Reading research literature Coursework Example | Topics and Well Written Essays - 250 words

Reading research literature - Coursework Example Yes. The author indicated that the aim of this research was to identify some of the non-linear decision making process caregiver articulates when it comes to decision making to people with heart failure in which the members of the family can’t take it anymore. This journal has been written using scientific terms correctly and this confirms that the journal is peer-reviewed. In addition, the journal also has got the editorial board. In consideration of this statement â€Å"Heart failure (HF) is a major cardiovascular problem and the number of people living with HF continues to climb. Throughout the illness continuum, patients and their family caregivers are involved in decision making. As the illness worsens and patients can no longer make decisions, decision making becomes the responsibility of their caregivers who may have little preparation for the role† we articulate that this journal is peer reviewed. No. the author is trying to give ways possible ways and the importance of caregivers in our society and therefore his line of interest is to pass an information rather than gainig financial from the results of this study. This study indicates that a number of patients with heart failure suffers a lot especially at that point that their members can’t take it more. 90 percent of the total population usually lives the burden to caregivers who in turn tries to help this people at their level best. The strengths of this sample is that it has tried to find ways in which the position of a caregiver should be taken into account though possessing one important weakness in that it does not account all area pertaining the subject. Yes and simply because heart failure (HF) is a major cardiovascular problem and the number of people living with HF and this issue requires special attention to both practitioners and medical fraternity as a whole. The following questions pertain to: Schwarz, K., Mion, P., Hudock, D., &Litman, G. (2008). Telemonitoring of heart

The importance of group work in educational process Essay

The importance of group work in educational process - Essay Example Summarizing is essential to any hand written essay when ever that essay is needed to help people learn about what one might have seen, read or heard. It is used by millions everywhere at every minute in all possible kinds of assignments. What needs to be understood about these summaries is that one needs to recognize when one has to go from explaining and describing to offer a better and a more complex analysis. The group was asked to write on their experience on the work they had done together. And on the time they had spend together as a group working on the assignment that they had been assigned. The few points that this report would signify are: The introduction The makings of a good group-essay A reflective essay Networking and mentoring The Introduction In the start the class was asked to divide into groups of preferably 4 to 5 people. This was the most optimal limit of the groups. The class was also asked to have different personalities in the group, as different personalities brought different aspects to the group. The members chose each other on the basis of nationalities. Though there were almost five different nationalities in the group, the mode of conversation was English as it is understood by most of them. They were Annette, Alan, Rinkesh, and Mohammed. This particular group had quite a few nations, like Hong Kong, India, Arabia, china so they all brought their culture and diversity to the group. The group went through four steps of group work. These four steps are described by Tuckan as ‘forming,’ ‘storming,’ ‘norming’ and ‘performing’ (Hingst & Lowe, 2008, 157-165). Accordingly the group came together and introduced themselves in the first stage of forming. In this stage the discussion was light hearted and the topic of the project was discussed. There was no hierarchy managed. Everyone was given an equal chance to speak and put forward their ideas. During this stage no real work was done. In the next stage, the stage called storming; the members were now more in the form of better ways and means of giving out their opinions. In this stage the members become more comfortable with each other and even start taking up different positions as the leaders or the followers. This stage had more acceptance than any of the other stages did. In the next stage (performing), the members became a lot more alert of their jobs and tried to stick to them more and more, they also tried to get more work done and as soon as possible too. In this stage the members had more conflicts and their resolution led to a better understanding between the members of the group. The makings of a good group-essay As the group was required to work on writing an essay, so they needed to identify what made an essay good and what took it beyond good. They learnt that essay marking is divided into five groups which are: 1. Pre-structural 2. Uni-structural 3. Multi-structural 4. Relational 5. Extended abstract The best essay belongs to the category of either Relational or the Extended Abstracts. A college essay is expected of these levels. In these categories the essay shows the high level of understanding which is demonstrated by the number of and method of collection of data/ideas. This is very much obvious from the way the students write, express and explain themselves and their ideas about any number of situations and scenarios. They also show how much they grasped from the theme of the topic by cross-questioning. Both these categories are awarded Distinctions, and high-awards. Unlike these categories the other essays belong to the first three categories which have essays which either dwindle ion the edge of the topic or are not even close to it. These essays show lack of understanding and comprehension and are usually covered up by mismatched points and stories. A reflective essay A reflective essay is one which describes ones communication experiences acquired during any group-work and helps one to put these experiences into practical use by matching them to the theories and concepts learnt in

