Factors Affecting the Oral Communication Assessment in ESL Students Essay

Factors Affecting the Oral Communication Assessment in ESL Students - Essay Example However, there are several issues that are thrown against the ways in which the English language are taught. Perhaps one of the most significant issue that concerns the study of the English language among these students are the ways in which oral communication is taught as distinct from the written communication. Moreover, these two major forms of communication have significant uses in which they are utilized appropriately. The oral communication which involves the speaking ability of the person is utilized most of the time as he or she is required to speak upon personal interaction with various people. One is expected to exhibit proficiency in the oral communication such that it is one of the most common forms of interaction. The inability to showcase good speaking skills creates an impression of incompetence. On the other hand, the written form of communication is yet another major form, however, not as often used as the oral form. Mostly utilized in academic and creative aspects of communication, it is considered that the written form of communication is the ones that focus more on the technical aspect of the English language because there is enough room to evaluate the language's technical aspects such as grammar and sentence construction. Oral commThe Oral Communication and its Proficiency Test Oral communication is observed to be the most and the widely used form of communication, thus lies the need to help student in this area is considered to be greater than in the written form. In one's daily undertakings, he communicates more orally then in the written form. Therefore, the use of the English language in oral communication must be given as much attention that is necessary especially among English as a second language (ESL) learners. Being able to communicate proficiently in using the English language had become a measure of an ESL student's communicative competence. As the dominant form of communication in one's daily interaction, oral communication - in the form of conversation - a person is able to demonstrate his skill and ability to participate actively and appropriately in group discussions. This communication skill is what second language learners would need to achieve, not alone for competitiveness in the job market, but for self-confidence as well. (Kormos, 1999) Competency in participating actively and appropriately in a group discussion encourages various rooms for improving ones oral communication skills. When a second language learner is able to take part in a group discussion, he is provided with an overwhelming opportunity to show his skills in a conversation. According to Kormos (1999), conversational competence is illustrated in oral communication into the various situations. If a person is able to "perform openings, re-openings, closings and pre-closings, establish and change topics, hold and yield the floor, backchannel, interrupt and to collaborate, as well as recognize and produce adjacency pair," therefore he has mastered the art of conversation. When a second language learner is able to perform these factors that are deemed important in a conversation, he is then able to exhibit competency in oral communication. (Kormos, 1999) On the other hand, Annie Brown (2003) made a contrasting

The importance of caterpillar inc in mining

The importance of caterpillar inc in mining Caterpillar Inc is the largest maker of construction and mining equipment, diesel and natural gas engines and industrial gas turbines in the world (Caterpillar Inc, 2010, p.1). It was started in 1925, and is based in Peoria, Illinois. Its operations are divided into three segments: machinery, engines, and financial business segments (Businessweek, 2010). With a global footprint, Caterpillar Inc.s product line boasts of more than 300 products, manufactured in twenty three countries (Caterpillar Inc, 2010). In the sections that follow, an internal analysis of the firm is carried out and its distinctive capabilities and core competencies evaluated. Its corporate, functional, and competitive strategies are also analyzed. Distinctive capabilities: The resource-based view of the firm asserts that an organizations resources and capabilities underpin the bedrock upon which the firms competitive advantage and strategy is based. While resources refer to the productive assets owned by the firm (Saloner, Shepard, and Podolny, 2008, p.12), capabilities refer to what the firm can do (Saloner, Shepard, and Podolny, 2008, p.12). Three types of resources have been identified: tangible resources, intangible resources, and human resources. As far as Caterpillar Inc is concerned, these are discussed below: Tangible Resources: Financial Resources: Caterpillar has a strong and healthy cash flow position. Net cash flows have increased from $592,000 in 2007 to $1,614,000 in 2008 and $2,131,000 in 2009 (Yahoo Finance, 2010). It enjoys strong market capitalization, which stands at $39.8 billion compared to only $6.29 billion for its closest competitor and the industry average of $1.71 billion. Its operating margins as well as price earnings ratio are well above the industry average (Yahoo Finance, 2010). Caterpillars sales revenues, profits, and other financial indicators have shown a consistent improvement over the years. For instance, sales revenues