid subject. Conversely, with nanotechnology ethics the subject is equally un-lucid as computer ethics however, the examples and development that open to the public relates to noble causes such as allowing disabled people to be fully capable again. It is difficult to debate that topic because we all know humans that could take advantage of this.Show MoreRelatedEthical Issues Regarding Information Technology1638 Words   |  7 PagesEthical issues regarding the use of information technology are changing rapidly in our advancing modern society. 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The mission statement or purpose of the American Health Information Management Association, (AHIMA) pertainsRead MoreThe Impact Of Information Technology On Society And Cultures1484 Words   |  6 Pageswas limited by information technology advancements. Conversely, in the present time, information technology can be considered a part of every educational institutions, business, and even personal activity. This paper stands to give light to the growing influence of the information technology field and whether the development of a code of ethics would be advisable to focus on the challenges in the usage of information technology. Along with the intensification of information technology use in societiesRead MoreThe Impact Of Information Technology On Society And Legal Requisites1148 Words   |  5 PagesIn this essay I will briefly talk about the experience I got while learning Information Technology Professional and Society. I had great experience with my tutor Dr. Kyeong kang and t utorial members and best with my group members. I was an amazing life time experience of eight weeks and I tried my best to travel smoothly on this track. As I enrolled in ITPS subject I have learnt and grown from this subjects that I thought possible. As stated in the class the goal of learning this subject is to exposeRead MoreCode Of Conduct For A Behavioral Health Center1586 Words   |  7 PagesCode of Conduct for a Behavioral Health Center Shaquita Jefferson MHA622: Health Care Ethics Law Judy Roberts Ethical Code of Conduct for a Behavioral Health Center Clear Mind behavioral health center provides a wide range of excellent counseling and mental health services by well trained, qualified and licensed professionals. Clear Mind has been in operation since 1988. We serve over 20,000 children, adolescents, adults, seniors and their families annually. 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Identifying and Assisting Students at Risk

Question: Discuss about the Identifying and Assisting Students at Risk. Answer: Introduction: Sally is high school student of Belleview State High School. Sally is the 14-year-old student. She has been always a sincere and intelligent student. She lives with her younger brother and father. Her mother has divorce in a recent year. As a result, she has depressed. Her physical and mental presence at classroom is not appropriate in recent days. The class teacher and other school officials are really concerned about her health and they wanted to have met with her father. Unfortunately, teachers have not met with her father yet because her father has the pressure of work with busy schedule. The teachers are worried that Sally is having family or financial problem so she is not performing good enough in the classroom. In recent days, Sally had left her group of friends without a single reason. Nowadays she is not making communication with her friends or teacher which is totally different and shocking scenario to the school authority. Sally is not completing homework and assignment w hich is surprising to her subject teachers. When teacher asked her to tell the reason for not completing assignments given deadline than she quickly replies Whats the big deal?' This is not important anyway. At present, she has caught by teacher with her teary eyes. Meanwhile, whenever the teacher asked her to tell the issue she refused to say about the issue. Teachers are worried that she will lose her grade in the upcoming examination so as they decided to meet with her parents. On the other hand, teachers did not know about her parent's divorce. She still loves her mother. Meanwhile, her mother is planning to shift in another city along with her new boyfriend. Maybe this issue is costing her mental and emotional strength. Her behaviour has totally changed with her family issue which is impacting her classroom performance. The school authority went to child and youth mental health centre to love this issue. The case manager forms child and youth mental health centre did interview with Sally's father Mr. Parker. The case manager asked everything to MR. Parker. Her father told in an interview that Sally has totally changed she is fighting with me and her younger brother. Unfortunately, her father told the case manager that her mother is responsible for the depression. He told to a case manager that she had left the family since 3 years and recently she had left the town with her boyfriend. Her father explained that he always worked hard to take care of his family but it is not working. Sally always loved her mother and she is emotionally sensitive. Her mother could have saved her from depression he told to case manager. After the phone conversation, the case manager invited her father to meet and he accepted. English teacher Mr. Long interviewed Sally and he found that she is having financial and family issue after hearing her words. Sally told to English teacher that she does not have enough food and groceries at home meanwhile her father is really working hard. Mr. Lockrose is the math teacher who took interview of Sally. Costigan et al. (2013) opined that the impending review and medical check up program help the school to improve the mental and physical fitness of students effectively. He found that she had emotionally hurt as a result she had failed to perform up to her level in mathematics subject. Mr. Noble is guidance officer who found after the interview that Sally has emotionally stressed because of her parent's separation. He mentioned that her father is also not caring her properly because she