OHMs prac report Essay Example for Free

OHMs prac report Essay Introduction: OHMS Law states that the current passing through a conductor between two points is directly proportional to the potential difference (i. e. voltage drop or voltage) across the two points, and inversely proportional to the resistance between them. The mathematical equation that describes this relationship is: Independent Variable: changing the resistance (OHMS) Dependant Variable: The current (A) is decreased because of the increasing resistors. Constant: The voltage is kept constant but is changed at the end of each test to make the investigation more accurate. Materials: Method: 1. Collect materials listed in above diagram 2. Set up apparatus shown above 3. Set the voltmeter to 1 volts and place the lead in the 5 OHMs resistor 4. Turn to the Power Pack and record the reading on the ammeter 5. Repeat step 3 and 4 2 more times. 6. Change the volts to 3,5,7,9,11,13 and 15, remembering to only record with the 5 OHMs resistor. 7. Record the results using the 5 OHM resistor 8. Repeat steps 4 7 but instead of using the 5 OHMs resistor, use 10 OHMs, 18 OHMs and 56OHMs resistors 9. Clean up all equipment and analyze the results Results: Current (A) Volts 5 OHMs 10 OHMs 18 OHMs 56 OHMs 1It can be seen from the Graph that as the volts increased and so did the resistors, the current was recorded lower that the previous. The highest current recorded was, 2. 557amps with a resistance of 5 OHMs and a voltage of 15 volts. The lowest current recorded was, 0. 017amps with a resistance of 56 OHMs and a voltage of 1. This shows that as the resistors increased the current was weaker, than of a low resistor at the same voltage. Using the Formula and rearranging the equation so R is the average value for the Resistor can be found. The Formula now would be . The Average resistor value for: The 5 OHMs resistor = 5. 857, The 10 OHMs resistor = 10. 340, the 18 OHMs Resistor = 18. 038 and the 56 OHMs resistor = 56. 238. Discussion: Systematic errors: The resistor not calibrated to the exact value displayed Ammeter not calibrated properly Voltage on battery pack not correctly calibrated properly Random errors: Leaving the resistors on to long causing the resistors to over heat and decrease the resistance. Loss of resistance to the resistors due to ware and tare on the resistors over a long period of time. Damaged equipment. Humidity and room temperature Improvements: There are some possible improvements that could be made to improve the results and practical experiment. The Equipment should be checked prior to the practical to reduce errors during the experiment. Also introducing more accurate results by recording the results ten times, instead of five, and work out the average. Use digital ammeters to measure the current. Compare the results to other practicals that were conducted and compare views and data. The Results: It can be seen from the Graph that as the volts increased and so did the resistors, the current was recorded lower that the previous. The highest current recorded was, 2. 557amps with a resistance of 5 OHMs and a voltage of 15 volts. The lowest current recorded was, 0. 017amps with a resistance of 56 OHMs and a voltage of 1. This shows that as the resistors increased the current was weaker, than of a low resistor at the same voltage. Conclusion: The Hypothesis is correct, as the volts and the resistance was increased, the current decreased. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Starbucks Logistics Essay Example for Free

Starbucks Logistics Essay To help Starbucks on its way to successfully reach the supply chain goals they redefined and changed their distribution and warehousing strategy too. In March 2011 Starbucks signed the agreement with Green Mountain Coffee Roasters to distribute Starbucks coffee and teas for Keurig single-serving systems (2) Green Mountain Coffee Roasters owns the biggest distribution network for the single-serving systems in North America and Starbucks was able to increase their stock prices significantly after singing this deal. Also, leaving out the old partner Kraft Foods out of the distribution of its coffee in supermarkets and grocery shops Starbucks can generate some surplus income and invest it into business (3). Another example of changes in distribution is the intention of Starbucks to capitalize the distribution channels of Tevanna and continue to open more stores in malls tweaking the model (4). The relationship with their long-standing 3 PL partner company OHL has been redefined after Mr.Schultz returned as chief executive and have been improved enormously implementing day-today and peer-to-peer relationship instead of having a relationship ‘within arm reach’ as per Greg Javor, Vce President of Global Logistics for Starbucks Coffee Company (1). The relationships were leveraged to the key levels between the partners and allowed OHL to react quickly and in a more effective way to a changing and Starbucks strategy. Also, the improved communication helped to introduce more innovation into the business and now Starbucks and OHL use voice picking technologies, finger scanning technology and introduced the EDI labeling in their warehousing system. All this definitely allow Starbuck to secure a reliable supply of high-quality products and reduce the cost using all the opportunities, technologies and re-defining their distribution and warehousing objectives. Doing it in a smart way and using effectively integration of various activities for reaching the goals the company not only solves the current problems while recovering after the recession hit but builds a new capabilities and opportunities for expanding business for the future. (1) http://www.youtube.com/watch?v=aa_C7-W_r18 (2) http://www.nytimes.com/2011/03/13/business/13coffee.html?pagewanted=1_r=0ref=starbuckscorporation (3) http://www.gezabottlik.com/310/07_Project20120Report_billyjun_Starbucks20Coffee20Report.pdf (4) http://dealbook.nytimes.com/2012/11/14/starbucks-to-buy-teavana-for-620-million/?ref=starbuckscorporation