have risen from $30.3bn in 2004 to $51.3bn by 2008, surpassing the firms 2010 target of $50bn with two years to go. Over the same period, profits have risen from $2bn to $3.6bn. Other financial ratios have also witnessed a strong climb-up (Annual Report). The firm also boasts of an investment-grade credit rating as well as easy access to the capital (Caterpillar I nc, 2009). Marketing Resources: Caterpillar Inc has a marketing and distribution system that spans the entire globe. Additionally, it holds the market leadership position in the construction and mining industries as well as in the construction of natural gas, diesel, and industrial engines (Caterpillar Inc, 2009). With the broadest global footprint in the industry, it is very well diversified in terms of geographical spread and derives only 33% of its revenues in the US market. With over 300 products in its product line, its product base can be described as broad and well diversified which can help cushion it against downturns in specific product areas. Its customer service can also be described as superior, given that the firm offers among others quality assurance underpinned by a three year warranty, as well as fixed rate long-term financing tailored to specific customer needs (Caterpillar Inc, 2009). Physical Resources: Caterpillar Inc boasts of hi-tech manufacturing facilities spread in at least twenty three countries, and geared towards production in thirteen different industries. Under the Caterpillar Production System (CPS), it has a world class manufacturing, supply chain, and distribution system that are closely aligned with the flexible manufacturing philosophy (Caterpilar Inc, 2009). Intangible Resources: Technology: the number of patents which Caterpillar Inc has received has continued to increase year after successive year. By 2010, it had 620 patents. This is in line with its expenditure on RD which has grown from just $928 million in 2004 to $1.73bn by 2008 (Caterpillar Inc, 2009). Reputation: the market leader in the construction and mining industries and in the natural gas, industrial, and diesel engine industries, Caterpillar enjoys strong brand recognition as well as a strong reputation for machines distinguished by their specialist expertise, durability, design, as well as dealer and service excellence. According to Saloner, Shepard, and Podolny (2008, p.12), resources by themselves cannot give a firm a competitive advantage but must be blended together to give the firm capabilities. Based on the inventory of Caterpillar Inc.s resources presented above, the firms capabilities can be given as follows: strong financial position which also gives the firm a high ability to finance innovation (RD) and working capital requirements, raise credit financing to expand its operations or investments, as well as the ability to finance its customers and dealers purchases over the long run. Strong innovation capabilities as evidenced by the increasing number of patents it holds and the sustained investment in RD activities. Supply chain efficiencies (flexibility, cost effectiveness, etc) as evidenced by its Caterpillar Production System (CPS). Strong manufacturing and distribution capabilities as evidenced by its global configuration of production, supply, and distribution facilities. Strong marketing capabilities as defined by its market leadership position, broad product portfolio (over 300 products in thirteen different industries), its strong brand recognition and reputation, and superior customer service and excellence. Selznick (1990) coined the term distinctive competences / capabilities to describe those things which the organization does extremely well relative to its marketplace rivals. In the case of Caterpillar Inc, its distinctive capabilities can be said to include: its innovation and financial capabilities as well as its well-diversified product base and geographical spread. Core competencies: Prahalad and Hamel (1990) define core competencies as those capabilities which are central to an organizations achievement of a sustainable competitive advantage. For the capability to be termed as a core competence, it has to meet four criteria as spelled out by the VRIO framework. It must be valuable, rare, inimitable, and the organization must be sufficiently organized to exploit it. While Caterpillar Inc has a very broad product line and wide geographical spread, this can be easily replicated by its rivals through a deliberate strategy of market development and product diversification. Its supply chain capabilities can also be easily replicated through undertaking demand and supply chain integration activities such as maintaining low inventory levels and adopting flexible manufacturing systems. Its main core competencies therefore are its innovation capabilities, its superior financial position, and its superior customer service. Strategy: Strategy formulation has been described as taking place at three levels: the corporate level, business level, and the functional level. Robbins and Coulter (2005) identify three types of corporate strategies. These include growth, retrenchment, and stability strategies. Traditionally, Caterpillar has pursued the growth strategy which involves aggressively expanding into new markets and introducing new products so that by 2008 it had more than 300 products. Apart from its domestic US market, it has spread to most countries in Asia Pacific, Africa, Europe and Middle East, and