Teaching English As A Foreign Language

Teaching English As A Foreign Language The aim of this study is to assess the performance of the teachers of English for the first year of the secondary schools in Missalata in: the new textbook. It also investigates other factors that influence teachers presentation, such as: the time allocated to the teaching of English and the lack of important materials such as tape recorders, dictionaries and other teaching aids. The main tool through which the researcher collected data is checklists adopted from a well known figure in teaching English as a foreign language named Jack Richards. The study consists of five chapters. Chapter one looks at defining some of the concepts involved in the TEFL teaching process as well as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also includes a literature review. Chapter three outlines the background to the study and introduces the learning environment of it. It also discusses the methodology of the study and looks at the applied checklist as well as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recommendations which are thought to be helpful to improve the English language teaching in Libyan schools. Chapter one 1.1- Introduction Teaching English as a Foreign Language (TEFL) is a complicated process because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001: 1) says in this context The success of a course of English as a FL depends on several factors He discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here: it is the teacher. This study examines the important role of the teacher in relation to the methodology employed. The reasons behind the important role played by the teacher in the teaching process is illustrated by the following points: 1. The teacher can compensate for any shortage of material or poor material, either by using other sources, or by tailoring the material to suit his particular class. 2. The teacher can balance the variations of the students levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation. 3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain tasks and activities. Harmer (2002: 128) maintains that: In big classes, it is difficult for the teacher to make contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying: big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimidating for inexperienced teachers. Ur (1997: 303) also lists some problems in teaching large classes such as: à ¢Ã¢â€š ¬Ã‚ ¢ Discipline à ¢Ã¢â€š ¬Ã‚ ¢ Correcting written assignments. à ¢Ã¢â€š ¬Ã‚ ¢ Effective learning for all. à ¢Ã¢â€š ¬Ã‚ ¢ Materials. à ¢Ã¢â€š ¬Ã‚ ¢ Individual awareness. à ¢Ã¢â€š ¬Ã‚ ¢ Participation. 4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. Some syllabus timing is longer than that allocated by the Education Authority. All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the educational process. Dubin and Olshtain (1986:31) however, put it well when they said: The teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms are crucial. Alien and Valette (1977: 3) also stress the important role of the teacher. They say that: The teacher is the key figure in the language course. It is the teacher who sets the tone for the learning activities. They add that: The teacher plays a prime role in effecting student progress or lack thereof. The teachers role, therefore, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an evaluation of teachers lessons at secondary schools in Missalata, Libya. 1.2-Elements Involved in English Language Teaching: Before this analysis is undertaken, however, the process behind EFL teaching in general needs to be examined in some detail. This will place the teachers role in context and illustrate the overall complexity inherent In the EFL process This process according to Al-Mutawa and Kailani (1998: 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section: 1. 2.1-The Pupil: There are two types of English language learners in the Libyan environment; a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private language centres. The objective behind learning English at these types of language centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners capability in a specific field such as, English for medicine, English for engineering, etc. The difference between the two can be summarised as follows: A. The syllabus for the learner at the academic institutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another. B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres. C. Private language centres care a lot about the number of learners in one class, but public classes are always oversized which in turn can affect their learning process. 1.2.2- The EFL Teacher: Each job has its own specification or what is called a job description. Accordingly it is necessary, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process? It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001: 209-210) points out that two main factors should be considered carefully in employing EFL teachers: 1.2.2.1- The Teachers Knowledge. In this respect he outlines the following: à ¢Ã¢â€š ¬Ã‚ ¢ practical knowledge: the teachers repertoire of classroom techniques and strategies à ¢Ã¢â€š ¬Ã‚ ¢ content of language knowledge: the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge: familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information à ¢Ã¢â€š ¬Ã‚ ¢ pedagogical knowledge: ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise à ¢Ã¢â€š ¬Ã‚ ¢ personal knowledge: the teachers personal beliefs and principles and his or her individual approach to teaching à ¢Ã¢â€š ¬Ã‚ ¢ reflective knowledge: the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching Skills: Teaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993: 297) who lists the following: Knowledge of the language system Good pronunciation Experience of living in an English-speaking country Qualifications (perhaps further training taken, or in-service development) Classroom performance Evidence of being a good colleague Length of time as a teacher Ability to write teaching materials Careful planning of lesson Same LI as students, or a sound knowledge of it Experience of a variety of teaching situations Personal qualities (outgoing, interested in learners and so on) Publications Knowledge of learning theories Wide vocabulary Ability to manage a team of teachers. In addition to the above points education authorities at all levels (planners, inspectors and headmasters) are asked to follow up and assist English language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001: 218). Lists a number of conditions to achieve and maintain good teaching standards: à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring: in this respect he states that to upgrade the level of teaching, monitoring can play a major role through: group meetings, written reports, classroom visits, and student evaluations. à ¢Ã¢â€š ¬Ã‚ ¢ Observation: This can also play a part in upgrading teaching and he proposed different ways to implement this task. He suggests: self-observation, peer observation or supervisor observation. à ¢Ã¢â€š ¬Ã‚ ¢ Identification and Resolution of Problems: problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. à ¢Ã¢â€š ¬Ã‚ ¢ Shared Planning: This task can be done through the collective work among teachers on planning a course of study. EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks. 1.2.3-The Method of Teaching: Before discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985: 228) give very simple definition. They say method is: (in language teaching) a way of teaching a language which is based on systematic principles and procedures, i.e., which is an application of views on how a language is best taught and learned. They go on to say that these views include: a. The nature of language b. The nature of language learning c. goals and objectives in teaching d. the of syllabus to use e. the role of teachers f. the techniques and procedures to use As with regard to the definition of approach, Al-Mutawa and Kailani (1988: 12) say in this respect: The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definition: one of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a discussion of the major teaching methods. 