Implementing Curriculum Changes in the Classroom

Implementing Curriculum Changes in the Classroom Introduction Much research on curriculum development has been done in different fields of education. It has uncovered both successes and failures. Research on educational innovations reveals many problems which result in non-implementation of planned innovations. These include the problems of inadequate knowledge of implementation, and lack of awareness of the limitations of teachers and school administration, etc. (Pink 1989; Fullan 1992; Fullan and Hargreaves 1991). Recently, the literature in the field of ELT has reported innovations in the implementation of new teacher roles, new practices, new materials, etc. Most principles for innovation are derived from English-speaking countries and transferred throughout the world. For instance, the learner-centred, communicative approach which originated in British ELT has been recommended almost everywhere. Although some reports mention the success of such innovations, others have concluded that many problematic implementation issues emerge from a dir ect transfer, after it has been put into use worldwide, such as in China (Burnaby and Son 1989; Anderson 1993; Hui 1997), Indonesia (Tomlinson 1990), Greece (Karavas-Doukas 1995), Hong-Kong (Carless 1998), and Libya (Orafi 2008), etc. However, the knowledge and understanding of what is involved in effecting innovation in many projects has been investigated mostly by their change agents. Many ELT innovation projects reported in the professional literature are designed and examined by their authors as leading change agents, not by end users, i.e. teachers (e.g. Gray 1990; Jarvis 1992; Tomlinson 1990; Barmada 1994; Guariento 1997; Markee 1997, etc.). In those projects, the authors/reporters design, introduce, and monitor the process of implementation. To finding out how best to teach the four skills of listening, speaking, reading, and writing as well as grammar and vocabulary. The development of so many methods has been a response, according to Richards and Rodgers (2001:7-9), to the changes in the kind of proficiency (e.g. oral vs. written) that learners are thought to need. In the 1970s, in particular, there was a major shift to learners need for communicating in a second language away from a focus on grammar and translation. This shift was crucial, especially for foreign language learners who leave school unable to use their foreign language in actual communication. So, FL countries adopted this shift to communication to satisfy their students needs for fluency. As English became a lingua franca by the 1990s it was seen as necessary to teach it for communication as it became the mostly taught foreign language worldwide (Gebhard, 2006; Carrick, 2007). The teaching of English as a second (ESL) or as a foreign language (EFL) started to become important after World War II. A great demand for English courses by immigrants, refugees, and foreign students took place in the United Kingdom, Canada, the United States, and Australia (Richards, 2001:23). When English was introduced in schools, it was first introduced at the secondary level in 1950s. But, since the application of the Communicative Approach/Communicative Language Teaching (CLT) in national curricula after the publication of Wilkinss book Notional Syllabuses (1976) educationalists/researchers in many countries have observed that students can not communicate as well as expected after leaving secondary school, with eight years of English, as they start their university study (e.g. Al-Mutawa, 1994; Tang, 2002). According to Al-Mutawa and Kailani (1998:I) English language has enjoyed a considerable role in the fields of business, industry, technology, politics, education, medicine and many other professional fields. According to Saleh, more attention is required from EFL teachers to students EFL teachers on teaching them how to communicate in the target language effectively. This requires that the traditional methods, the classroom learning activities and the learning environment have to be changed to correspond with the latest developments and changes in views on ELT represented by the communicative approach (2002:1). Because of the above reasons, English language syllabus of Libyan secondary schools has been changed lately as a response to these developments. The new English programme in Libyan secondary education aims to enable students to: i) achieve a reasonable proficiency in listening and speaking English at a sensible speed, reading simple texts with comprehension and writing about a simple subject or incident; ii) develop their interest in learning English so that they can learn effectively by themselves; and iii) improve their knowledge and have access to foreign culture (UNESCO 2002 reported in Al-Buseifi 2003:4). It has been investigated that some classroom teachers who teach EFL at secondary schools in Libya are traditional and not in harmony with the principles and objectives of the communicative approach upon which the new curriculum has been based. Teachers are faced with some difficulties in implementing the new curriculum. Therefore, some problems have been appeared, for example; teachers use their native language extensively and use only very little English during the lesson. Teachers talk a lot whereas students talk very little. Teachers need to be well trained. Class-time and size are not suitable. Appropriate materials and group-work activities are needed. This study aims to investigate some EFL teachers in Libyan secondary schools to determine the extent of their effectiveness in achieving the desirable objectives of the new curriculum. It specifically investigates