Latin America. However, prompted by the increasingly cyclical nature of the industries across which it operates as well as the recent global economic recession, the firm put brakes on its growth strategy and pursued a retrenchment strategy instead. This was characterized by cost reduction initiatives, closure of underperforming business units, and employee layoffs (Caterpillar Inc, 2009). According to its annual report, the firms trough planning initiative has involved: Scaling down the number of its employees by more than 20,000, through voluntary as well as forced layoffs. Additionally, the firm has done away with many contingent workers (that is, temporary, agency, and contract employees). Reducing working hours as well as closing some plants temporarily in many of its global facilities. In some areas, the firm has introduced shorter working weeks. The firm has also undertaken various measures to optimize its supply chain management. These include reduction of inventories (which is expected to lead to lower inventory carrying costs), forging closer relationships with key suppliers, and the alignment of its logistical processes to conform to its flexible manufacturing system dubbed the Caterpillar Production System (CPS). It has drastically reduced compensation levels for its employees and managers, in some instances by as much as half. This is expected to drive cost savings. According to Robbins and Coulter (2005), firms which pursue the corporate strategy of growth have various strategic alternatives at their disposal. These include: concentration, vertical integration, horizontal integration, and diversification strategies. Of the four strategies, Caterpillar Inc has primarily made use of the diversification and horizontal integration strategies. Diversification involves expanding the firms scope of operations into other industries and product lines and this can be seen in the firms expansion to over 300 products and in thirteen industries. The horizontal integration strategy involves merging operations with other players in the same industry with a view of enhancing the firms competitive thrust and lowering competition in the industry. In the case of Caterpillar, this is evidenced by: Combination of its operations with Mitsubishi Heavy Industries in 1965 in the Japanese market; joint venture with Navistar International Corporation which led to the creation of a new entity known as NC2 Global LLC in 2009; and a joint venture agreement with China Yuchai Machinery Co. Ltd in 2009 (Businessweek, 2010). The Ansoff Matrix has further identified the strategies which can be pursued by a firm deploying the corporate strategy of growth as: product development, market development, diversification, and market penetration strategies (Mercer, 1996). The firm has predominantly made use of the product development strategy which involves the introduction of new products for existing markets. Cases in point include the introduction by the company of next generation mining trucks, the first ever electric drive tracks in the industry, as well as the innovation of the revolutionary cat 175 engine (Caterpillar Inc, 2009). The market development strategy is also evident in the firms strategic posture, especially in its forays into more countries through geographic expansion. Some of the countries recently ventured into by Caterpillar include Saudi Arabia and India (Caterpillar Inc, 2009). At the business level, three main strategies have been identified. These include the overall low cost leadership strategy, the differentiation strategy, and the niche / focus strategy. The niche strategy has further been distinguished as either a differentiated niche strategy or focused low cost strategy. Additionally, an organization may follow a stuck in the middle approach where it simultaneously pursues two or more of these strategies (Porter, 1998). Of the three generic strategies, Caterpillar Inc can be described as following the generic strategy of differentiation. As its annual report (Caterpillar, 2009) attests, this strategy is based on two of its core competencies: its innovation capabilities and superior customer service. Functional level strategies are strategies which are implemented at the functional level in order to support the business level and ultimately, the corporate level strategies (Robbins and Coulter, 2005). For example, as far as the human resource is concerned, the firm continues to put a lot of emphasis on the training and development of its personnel. In 2008 for example, it spent up to $60 million in training and development initiatives. By ensuring that its employees are well trained and developed, the firm can see to it that creativity and innovation is fostered and that the staff are in a position to deliver exceptional levels of customer service. Its customer service strategy for example has involved offering three year warranties, and long term financing for customers and dealers (Caterpillar Inc, 2009). Its manufacturing strategy has involved upgrading of its facilities. For example, in 2008, the firm spent up to $2.4 billion in initiatives aimed at modernizing its manufacturing infrastructure. Other functional level strategies include ensuring costs are kept within manageable levels while maintaining high quality standards through initiatives such as the Six Sigma program, and ensuring that the organization is aligned with emerging market needs (Caterpillar Inc, 2009).