1.2.3.1- Grammar Translation Method: The history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behind The application of this method includes as Rivers says ( 1983: 29) an understanding of the grammar of the language and training the student to write the new language accurately by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to translate texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. (Baker and Westrup: 2000). Less emphases is made on accurate pronunciation thus listening and speaking are ignored in this method. The Grammar Translation method is known to be very useful as Baker and Westrup( 2000: 4)) point out: in teaching academic work and for passing written exams . 1.2.3.2- The Direct Method: The Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the direct method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language right from the regaining and to avoid the use of the mother tongue. In this respect Rivers (1983: 32) says: This renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while reading and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000: 4) list the following limitation in learning L2 through the use of the Direct Method: à ¢Ã¢â€š ¬Ã‚ ¢ Students may not always understand what they are repeating; à ¢Ã¢â€š ¬Ã‚ ¢ Students cannot make their own responses in new and different situations; à ¢Ã¢â€š ¬Ã‚ ¢ Teachers may not be confident enough to use English throughout the lesson; à ¢Ã¢â€š ¬Ã‚ ¢ They are not so useful for advanced learners. 1.2.3.3- The Audio-lingual Method: One of the main reasons for the emergence of The Audio-lingual Method came as a result of the need of the American forces to use and understand the language of the invaded countries in the 40s and 50s. Kara (1992: 82) says in respect of the application of the Audio-lingual the Following: then being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent. She goes on to describe the mechanical application of the method by saying: Classes were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embedded: a) Language learning is primarily mechanical habit formation. b) Language is a form of verbal behaviour. c) Priority goes for mastering spoken first in order for the other skills to be effectively gained. d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules. e) Teaching language involves teaching the cultural norms of native speakers of the target language. The major criticism addressed to the Audio-lingual method is represented in Rivers (1981: 47) words as follows: If Audio-lingual training is given in a mechanical way, students may progess like well trained parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,;t meaning of what they are saying and unable to use ::^.zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in communication situations contrived within classroom group. 1.2.3.4-The Communicative Approach: The Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but even in our schools and training centres in Libya. Besides the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form. As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in realistic situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and activity leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures that the learners should proceed from guided to freer practice of language items. The teacher has also to encourage group and pair work. 1.2.3.5- The Eclectic Approach: Some teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988: 27) say: Teachers often incorporate features of different approaches in their particular methodology. Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or highlight grammar rules. 1.2.4- The Teaching Materials: Teaching materials include; textbooks, workbooks, newspapers and magazines, posters, blackboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students. 1.2.5- The Classroom Environment: Most of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class. They have enough windows to provide light and fresh air. The physical building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desks as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere. Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another. Since this study uses these terms very frequently, it becomes essential to define what each one of them means. 1.2.6.Curriculum: Nunan(1988:6) defines curriculum as follows: curriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme. On the same line, Lim (cited in Richards 2001: 41) also includes the following parameters as part of the curriculum process: needs analysis, goal setting, syllabus design, material design, language programme design, teacher preparation, implementation of programmes in schools, monitoring, feedback and evaluation. Curriculum can be divided into three different groups: à ¢Ã¢â€š ¬Ã‚ ¢ Planned Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Implemented Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Realized Curriculum Nunan (2000) describes these stages as follows: I like to draw a distinction between the planned curriculum, the implemented curriculum, and the realized curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction. This study will be mainly dealing with the implemented curriculum. Chapter Two Literature Review 2.1.- Secondary School Syllabus (Past and Present): 2.1.1- Introduction. The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001: 8) said in this context: Since the start of British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments fall into two main stages: 2.1.2-Secondary School Syllabus Before 1996. Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999: 9) maintained that: education was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last years of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Arab citizen through imposing the Italian language. This stage lasted nearly half a century. Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic. Moreover, education in Libya, generally, was very limited for many reasons, for example, poverty and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972: 206 ) in his book The History of Libya put the rate of illiteracy at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001: 8) says that: The curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form rather than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises. The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983: 4-5) only section C is different with the introduction of some comprehension questions. One finds them concentrating on grammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc. With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of talking and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy. The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 : 60) describe the syllabus in the Arab Gulf States before the mid 70s by saying: With the introduction of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatical items, and particularly sentence patterns. At that time the Communicative approach was introduced into the curriculum in Europe and the USA. 2.1.3-Secondary School Syllabus After 1996: In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching. The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995: 66) in this context quoted Littlewood when he describes the communicative language teaching by saying: One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication. This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) says: In spite of the resistance [to the introduction of the communicative approach in China], there were still many teachers in favor of CLT. Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons: à ¢Ã¢â€š ¬Ã‚ ¢ They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books; vocabulary, grammar and the four language skills listening, speaking, reading and writing. à ¢Ã¢â€š ¬Ã‚ ¢ The textbooks content of vocabulary, grammar and the four language skills serve the theme of each unit in a communicative way. The authors (Tankard and Tankard 2001:1) give an example of this point in their introduction to the First year Secondary School Textbook by saying: Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme: the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. à ¢Ã¢â€š ¬Ã‚ ¢ The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contrary to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. à ¢Ã¢â€š ¬Ã‚ ¢ The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which the authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, blue and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar in clusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity. In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching process i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been: à ¢Ã¢â€š ¬Ã‚ ¢ Is the teach