and describes the following: How far does the new curriculum filter down into EFL classrooms in Libyan secondary schools? What are the methods that Libyan secondary school teachers use in teaching English as a foreign language? How do Libyan teachers implement the new curriculum (CLT) in teaching EFL? What difficulties may face Libyan teachers in implementing the CLT approach? To what extent are Libyan teachers qualified in communicative language teaching? Since the language curriculum of Libyan secondary schools has been changed lately and has been based on the communicative approach. The EFL teachers who teach this new curriculum should be based on the principles and objectives of the communicative approach. In fact, most Libyan EFL teachers got used to apply the Grammar Translation Method (GTM) with its traditional views and objectives, so they may encounter some difficulties when changing their method especially if they have not been previously trained. This topic is important to investigate because I have noted that it is still a controversial issue between researchers and teachers. The main emphasis is to know whether teachers are using the new curriculum in order to enhance the students basic knowledge of English and competence to use English for communication. In other words, it is to investigate EFL teachers at Libyan secondary schools to find out whether they have changed their method in parallel with the change in the curric ulum and how it is implemented. In order to achieve more understanding about these issues, this study attempts to discuss the curriculum innovation in Libya with reference to communicative language teaching which is implemented in the new curriculum. More attention is given to teachers, they are regarded as having the main role in any innovation. This study is divided into five chapters. In the first chapter, there will be the introduction, the research hypothesis, the research question, the purpose and the significance of the research. Chapter two will be focused on the literature review which include; definition of innovation, its theory and its aim. Background of the context, EFL in Libya, CLT, its development, and its principles. Some factors related to the adoption of the new curriculum (CLT), e g; teachers role, teacher student interaction, student-student interaction, teacher training, methods of teaching, materials and testing criteria. Third chapter will be the methodology. The methods of collecting data will be discussed, there will be a review of how data will be collected, who are the participants, how many, where, how, when, all these questions will be answered in this chapter. Chapter four will be about the results. The results will be discussed in chapter five. Conclusion and recommendations will be discussed i n chapter six. This study will provide an opportunity to enrich theory and practice of CLT in a non-native English speaking setting. It deals with an important issue in the field of teaching as a foreign language which is related to the teaching methods that is used by teachers. To achieve this purpose this research has been carried out. Literature Review Curriculum Innovation It has been widely noted over many years that the low degree of success of educational innovations is mainly caused by the failure of the innovators who were unable to make use of the extensive theoretical literature on innovation (Havelock and Huberman 1977; Barmada 1994). They also did not adopt the appropriate innovation strategies (ibid.). Both White (1987) and Barmada (1994) identify two areas of expertise in which all innovators should be equipped: an understanding of innovation issues and expertise in the management of innovation. The Meaning Of Curricular Innovation It has been defined by Markee as following: â€Å"Curricular innovation is a managed process of development whose principal products are teaching and/or testing materials, methodological skills, and pedagogical values that are perceived as new by potential adopters† (1997: 46). According to Hall and Hewings, teachers roles are seen as implementers, and sometimes regarded as adopters, students are clients, and materials designers are suppliers (2001: 119). Curriculum Innovation Versus Theory: Vrooms expectancy theory (1964 in Morrison 1998) from business explains the instant effectiveness of the use of rewards and sanctions. Expectancy theory is based on the assumption that people will involve themselves in change if they expect it to bring about personal benefits (Morrison 1998:132). It is argued that the more benefits people perceive, the greater willingness they will have to be involved in the projects of change (ibid.). These perceived benefits, such as financial benefits, job security, and promotion opportunities, etc. are assumed to be an effective motivator to improve job performance. However, any change often requires additional time, energy, and finance, etc. If the adopters do not think the advantages of an innovation will outweigh its costs, it may not be easy to persuade them to accept it. From management theory point of view, and according to (Everard and Morris 1990), by addressing the â€Å"interrelated sensing systems†, we can understand how educati onal managers effect change. They are; policy making, development, controlling, liaising and doing (Markee 1997:49-51). Teachers do not see themselves having part in curriculum innovation, although the definition given above indicates that teachers have a primary role in innovation. This phenomena has been indicated by many researchers that â€Å"curricular innovation entails a mix of professional, academic, and administrative change† (e. g; Bowers 1983, 1987; Crocker 1984; Lee and VanPatten 1990; Straker-Cooke 1987; White 1988). â€Å"Managers must therefore enhance an organizations capacity to innovate through organization development† (Markee 1997: 51). It