Robotics :: essays papers

Robotics Mechanics Introduction What is mechanics? If you've ever been around a physics teacher or engineer, they are always talking about mechanics, and its seems that no one really understands what mechanics really is. Quite simply, mechanics is the knowledge of design and construction of machinery. In robotics, this translates into the physical construction of the robot. Since every game is different (thus requiring different mechanical solutions), this section will be an introduction of the different options for robot construction available to the Robotics Team through the kit of parts from F.I.R.S.T. as well as the basics of mechanical design/planning. Before we begin, it is time for the one rule: There is only one real rule which should be followed regardless of the situation: Whatever I say is okay and whatever you say is okay. Repeat it with me: "Whatever I say is okay and whatever you say is okay." The important thing to remember is that we are all on a team. There is not one person on this team whose ideas are more valid than another's. Every single person has the right to express their ideas and every person should respect that right. I think everyone will agree with that, so I'll stop preaching. Where do we start? Traditionally, robot construction proceeds as follows: †¢ 1. Develop and Decide on Strategy Since every year the game changes, the primary task after the kickoff in January is planning the actual strategy for the team. This generally involves brainstorming in little groups and then presenting each strategy to the collective group. Then, pros and cons will be weighed for each strategy and then a strategy will be selected. From this strategy can be developed necessary task for our robot to execute, which leads to an actual working design of the robot. Before we move on, everyone should understand that no one is always correct. The very nature of any engineering project (including this one) makes it impossible for a single person to design the best project. That is why it is necessary to have a lot of people brainstorming together on the same project. More people also make troubleshooting a lot easier, so it is important to not only question your own ideas, but also those of others. Actually, please, please, please ask questions. In fact always question. There is no design which is perfect and no idea which is flawless. Continually question, dissect, take apart, stare at every single part of the robot.

Pathogenic Parasite and Waterborne Diseases in Three Stations

Chapter 1 INTRODUCTION Background of the Study Rivers are the bodies of water bearing an immense biological importance. Though they contain only about 0. 0001% of the total amount of water in the world at any given time, rivers are vital carriers of water and nutrients to areas all around the earth, they are essential components of the hydrological cycle, for they act as drainage channels for surface water and they serve as habitat for various organisms (Hebert, 2011). With rapid increase of the country’s population and urbanization, bodies of water tremendously began to be polluted.This event commenced the contamination of drinking water as well as the widespread occurrence of waterborne diseases. Waterborne diseases are often caused by parasites which are directly transmitted through consuming contaminated drinking water. Any water reserve, infested with pathogenic parasites, used in the preparation of food can be considered as a source of foodborne disease and could be easi ly transmitted through consumption of the same pathogenic parasites. These diseases commonly affect the digestive tract as well as the other vital parts of the body that may be fatal to anyone especially those who are immunocompromised (WHO, 2004).Globally, waterborne diseases such as diarrhea accounts for 1. 5 million deaths annually according to the Centers for Disease Control and Prevention on its report in 2010. It is considered one of the most dangerous diseases that could be acquired in flowing water and is a major health problem for developing countries. Also, according to World Health Organization (WHO) on its report in 2004, diarrheal disease accounts for an estimated 4. 1% of the total Disability-adjusted Life Year (DALY) global burden of disease and is responsible for the deaths of 1. million people every year. It was estimated that 88% of that burden is attributable to unsafe water supply, sanitation and hygiene, and is mostly concentrated in children in developing count ries. Over the time – from 2004 up to the present – , rapid increase in population, urbanization, and industrialization reduce the quality of Philippine waters, especially in densely populated areas and regions of industrial and agricultural activities. The discharge of domestic and industrial wastewater and agricultural runoff has caused extensive pollution of the receiving ater-bodies. This effluent is in the form of raw sewage, detergents, fertilizer, heavy metals, chemical products, oils, and even solid waste. Each of these pollutants has a different noxious effect that influences human livelihood