is wearing jumpers during summer. Identifying major risk and protective factor Sally has been affected by the family's current status. Her parents have been separated 3 years ago it has hampered her mental and emotional presence in the classroom and home. She has kept the distance with her close friends in recent days. Meanwhile, she is hanging out with the group of new friends which do pot smoking during weekends. Her subject teacher including maths and English teacher firstly noticed her in class. They found that she has become irresponsible and casual in the classroom. They also found that she is always crying while sitting in the classroom. As a consequence, they told the school authority about this critical issue. After sometimes school authority tried to communicate with her father MR Parker but he failed to respond. School authority tried to personally interview her about her issue. They found she does not have enough food to eat in the house. They were shocked and concerned about her financial and emotional stress. Carey, Tai Stiles, (2013) opined that it is the primary duty of parents to take care of their children's. Any kind of neglected can harm the physical and mental strength of the children. In this case, father is also responsible along with her ex-wife. Mr Parker could have saved her from her current critical mental issue. He was busy with his work and hadn't noticed her daughter carefully, as a result, her emotional and mental strength collapsed in social and educational life. Meanwhile, Sally's teacher identified her mental and emotional issue and they tried to inform about her father. Unfortunately, Mr. Parker did not receive the call on time so as her health became poor. In this case, her mother is the main reason for Sally's depression. She never communicates with her children. Meanwhile, children always loved their mother more than the father. Her behaviour has totally changed because of her mother's unethical attitude towards her family. Stephenson, Karanges McGregor (2013) mentioned that the manager from Child And Youth Mental Health Centre can help the school authority and family to solve the mental illness and emotional issues. This department helps the school authority and father to improve the mental fitness of against Sally. Proper caring and guardianship is the key way to protect the children from physical and mental diseases. More specifically, it is the responsibility of the school authority to identify the reasons reason for student's failure or poor grade in school. In this case school authority successfully identified the threatening issues with her student Sally. Medical checkups program at home and school is the best way to prevent the children from physical and mental diseases. Theoretical model Social cognitive theory model: Social cognitive theory model would be effective in this case. This theory influences the behaviour of the persons in social, educational and professional life. Emotional strength of the person is affected by the social and family negligence. In this case, Sally has been mentally collapsed because of poor guardianship and parental separation. In particular, mental strength of the person is depending on the social and environmental context. Social cognitive model is essential for establishing high self-esteem. Corrieri et al. (2014) mentioned that the health of a person is easily affected by the familys issue and social issue. It is effective enough to say that physical and mental health of the person is based on his surrounding including friends and family. Sally was depressed because she got emotionally hurt with parent's separation. She could not control her emotion; as a result, she poorly performed in the examination. This theory would help her guardian and school authority to understand her emotion. On the other hand, this theory does not give guarantee that health of the patients will improve because mental health becomes serious issues sometimes so as medical treatment requires. Overall social cognitive model is crucial to overcoming mental and emotional threats. However implementing mental and social health care could help the educational institution and family to remove the threat of mental and emotional issues. The behavioural theory would also be appropriate in this case to remove the life-threatening issue which is mental illness. Part B: Assessment Considering the function of Sally's behaviour Sally is behaving in an unethical way because she has emotionally hurt. During classroom study, she is not able to make mental presence because of inner distress. She started crying when subject teacher delivers speech in the classroom. Eventually, the subject teacher noticed her with her crying face and they tried to know the real reason behind it. She used to get irritate when the teacher asks questions or tried to communicate with her. Whiteford et al. (2014) stated that the identifying the current mental and physical status of a student is crucial for ensuring good health of students. When teacher asked why she is not making proper attention in the classroom then she replied Whats the big deal?' This is not important anyway. This reply shocked the English teacher and he decided to meet her parents. The English teacher wanted to tell her parents that she has become irresponsible and casual after hearing her reply. The teacher made the phone call to her father but he did not receive the call because of his busy working schedule and casual behaviour. On the other hand, mathematics teacher got shocked while talking with Sally. She replied she does not have enough food and groceries to eat in the house. After that, teacher consulted with school's higher authority about her current critical status. School authority consulted with Case Manager from Child and Youth Mental Health Centre. The case manager made the phone call to her father about this issue. The mathematics teacher found that her parents are separated 3 years ago so as she has mentally collapsed. Her father told to case manager that she is not behaving like her daughter because of her ex-wife. He tried to tell all is happening because of her ex-mother. She