seems that teachers have many tasks particularly that related to their classrooms. Thus, all participants in language teaching should given part in innovation to be managed (ibid.). The New Curriculum (Clt) In Efl Countries: Attempts to introduce communicative language teaching (CLT) into EFL contexts on EFL countries own initiatives and through international aid projects have encouraged many innovations in L2 education. In general, such innovations have had a low degree of success (Brindley Hood, 1990), and implementing CLT worldwide has often faced difficulty (Anderson, 1993; Chick, 1996; Ellis, 1994, 1996; Gonzalez, 1985; Kirkpatrick, 1984; Sano, Takahashi, Yoneyama, 1984; Shamin, 1996; Ting, 1987; Valdes Jhones, 1991). Difficult as many EFL countries are still striving to introduce CLT hoping that it will improve their English teaching. Some researchers have strongly advocated the adoption of CLT in EFL countries and recognized the difficulties these countries face in adopting CLT (Li, 1984; Prabhu, 1987). Burnaby and Sun (1989) report that teachers in China found it difficult to use CLT. These difficulties include the context of the wider curriculum, traditional methods, class sizes and schedules, resources and equipment, the low status of teachers who teach communicative rather than analytical skills, and English teachers deficiencies in oral English and sociolinguistic and strategic competence. Andersons (1993) study of CLT in China reported such hurdles as a lack of properly trained teachers, a lack of appropriate texts and materials, students not being acclimatized to CLT, and difficulties in evaluating students taught by way of CLT. Sano et al. (1994) point out that the Japanese students they studied generally did not feel a pushing need to use English, so that the goal of communicative competence seemed too distant for them. All these difficulties seem to apply to Libyan context too. Karavas-Doukas (1995) gives a report in which the curriculum developers in Greece tried to implement the communicative approach to English teaching/learning using textbooks containing communicative components. However, Karavas-Doukas indicated that teachers lack of understanding of the methodological principles underlying the new materials was one of the impeding factors that finally let to the non-implementation of this innovation. The Greek teachers had changed to new materials, but they tended to implement the intended communicative activities as controlled grammar practice exercises and did not create the opportunities of real communication in their classroom. They did not realize the new role of teachers and students associated with the CLT approach, so they still acted as knowledge-transmitters, rather than facilitators (ibid.). Much research has been conducted discussing the communication problems encountered by Arab learners in most of the Arab countries; particularly in Libya. This fact has been clearly explained by many researchers, e. g. Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988), Wahba (1998), Saleh (2002) and Orafi (2008). The students in Jordan, for example, learn English in their home country where the native language is Arabic. The only way to learn English in Jordan is through formal instruction, i.e. in the classroom where language teachers are native speakers of Arabic. There are general screams about the extended degeneration of the standards of English proficiency of students among school teachers, university instructors and all who are involved with English language teaching. The results of the studies conducted in Jordan lead to the conclusion that the goals set by the Ministry of Education are desirous and have not yet been reached (Rababah, 2005:181). In Yamen, the situation is almost the same as in the other Arab countries. Abbad (1988) acknowledges the weakness of Yameni learners of English, and adds that â€Å"in spite of the low proficiency level in English of most applicants, they are accepted into the department.† This is what happens in most of the Arab university. English language departments accept high school graduates without understanding their proficiency level and whether or not they will be able to administrate a program of English studies. Therefore, Arab learners of English find it difficult to communicate freely in the target language. This may be due to the learning environment which some umpire to be inappropriate for learning a foreign language. This is obvious in Jordan where the formal language of communication is Arabic (Rababah, 2005:182). What happen with other countries can be applied on Libyan context, because the situation is almost the same. According to Saleh (2002) and Orafi (2008), although the new curriculum is introduced in Libya since 2000, the students in Libya still cannot communicate in English or express themselves. They cannot speak English freely inside and outside schools as well. Therefore, they cannot use English in real life situation. ELT In Libya: In the 1980s the focus of English language teaching in Libya was on grammar and reading comprehension. Lessons were characterized by oral drills, memorization of vocabulary, and reading aloud. Arabic was widely used in English lessons by teachers and students. During the late 1980s, as a result of political tensions between Libya and the West, the teaching of English was banned from schools and universities across the country. In the 1990s, this status changed to the positive and new curriculum was introduced in 2000 (Orafi, 2008: 244). The new curriculum recommends that †³English be used as much as possible by the teacher and students in the classroom, as the aim is for the students to communicate effectively and fluently with each other and to make talking in English a regular activity†³ (ibid:245). It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning. New classroom techniques and