Have a Seat :: social issues

Have a Seat Over the years there have been debates and arguments about Capital Punishment. There are all kinds of people that are for it and then there are all kinds of people against it. People that are against it say that it is injustice and cruel. Well those people may be right, but I feel that we should have Capital Punishment in the USA. In today’s courts innocent people do go to jail for crimes they didn’t commit. When they do go to jail, human do like they normally do and make mistakes by putting some guy on death row and then weeks or even years later are executed. Then there is nothing that you can do to take back what you did. If we didn’t have Capital Punishment we would not worry about someone getting killed cause of someone else. Since the constitution says â€Å"that no person shall suffer cruel and unusual punishment†, we would not have to worry about breaking the constitution. It is cheaper for someone to stay in prison for life and not have parole than to kill the person. It takes more of tax payer’s money to go ahead and have someone killed. We should just keep paying for the criminals to stay in prison instead of killing him. If a murderer goes and kills someone then we kill the murderer, then we are at that person’s level. We can be the bigger person and just l et them sit in jail. If we just get rid of Capital Punishment then we would never have to worry about killing an innocent person for something they didn’t do. These are reasons we should get rid of Capital Punishment, because it doesn’t do any good for us. However, if we just sit there and do nothing about the over crowding population then we will have to let some of the criminals go. If we let criminals go they will go back and do the same thing because they know that the jails wouldn’t be able to hold them and they would get released again. Then their crimes will get worst, like instead of stealing a car they take a hostage. Instead of robbing banks they will go out and shoot someone. Criminals are always criminals and you can’t change them. There are a lot of people kidnapping little girls and killing them and what do we do, slap those on the wrist, since we can’t hold them in are jails.