and translates into economic costs. Access to clean and adequate water remains an acute seasonal problem in urban and coastal areas in the Philippines. The National Capital Region (Metro Manila), Central Luzon, Southern Tagalog, and Central Visayas are the four urban critical regions in terms of water quality and quantity.The Government’s monitoring data indicates that just over a third or 36 percent of the country’s river systems are classified as sources of public water supply, up to 58 percent of groundwater sampled is contaminated with coliform and needs treatment, approximately 31 percent of illness monitored for a five-year period were caused by waterborne sources, and many areas are experiencing a shortage of water supply during the dry season. Nearly 2. 2 million metric tons of organic pollution are produced annually by domestic (48 percent), agricultural (37 percent), and industrial (15 percent) sectors.In the four water-critical regions, water pollution is dominated by domestic and industrial sources. Untreated wastewater affects health by spreading disease-causing parasites, makes water unfit for drinking and recreational use, threatens biodiversity, and deteriorates overall quality of life. Known diseases caused by poor water include gastro-enteritis, diarrhea, typhoid, cholera, dysentery and hepatitis. The number of water- related health outbreaks including deaths reported in newspapers is going up.However, awareness regarding the need for improved sanitation and water pollution control, reflected by the willingness-to-pay and connection to a sewerage system where they are easily available, is very low (Philippines: Environment Monitor, 2003; Greenpeace 2007). Davao City has been expanding and growing in terms of population, economy and industry. In this manner, more raw materials are being demanded by these different sectors and as a result destruction of the natural resources is inevitable. Davao river ranks number seven among the largest river basins in the Philippines.This is largest of the city’s nine principal watersheds. The river is the main natural reservoir of the aquifer in the city’s jurisdiction. Its length is about 143 kilometers. It has received domestic and industrial wastewater. Since the sewage systems have not yet been fully developed, the garbage has been discharge in to the river leading to a wide-scale contamination of Davao River (Pascua et. al. , 2011). At present, residents within Davao River unceasingly make use of the water for bathing and washing which may present various threats to them.Some use the river for livelihood e. g. sand quarrying and fishing and for recreational activities. But they are blinded by the fact that they can be infected by pathogenic parasites that would eventually lead to waterborne diseases. This study aims to determine the level of pathogenic parasites in the water. Having everyone in the community know the specific parasites present in the selected stations of Davao River – Bankerohan, Bucana and Magallanes – would eventually lead to a more effective prevention and disease control among the residents of the community.The goal of clean water for everyone has to be achieved in a growing population of a city. This study also aims to measure the level of waterborne diseases in Davao River. Through thi s study, we can help the people be oriented with the danger of using contaminated water from Davao River. Related Literature The importance of urban rivers and streams for urban ecology and quality of life in cities is an increasing concern worldwide. The present state of rivers is much dependent on the history and trends of the society in each country.In many situations water quality is still unsatisfying. Restoration of urban rivers is challenging because of intensive land use, danger of flooding and impacts of human activities for water quality and for the ecology of rivers (Jormola, 2008). Today about 50% of the global population are living in urban areas, placing one-third of their inhabitants into slums, and creating huge challenges to their environment and sanitation. Poor sanitation, poor treatments of waste water, as well as catastrophic floods introduce pathogenic bacteria into rivers, infecting and killing many people.The goal of clean water for everyone has to be achieve d with a still growing human population and their rapid concentration in large cities, often megacities. How long introduced pathogens survive in rivers and what their niches are remain poorly known but essential to control waterborne diseases in megacities. Biofilms are often niches for various pathogens because they possess high resistances against environmental stress. They also facilitate gene transfers of antibiotic resistance genes which become an increasing health problem.Beside biofilms, amoebae are carriers of pathogenic bacteria and niches for their survival (Abraham, 2011). The World Health Organization says that every year more than 3. 