activities were needed, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required. The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying ideas, creativity, questioning is all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that (Orafi 2008). The teachers role is largely that of transmitting information in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of students. They are ruled by the demands of society, with its dependence on examination success for gaining access to over crowed and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life is largely absent (Al-Buseifi, 2003). Although improving the educational system is a priority for the education authorities in Libya, the educational programmes still suffer from shortages in facilities such as computers, laboratories, and information networks, a lack of qualified teachers, and the use of traditional methods of teaching (Khalifa, 2002). This could be due to the fact that the central focus is on increasing the quantity of schools and institutes rather than improving the quality of teaching and learning outcomes. The Situation In Libyan Secondary Schools According to Orafi (2008), ‘the main problem at present of education in Libya is the quality of education. The need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity education. In fact, this problem is not the problem of Libyan education only but is a problem common to many developing countries. Classrooms in Libyan secondary schools are regarded crowed. Most of classes are consisted of at least thirty students. Every student has his own seat from the beginning of the year to the end of it. It is difficult for teachers to go freely through the class. Also it is not easy to work in groups, and to deal with all the students. This problem has been discussed by Richards (1996:146) who states that; †¦the majority of large class teachers created, within their large class, a smaller class of students in the front only. They seemed happy to teach this ‘smaller class of students in the front and ignored the students at the back†¦ There is frequently not enough equipment and facilities at some schools (e.g. computers and laboratories). Classes are often large with an inadequate supply of teachers. ‘The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year (Orafi 2008:243). English Textbooks In Libyan Secondary Schools (3rd Year) The textbook comprises of; subject book, skills book and work book. The materials are organized into two semesters; 12 units per semester, with 22 lessons in each unit. The lessons are divided between the three student books as follows: subject book; 10 lessons per unit, skills book; 9 lessons per unit, and work book; 3 lessons per unit. Subject Book; the main purpose of this book is presenting information and related vocabulary. The main purpose of the reading and listening texts in the Subject Book is to impart knowledge about the subject concerned and present associated vocabulary. The final two lessons in the Subject Book present one or more pieces of writing. Skills Book; the main purpose of the Skills Book is presentation and practice in the four skills. Workbook; its purpose is written consolidation of grammar points from the Skills Book. Students are often referred back to the Skills Book to find examples or to check their answers. Occasionally, vocabulary items are also practiced in the Workbook, and there are sometimes pair work and role-play activities (Phillips et al 2002). Implementing innovation as organizational development: The concept of innovation as organizational development is well described in Markees two-in-one innovation: primary innovation and secondary innovation (1997). Markee relates the dimension of organizational development to ‘secondary innovations in contrast to ‘primary innovations, i.e. changes in teaching (and/or testing materials), methodological skills, and pedagogical vales (ibid: 53). In the dimension of primary innovations, innovation intending to introduce new materials, new teaching procedure, new teaching roles or technology, etc. will also involve changes in skills and values. Markee argues that primary innovations cannot be achieved without the implementation of secondary innovations. Markee exemplifies the notion of two-in-one innovations in a project conducted in an American university. This project not only introduced the task-based syllabus into classroom, but also implemented administrative and academic innovations for organizational development. For instan ce, by means of the development of communication channels (e.g. staff meetings, seminars, and orientations, etc.), participants at all levels obtained a complete understanding of the innovation. By means of the development of the teaching programs, teachers were well trained and became better informed. The outcomes showed that the administrative and academic development not only facilitated the implementation of the new syllabus, but also brought about organizational development. Development of the institutional change capacity is largely neglected due to ‘lack of awareness of the limitations of teacher and school administration or knowledge about how to implement the project (Pink 1989 in Fullan 1992). Through the process of organizational development, the implementers, including the management and teachers, focus on the processes and contents of change, learning to develop the capacity to implement change as organizational development. Only when the management and teachers a re assisted to build up their change capacity, is there an opportunity for ‘change as organizational development (Morrison 1998). 