has left her and she never talks with her children's. He also told that she is regularly fighting with her younger brother without having the reason. He told that Sally has slapped me and her younger brother many times in recent days. After the phone conversation case, manager invited her father to solve this issue effectively. He also convinced him that Sally would be fine after medical treatment. In this case, it has been identified that Sally has started talking with her close friends. In summer season she is wearing Jumpers which is pathetic. More specifically poor guardianship has caused her mental and physical health in recent times. Appropriateness and usefulness of the assessments on Sally Sally has been smuggled in last few months with her mental illness. Parent's separation has harmed her mental strength; as a result, she has failed to perform up to her level in the classroom. Proper care has been taken by the school authority and father to ensure her mental fitness. The case manager from Child and Youth Mental Health Centre has issued certain guidelines to the teachers and her father for improving her fitness. The father is taking appropriate action to overcome this issue. Meanwhile, her mother is not concerned about what has happened to her. Sally is always known as the emotionally sensitive girl in her family or friends but in recent days she has become totally different. Some medical guidelines have been provided by the case manager to ensure her mental and emotional fitness. In particular, Sally blames herself for parent's separation which is not true. Teachers and father are really concerned about her current mental illness. The case manager is desperately trying to solve this case. The effort of teachers and case manager is appropriate and commendable in this case. Kashdan Ciarrochi (2013) opined that the implementation of the legislative law could ensure the healthy atmosphere at the workplace and home. Parents play essential role in the mental and physical growth of their children's. Before separation, they should think about their children's. Otherwise, it could harm their mental strength same as Bally's case. Assessment by the teachers and case manager would help the Sally to remove her mental illness in an effective manner. Wand et al. (2012) mentioned that it is very much pivotal that school authority and parents should take care of their students or children's. Identifying the real issue behind mental and physical illness is an achievement for the school in this case. After sudden treatment, the patients can be fine. Assessment is necessary for the every field of our life either it is education or social life. Separation has reduced her mental and physical strength in this case as a result Sally is not performing in the classroom up to her level. So as it is effective enough to say that medical assessment is crucial to ensure fitness and well-being of the society. Considering assessment techniques, instruments and investigations to gather useful information in this case Determining the level of care and level of responsibility is crucial for knowing the current status of the patients in every field professional and non-professional field. Campbell et al. (2013) opined that in this case mental health of patients could have been improved if there was the level of care and responsibility by the father. In this case, personal interview and the telephonic interview is an appropriate way to collect useful information. The mathematics teacher has successfully found the information regarding Sally's mental illness after having a personal interview. He found that she doesn't have enough food to eat at home. The teacher is really concerned about her current status then he decided to make the call with her father. Unfortunately, her father did not receive the call because of his busy working schedule. In particular, implementing review and assessment scheduling can help the school and other business house to identify the current physical status. According to Paul et al. (2013) mental health act, it is necessary that every school and business houses should ensure the health and fitness of their students or employees. Review system helps the organization to know the mental and physical status of their employees. Useful information by review system would help the school and organization to provide medical therapy for ensuring the growth of students and school. Epstein, Peake Medeiros (2014) mentioned that the school authority should implement problem domain for solving the mental and physical issue of the student. It will also help the school to collect crucial information regarding student's mental or physical illness. Barnes Rowe (2013) opined that the assessments techniques and investigation process helps the school to collect medical information or data to ensure the growth of students and educational value. On the other hand, regular communication with parents including, telephonic interview and personal interview would help the school authority or teachers to collect relevant information for maintaining the growth of educational value along with students. Conclusion: In this case, the researcher has evaluated the identification and assessment procedure regarding the mental health of Sally. The school authority has identified the issue with the student named Sally. She has struggled in the classroom with her poor mental presence. The teacher made telephonic conversation with her father. After consulting with case manager the school authority able to know that she was depressed because of her family issue. Her parents divorced 3 years ago that's why she has mentally struggled. After the study, it can be said that proper guardianship and proper care is essential for maintaining the mental and physical growth of the child. Assessment technique helps the schools to collect relevant information regarding their student's current mental and physical status. Reference List : Barnes, M., Rowe, J. (2013). Child, youth and family health: Strengthening communities. Elsevier Health Sciences. Campbell, M. A., Slee, P. 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