4 million people die as a result of water related diseases, making it the leading cause of disease and death around the world. Most of the victims are young children, the vast majority of whom die of illnesses caused by organisms that thrive in water sources contaminated by raw sewage (Berman, 2009). Waterborne Diseases Many illnesses, con taminants, and injuries can be water, sanitation, or hygiene-related.Waterborne diseases are caused by organisms that are directly spread through water. Water-related illnesses can be acquired due to lack of water for good hygiene and lack of sanitation. It is important to know how these diseases and contaminants affect humans where they are found, and how to reduce the chance getting ill or suffering injury. This will allow individuals to make informed decisions about water, hygiene, and sanitation-related activities (CDC, 2012). Parasitic Organisms Parasites may be present in food or in water and can be identified as causes of waterborne illness.They range in size, from tiny single-celled organisms to worms visible to the naked eye. Their lifecycle may also vary. While some parasites use a permanent host, others go through a series of developmental phases using different animal or human hosts. The illnesses they can cause range from mild discomfort to debilitating illness and poss ibly death (USDA, 2011). Parasites cause over 2 billion infections per year worldwide. In the immunocompromised host these infections generally represent reactivation of infection from donor or in the allograft recipient often long after the initial infection (Wiley, 2004).Inland and coastal surface waters can be contaminated by human waterborne zoonotic enteropathogens such as Cryptosporidium parvum, Giardia lamblia, Encephalitozoon intestinalis, E. hellem and Enterocytozoon bieneusi (Graczyket et. al, 2008). The aquatic ecosystem harbors many kinds of organisms. Some of these organisms are parasitic protozoa such as Cryptosporidium spp. and Giardia spp. , which have recently been recognized as important causes of water and food-borne disease outbreaks associated with fecal contamination (Doron, 2000; Karanis et al. , 2006).Cryptosporidium is a parasite commonly found in lakes and rivers, especially when the water is contaminated with sewage and animal wastes. There have been six m ajor outbreaks of cryptosporidiosis in the United States as a result of contamination of drinking water. One major outbreak in Milwaukee in 1993 affected over 400,000 persons. Cryptosporidial infection can thus be transmitted from fecally contaminated food and water, from animal-person contact, and via person-person contact. The probability of transmission from just a small amount of contamination is fairly high, since a recent study has determined that the 50% infective dose of C. arvum is only 132 oocysts for healthy persons with no previous serological immunity to cryptosporidiosis (Hannahs, G. 1995). Cryptosporidium is very resistant to disinfection, and even a well-operated water treatment system cannot ensure that drinking water will be completely free of this parasite. Cryptosporidium has caused several large waterborne disease outbreaks of gastrointestinal illness, with symptoms that include diarrhea, nausea, and/or stomach cramps (Freedrinkingwater. com, 2009). Cryptosporid iosis, a common finding in pediatric patients hospitalized for diarrhea in urban Manila, Republic of the Philippines.Urban areas, particularly in the developing countries, frequently experience severe overcrowding with concomitant diminished sanitation. This situation is conducive to the transmission of enteric pathogens. It would be reasonable to expect that cryptosporidium oocysts are readily passed from human-to-human, human-to-animal and animal-to-human hosts. In rural areas around the world, human cryptosporidiosis is putatively associated with close human-animal contact, as in the case of animal handlers and similar agricultural situations (Laxer, M. 2003).Giardia lamblia is the protozoan parasite responsible for the disease Giardiasis. Symptoms of acute Giardiasis include diarrhea, nausea, weight loss, malabsorption, abdominal cramps, flatulence, and anemia. The mode of transmission of Giardia is through fecal to oral route or ingestion of cysts. A person can become infected after accidentally swallowing the parasite; but cannot become infected through contact with blood. You can become infected with Giardia lamblia if you swallow contaminated recreational water. Recreational water such as in swimming pools, hot tubs, jacuzzis, fountains, lakes, rivers, prings, ponds, or streams that can be contaminated with sewage or feces from humans or animals (Vdresearch. com, 2008). The prevalence of Giardia and Cryptosporidium among 3,456 diarrheic patients corrected from May 2004 to May 2005 in the Philippines was determined. Of 133 (3. 8%) positive samples, 69 (2. 0%) were positive for Giardia and 67 (1. 9%) for Cryptosporidium. Three samples had co-infection with Giardia and Cryptosporidium. Luzon had the highest positive samples (5. 0%) followed by Mindanao (4. 9%), then Visayas (2. 2%). Giardia was most prevalent in Mindanao (3. 6%) while Cryptosporidium was most prevalent in Luzon (3. %). The prevalence of Giardia (2. 