5. The curriculum innovation and the role of the teacher Rodgers in Richards (2001:104-105) discussing implementation of a communicative syllabus in Malaysia points out that: While the curriculum innovation has been failed in some places, it has been succeeded in others (i.e. Malaysia). In Malaysia the situation is different and the new curriculum has been managed to achieve its goal, because in Malaysia all the concern parts are shared in innovation (Richards 2001: 104-105). It is clear that these parts should be included in any decision for innovation. In Libya no one of these has taken part in the innovation, except the decision makers (Orafi 2008 :245). In England according to Woods and Jeffrey (2002:25) teachers have seen their role reduced to a list of â€Å"competencies and performativities†. This has produced teacher uncertainly as their role as professional has been reduced to that of a technician. In Libya, the teacher is often seen in similar terms, teachers in Libya do not usually influence curriculum change; it is the responsibility of the government to do so. Teachers must merely understand the requirement of students, know the syllab us, and be able to use appropriate teaching methods. Another important responsibility of the teacher is to help students to process new material in meaningful ways in order to encourage its storage in long-term memory in such a way that it is understood and is related to previous knowledge. However, the aim is that the learner makes sense of life and can use and apply knowledge in meaningful ways (Hussein, 2006). Orafi (2008) investigated teachers practices and beliefs in relation to curriculum innovations in English language teaching in Libya. The study was conducted with five Libyan secondary school teachers using classroom observation and interviews. He concluded that there was a mismatch between the teachers practice in the classroom and the principles of the curriculum because of the influence of their beliefs. 6. Methods of teaching EFL in Libyan secondary schools English is taught with the sole aim of passing exams and moving to the next stage. The learning process is largely viewed as mechanical habit formation. That is, the teaching process is dominated by teacher questions, the selection of students to respond, and the demonstration of examples on the board for students to imitate and repeat chorally. Some Libyan teachers still doubt the value of communicative activities because they believe that vocabulary and grammar rules must be the starting point in learning any foreign language, unlike when acquiring a first language. They think that students should be provided with large amounts of vocabulary and grammar rules to be memorized, and then they can start thinking of introducing various activities to practice the language (Al-Buseifi, 2003). These beliefs reflect their practice in class, where traditional methods of teaching such as the grammar translation method and the audio-lingual method are dominant (Orafi, 2008). Because the new cu rriculum is based on the CLT, I should turn to give sight on the CLT approach: 7. Communicative Language Teaching Communicative Language Teaching has had a major influence on language curriculum development. First, curriculum development has become much more complex. Whereas twenty or thirty years ago, the point of departure for curriculum development tended to be restricted to the identification of the learners current level of proficiency, with the development of communicative language teaching and the insight that curricula should reflect learners communicative needs and learning preferences. (Nunan 1996:20) Communication between student and student influences many ways. It can enhance or hinder learning. Students learn from communication through discussion or by talking about tasks. Communication can take place between a teacher and students. Therefore, appropriate communication skills are required, by keeping in mind the sensitivity to students, their level of understanding and judgement (Dillon and Maguire in Sussan 2005:105). What Is Communicative Language Teaching? CLT has been defined by Canale and Swain (1980:33) who point that: With respect to teaching methodology, it is crucial that classroom activities reflect, in the most optimally direct manner, those communication activities that the learner is most likely to engage in†¦ Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine communication such as its basis in social interaction, the relative creativity and unpredictability of utterances, its purposefulness and goal-orientation, and its authenticity. Communicative language teaching (CLT) is typically seen as an approach to language teaching (Richards and Rodgers2001). It is based on the theory that the main purpose of language use is communication. With the aim of developing learners communicative competence (Hymes 1971). In other words, its goal is to make use of real-life situations that requires communication. What Is Communicative Competence? Communicative competence is defined as the capability to discuss and command apposite social behaviours, and it needs the active commitment of the learner in the construction of the target language (Canale and Swain 1980; Celce-Murcia et al 1995; Hymes 1972). Four dimensions of communicative competence are recognized; the knowledge of grammar and vocabulary (Linguistic competence); the capability to say the apposite thing in a confident social situation (sociolinguistic competence); the capability to begin, insert, add to, and extent a conversation, and the capability to do this in a regular and logical manner (discourse competence); the capability to communicate effectively and recover difficulties caused by communication collapse (strategic competence) (Richards and Rodgers 2001:160). Terms usually used to point to aspects of CLT contain ‘process oriented, ‘task-based, ‘group work and discussion and ‘learner-centred teaching. Communicative Language Teaching points to both processes and goals in classroom learning (Savignon, 2002:162). Berns (1990:104) states that in CLT; Language teaching is based on a view of