Ame and Ame Zion Churches in African American History Essay

There are many questions that come to mind when looking at the significant roles denominationalism affects the Christian faith. We see this growing trend of doctrinal beliefs that cause for many of our African American Churches to worship separately on a weekly bases for Sunday Morning Worship Services and Mid-Week Bible Studies. Through the incorporation of doctrinal beliefs that govern our churches making for divisions within the Christian faith, we also find division and difference within that denomination also. I ask myself this question, how and why there are so many denominations founded and why are there so many sub-cultures or denominational split within them if we are the Body of Christ and one church? Through this paper I will take a look at two churches, the A.M.E. and A.M.E.Z. church to understand what makes them different while exploring the doctrinal beliefs that divide them. The Methodist Church was formed by a few students in England at Oxford University. Known as the Oxford Methodist, they were ridiculed for their beliefs in 1729. They were dubbed â€Å"Bible Bigots,† â€Å"Bible Moths,† and the â€Å"Holy Club.† Three major names are cited as influential members of this group; John and Charles Wesley and Greg Whitefield and where were methodically religious. This group felt that it was necessary to be justified before one could be sanction and that they should give close attention to live a life of holiness. The Methodist movement made its way to the American Colonies after being it was not able to remain within the Church of England. After an evangelistic team made up of many un-churched believers from within the Church of England, under the direction of Wesley, submitted a declaration. This document was penned by John Wesley as early as 1739, outlined general rules of governance with Bible rules and conduct that is still held today by the modern Methodist Church. In 1784 a Deed of Declaration was submitted, giving its ‘legal status’ to the yearly Methodist conference. In this brief historical overview of the Methodist Church as a whole, we see how small divisions within any church organization can form. In this case it was out of a team of evangelist who were not welcomed by the Church of England. The winds of change continued to blow within the Methodist Church movement. The emergence of the African Americans willing to worship the Methodist banner more trials ensued as we see a difference of human rights and equality raising its head. After the formation of the Methodist Church in the United States we see a set of worshipers from within the vast population of slaves in the south. The First Great Awakening in the 1740s led by John Wesley, records in his journal that be baptized two Black converts on November 29, 1758. This Methodist society organized in Maryland in 1764 then later in New York in 1776, both charters included African Americans in great number on their church rosters. As American history notes, the horrible experience of slavery and unjust treatment servant worker who were owned by Whites made for great indifference in this country and likewise within the walls of the Methodist Church. There was a Second Great Awakening that came at the turn of the century in 1800. The Methodist church had a strong following by both freed and not yet freed slaves. They church spoken in opposition to slavery, then late somewhat retreated as a force of the opposition to slavery. As the Slave Rebellions grew constant Gabriel Prosser was constrained to admonish his fellowship to â€Å"spare the Methodist and the Quakers.† Out of this we see the Methodist movement take actions in Virginia where Richard Allen felt the need to withdraw from fellowship with the white Methodists of Philadelphia. Richard Allen and the A.M.E. Church, (African Methodist Church) in 1787 led other black worshipers’ withdrawal from St. George’s Methodist Episcopal Church in Philadelphia after being pulled from their knees is worship in an area that they did not know way off limited to black worshipers. This event led to protest and according to Allan, â€Å"†¦All went out of the church in a body.† â€Å"†¦and they were more plagued with [us] in the church.†