language as communication, that is, language is seen as a social tool which speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. Obviously we can notice that CLT can be seen as a way of teaching in which the application of communicative activities and the foreign language attempts to advance students competence of knowing and sharing different knowledge. It centres on the aspect that learning is assisted in a purposeful, real situation where activities are achieved with the teachers directions. The definitions also hint that in order to carry out CLT successfully particularly in the EFL context; we are as EFL teachers need to improve our communicative competence, and need to have knowledge about the culture of the foreign language in order to teach the students. Our English proficiency, beliefs, attitudes will affect the implementation of CLT. Background Of CLT Communicative language teaching came into existence in the 1970s as a result of Hymes (1972), the work of the Council of Europe (Halliday 1975, the writings of Wilkins 1972, 1976, and Van EK Alexander (1980). Wilkinss document (1975) where he defined notions i.e. concepts such as time and place, and communicative functions such as requesting or apologizing, which was developed into the book National Syllabuses (Wilkins, 1976), influenced the development of CLT (see Mitchell, 1994; Richards and Rodgers, 2001; Howatt and Widdowson, 2004). CLTs roots can ultimately be traced back to Chomskys criticism of structural linguistic theory (1966). Chomskys ideas about linguistic competence, the innate knowledge of the linguistic system of the language, called Audio Lingual Method (ALM) into question based on the idea that lea

Cannibalism Essay -- essays research papers

There are so many bad things in the world but according to many, cannibalism is considered just about the worst. Depending on your point of view, it rises above even such criminal abominations as, rape and genocide. Then again, we live in a culture, in which people would run vomiting to the bathroom if they saw what went into making their McDonald's hamburgers. Cannibalism, also known as anthropophagi, is defined as the act or practice of eating members of the same species. The word anthropophagi comes from the Arawakan language name for the Carib Indians of the West Indies. The Caribs are well known for their practice of cannibalism. Among humans, this practice has been attributed to people in the past all over the world, including rituals connected to tribal warfare. There are two kinds of cannibalism -- sociological and pathological. Sociological means living and eating in a culture where cannibalism is accepted, and the pathological means practicing cannibalism within a culture where it's not accepted. Much controversy exists over the idea of sociological cannibalism. Reports of social cannibalism are mostly pointed at the Americas and Africa, since these were the primary continents subjected to European killing and conquest sprees from the Middle Ages through modern times. Despite what anyone says, there are documented examples of cann ibalistic cultures and practices. It was usually a spiritual ritual. In some cases, the bodies of enemies were consumed in order to abso...

Essay on Characterization in Rappaccini’s Daughter -- Rappaccinis Dau

Characterization in â€Å"Rappaccini’s Daughter†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The dialogue, action and motivation revolve about the characters in the story (Abrams 32-33). It is the purpose of this essay to demonstrate the types of characters present in Nathaniel Hawthorne’s â€Å"Rappaccini’s Daughter,† whether static or dynamic, whether flat or round, and whether portrayed through showing or telling.    The tale takes place in Padua, Italy, where a Naples student named Giovanni Guascanti has relocated in order to attend the medical school there. His modest room is in an old mansion watched over by the landlady, Dame Lisabetta, a two-dimensional character given to religious expletives like, ``Holy Virgin, signor!'' She seeks to make the customer content with his lodging; she answers Giovanni’s curiosity about a garden next-door: ``No; that garden is cultivated by the own hands of Signor Giacomo Rappaccini, the famous doctor. . . .† As a character, old Lisabetta never develops beyond this single aspect of her personality of trying to make the customer happy. Later she sells information to Giovanni so that he can enter the garden by a secret entrance.    Giovanni in his room can hear the water gurgling in Dr. Rappaccini’s garden, from an ancient marble fountain located in the center of the plants and bushes; this sound â€Å"made him feel as if the fountain were an immortal spirit that sung its song unceasingly and without heeding the vicissitudes around it. . . .† Of particular interest to Giovanni is â€Å"one shrub in particular, set in a marble vase in the midst of the pool, that bore a profusion of purple blossoms, each of which had the lustre and richness of a gem.† As striking as the plant of the purple gems is â€Å"a tall, emaciated, sall... ...ed nature,† at the feet of her father and Giovanni. Beatrice, in the course of the story, passes from isolation to love and to a full realization of the truth, thus she is very dynamic; not static like her father. Giovanni is equally dynamic in developing into a loving person, and then reverting into an almost hating person because of the acquired malady.    WORKS CITED    Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999.    Hawthorne, Nathaniel. â€Å"Rappaccini’s Daughter.† ElectronicText Center. University of Virginia Library. http://etext.lib.virginia.edu/etcbin/browse-mixed-new?id="HawRapp"&images=images/modeng&data=/texts/english/modeng/parsed&tag=public    Kazin, Alfred. Introduction. Selected Short Stories of Nathaniel Hawthorne. New York: Fawcett Premier, 1966.            