Resource Management Act Essay

Relevant books and articles discussing tyre performance, tyre maintenance, social responsibility, marketing and the environment were analyzed. Different opinions of writers have also been examined to fully understand the subject of the study. Sources from the Internet have also been visited in order to take a look at forums and online databases that may include materials relevant to the topic at hand. These web pages would include official web pages of concerned agencies and offices in New Zealand. The relevant statutes and laws in New Zealand were also looked upon in determining the legal issues that may be touched by the implementation of the proposed subject. These laws would include the Treaty of Waitangi, Resource Management Act of 1991, the Bill of Rights 1993 and the Employment Relations Act 2000 as such. A survey was also conducted in order to appraise the possible reaction of consumers and to further evaluate the feasibility of the proposed project. The survey was also deemed necessary in order to discover how much the public knows about tyre maintenance and what additional information should be included and highlighted by the tyre shop in the program. Survey questionnaires were randomly distributed to a number of participants in the furtherance of the study. The participants were selected among friends, lectures, staffs and general publics. Fifty-three responds were received out of sixty-five distribution. Two versions of the survey were distributed; the paper and the electronic version. The electronic version was distributed via emails, and the paper version was handed out. Charts 1 and 2 illustrate the number and percentages of respondents and versions distributed, respectively. The questionnaires and the overall results are attached in Appendix D and the result will be further elaborated in the Findings in the next section. Questionnaires were selected as the data collection method for this study because it is convenient to disseminate, time-effective for respondents to fill out and provided anonymity. Questions could be answered in less than ten minutes and respondents could be honest and open with the tyre maintenance questions. Chart 1 Illustrate the Percentages of Distribution and Responds of the Questionnaire Most questions were geared toward measuring how a tyre awareness program must be designed to effectively meet the car owner’s requirements. This provides the best possible information for program design based on the descriptive data. Questionnaires involve individual questions such as identification and background characteristics (Morris, 2004). The questionnaire was created as a short form of information gathering about the awareness of vehicle owners regarding tyre maintenance and their frequency of tyre maintenance. The Participants Information Sheet informed the respondents of a brief background of the research and assurance of their confidentiality. It presented to the respondents the importance of providing a balance between business and social responsibility through the facilitation, education and information given for the customers and the general public. It also presented the objective of implementing a tyre maintenance awareness program. Respondents were chosen according to the important qualification of being vehicle owners. The respondents needed to own a vehicle because they were the ones who were targeted to benefit from the tyre maintenance awareness program. However, since the survey was randomly distributed therefore there were no way of knowing in the first place whether they are car owners, thus the result includes the responds from non-car owners. Out of 53 respondents three were non-car owner but does frequently drive a car. Respondents were also asked basic nominal information such as their age and gender. The questionnaire for this study focused on the respondents’ awareness of tyre maintenance and their potential acceptance of a tyre maintenance awareness program. The purpose of the questions revolved around planning to introduce this program under the impetus of social responsibility. The data collection method deliberately asked whether respondents were car owners to selectively target those who held the responsibility of maintaining their vehicles. The questions involved the frequency of tyre maintenance practiced by the respondents. Car owner manual use distance traveled rather than periods of time to calculate the frequency. However, the questionnaire uses period of time which better reflects real world car owner experience. This was attributed to the convenience this type of monitoring would bring for the public, as it is assumed easier to remember dates than distance traveled. Investigating the awareness of tyre maintenance included whether the respondents had looked into the owner’s manual of their vehicle. Important information about tyre maintenance is located in the manual and it is important to check if the respondents’ awareness was related to their familiarity with the owner’s manual. Also, asking this question reveals if manuals, if in fact read, provide sufficient information for proper tyre maintenance. The questionnaire also considered the practical question of the convenience of maintenance awareness programs. It considers whether customers would prefer such a program while they were waiting for their tyre service to be done. However, this approach tends to only target people who regularly had their tyres maintained. This question gauges how much time car owners were willing to spend in attending tyre awareness programs. The questionnaire also explores the awareness of car owners regarding their tyres’ life expectancy and measures owner awareness of their tyres. Such questions prompt owners to consider the necessity for a tyre maintenance program. Visits to tyre shops and garages were also conducted (how chosen and how many? ) in order to know if the proposed program can ac in order to know if the proposed program can actually be implemented. The current status of tyre shops were also observed and where appropriate and ethical questions were also asked, in order to determine if currently, these shops are actually imparting information to their customers as regards to tyre maintenance and the important advantages of regularly maintaining their tyres. The shops or garages visited were also randomly chosen, specifically those around the Auckland Central due their locations as the centre of the research, hence to the convenient and due to the availability of variety of sizes, that is this area have small garages and larger garages. A total of 13 tyre shops and garages were visited. Also during oversea visit due to available opportunity visits were also conducted to some garages to observe the set up and available services. The Industry visits (Observation) and the overall findings are attached in Appendix E and the result will be further elaborated in the Findings in the next section. Lastly, visits were also made as regards enterprises engaged in the sale of goods of services that will be needed by the tyre shop in the marketing and implementation of the program in order to take note of prevailing market rates, and ultimately, in computing the estimated cost that would have to be shouldered by the tyre shop in the course of the marketing and implementation of the program.