Online Newspaper Vs. Print Version -- essays research papers

Newspaper designers have a huge canvas to play with. Their designs can be striking and yet intricate and pack much more impact than a web page; especially because the entire double-page spread is in-your-face in a fraction of a second. Wham, here's the news. The page in the figure is a great example of the possibilities in print: a large, high-resolution map sets the stage for a story about Chile and does double duty as an information graphic for several data nuggets. More data is visualized in smaller graphics around the page. And, of course, there is room for a large amount of text that is set in high-resolution type and nicely integrated with the headlines and graphics in a pleasing over-all layout that allows the eye to move from overview to details in a fraction of a second. The above image does not do justice to the awards book which is printed in super-high resolution on heavy-duty glossy paper. In the book, it is possible to actually read the body text on the page. For online, I had to squeeze the JPEG quality down quite a bit in order to achieve the required 10-second download time for modem users. Another benefit of print! Dimensionality Print design is 2-dimensional, with much attention paid to layout. It is obviously possible for the reader to turn the page, but substantial interplay between different spreads is rare. Typically, each view is a design unit created for a fixed size canvas - often a big canvas when designing newspapers or posters. In contrast, Web design is simultaneously 1-dimensional and N-dimensional. A web page is fundamentally a scrolling experience for the user as opposed to a canvas experience. A small amount of 2-dimensional layout is possible, but not to the extent of creating a pre-planned experience with a fixed spatial relationship between elements. Users often begin scrolling before all elements have been rendered, and different users will scroll the page in different ways throughout their reading experience. Precise placement of elements on a web page goes against the nature of HTML and can only be achieved to an approximation for pages that are able to adjust to different window sizes. Thus, 2-dimensional relationships between page elements are less important than 1-dimensional relationships (what's early on the page; what's later on the page). Navigation The N-dimensional aspect of web design follows fr... ...esign approaches to utilize the strengths of each medium and minimize its weaknesses. Print design is based on letting the eyes walk over the information, selectively looking at information objects and using spatial juxtaposition to make page elements enhance and explain each other. Web design functions by letting the hands move the information (by scrolling or clicking); information relationships are expressed temporally as part of an interaction and user movement. With better hardware, differences in terms of appearance and layout may diminish. At the same time, more powerful software and a better understanding of interactive information objects will increase the differences in terms of interaction and user control. Current web designs are insufficiently interactive and have extremely poor use of multimedia. It is rare to see a web animation that has any goal besides annoying the user. Print design is highly refined, as evidenced by glancing through the recent book of award-winning designs. Web design is impoverished because too many sites strive for the wrong standards of excellence that made sense in the print world but do not make sufficient advances in interactivity.

Religious reforms by Martin Luther and King Henry VIII Essay

The motives of Martin Luther in the German states and King Henry VIII in England could not have been much more dissimilar than they were. However, their actions of bringing about reform likened them. Martin Luther was motivated to reform the church solely for religious reasons; mostly frustration with the corruption of the Catholic Church, while King Henry VIII was motivated by both his personal life and his personal gain. The whole idea to reform the church in England essentially started when King Henry VIII realized he would be unable to divorce his wife, Catherine. He had already set his sights on Anne Boleyn, so he needed to find a quick loophole in order to divorce Catherine and marry Anne. Because the Catholic Church still headed England and even the King had to submit to Papal rule, Henry decided it would be far better if he could just be sovereign (and therefore be able to divorce Catherine). Due to this revelation, King Henry decided to reform the Catholic Church and create â€Å"The Church of England†. Theologically, he stuck to Catholic principals such as confession and clerical celibacy, but he closed monasteries in order to acquire the wealth they held. In essence, all King Henry did was change the legality of the Church but he did not bring about revolutionary religious change. Martin Luther, on the other hand, had no personal motives at hand when he decided he wanted to reform the church. Martin Luther had witnessed and quickly became frustrated with the corrupt acts of the church such as simony, nepotism, neglect of the celibacy rule, absenteeism, and pluralism. The final straw that sent Martin Luther over the edge was when Pope Leo X approved the sale of indulgences by Johan Tetzel in order to fund the building of St. Peter’s Basilica. Luther wrote the 95 Theses in response to this because he believed indulgences undermined the seriousness of penance. Luther went on to denounce the authority of the Pope and at the Diet of Worms, he did not recant so he was excommunicated. After this, he formed his basic theological tenets that differed greatly from the traditional Catholic tenets. He brought about immense religious change including: the dogma of consubstantiation, the abolishment of clerical celibacy and monasticism, the belief that the church was subordinate to the state, and the belief in only two sacraments versus seven. He also introduced new answers to theological  questions that can be summed up in these three Latin phrases: sola scriptura, sola fide, and sola gratia. The motives of Martin Luther and King Henry were different, and even though their common goal of reform was similar, their end results were even quite different. King Henry’s personal, political, social, and economic motives resulted in a temporary reform because they were based off everything but religion. His heirs altered the Church several times so that the national religion would be to their personal liking. Although the Church of England still exists today, it is not based on the beginning principles King Henry VIII set up. Martin Luther’s reformation of the church, however, proved permanent. His genuine religious motives were apparent to the people so his religious changes stuck. Proof of this is simply that Lutheranism is still a popular denomination of Christianity today that is based off of the original principles that Martin Luther set. Bibliography: A History of Western Society: 7th edition (McKay)