0%) among pediatric patients (0-18 years ) did not significantly differ from that (1. 9%) among adults (>18 years old). However, for Cryptosporidium, the prevalence (2. 9%) among pediatric patients was significantly higher compared to that (0. 2%) among adult patients. In the pediatric population, the highest percentage of patients with Giardia was the 5-9 year old age group, while that of Cryptosporidium was in the 0-4 year old group. The prevalence of Giardia, but not Cryptosporidium, was significantly higher in male than female adults (Natividad, F. 008). Amoebic dysentery (amoebiasis) which is the agent of Entamoeba histolytica is widely seen around the world. About 50 million people has become infected a year and eventually over 100,000 people lose their lives. Amoebiasis come into being in consequence of taken of quad-core mature cysts from water, foods, goods or hands by orally. E. histolytica trophozoites are placed into the colon mucosa and submucosa then forms a bloodymucus diarrhea table. It forms abscesses by m oving through blood to liver, lungs, brain and other tissues (Kaya, O. 2011).The infection is common in developing countries and predominantly affects individuals with poor socioeconomic conditions, nonhygienic practices, and malnutrition (Rivera, W. 1998). Related Studies Waterborne diseases are the most prevalent infectious diseases in the developing countries especially in new settlements along the river. Waterborne diseases occur worldwide, and outbreaks caused by the contamination of community water systems and accidental ingestion of recreational waters have the potential to cause disease in large numbers of consumers. Statistics on outbreaks linked to contaminated water have been vailable in the USA since 1920 (Craun 1986), and since 1971, the Centers for Disease Control (CDC), the US Environmental Protection Agency (USEPA), and the Council of State and Territorial Epidemiologists have maintained a collaborative surveillance system for collecting data pertaining to the occurr ence and causes of outbreaks of waterborne disease (Barwick et al. 2000; Lee et al. 2002). In Europe during 1986–96, 277 outbreaks associated with drinking and recreational water were reported from 16 European countries (Kramer et al. 2001). At least 325 water-associated outbreaks of parasitic protozoan disease have been reported.North American and European outbreaks accounted for 93% of all reports and nearly two-thirds of outbreaks occurred in North America. Over 30% of all outbreaks were documented from Europe, with the UK accounting for 24% of outbreaks, worldwide. Giardia duodenalis and Cryptosporidium parvum account for the majority of outbreaks (40. 6% and 165; 50. 8%, respectively), Entamoeba histolytica and Cyclospora cayetanensis have been the aetiological agents in nine (2. 8%) and six (1. 8%) outbreaks, respectively, while Toxoplasma gondii and Isospora belli have been responsible for three outbreaks each (0. %) and Blastocystis hominis for two outbreaks (0. 6%). Balantidium coli, the microsporidia, Acanthamoeba and Naegleria fowleri were responsible for one outbreak, each (0. 3%). Moreover, the occurrence of Giardia and Cryptosporidium (oo)cysts in recreational rivers from Malaysia was reported. It was carried out in water samples at two rivers, ‘Sungai Congkak’ and ‘Sungai Batu’, located in Selangor State. The occurrence of both Giardia lamblia and Cryptosporidium parvum (oo)cysts was higher in Sungai Congkak (50% or 15/30 and 10% or 3/30 respectively) than Sungai Batu (16% or 5/30 and 3. % or 1/30 respectively). The mean density of cysts/L was 0. 72 in Sungai Congkak and 0. 023 in Sungai Batu, and that of oocysts/L was 0. 023 in Sungai Congkak and 0. 0033 in Sungai Batu, showing that the occurrence of Giardia was higher and more frequent than Cryptosporidium in both rivers. On the other hand, the Giardia and Cryptosporidium (oo)cysts were more concentrated at the downstream station, followed by midstream and upst ream stations which might be due to human factors where settlements and recreation areas were located around and between midstream and downstream stations.Failure to meet basic human needs for water in China leads to waterborne diseases and preventable deaths, especially among children. The OECD Environmental Indicators in China report issued in July 2007 estimated 30,000 rural children die each year from diarrhea caused by polluted water (OECD, 2007). The World Health Organization reported an incidence of 108. 4 mortalities per 100,000 persons from diarrhea-related illness in China in 2002. In 2003, the National Statistics Office said diarrheal diseases ranked second among the top causes of morbidity in the Philippines with 615,692 cases recorded (World Bank, 2006).Diarrhea is considered a major cause of morbidity, especially in developing countries. In the Philippines, it was the leading cause of morbidity for the years 2001 and 2003, and the second in 2002 (National Statistics Of fice, 2006). Common causes of diarrhea are infections due to protozoa. These causative agents are either foodborne or waterborne. Among enteric protozoa, Giardia lamblia (syn. G. intestinalis or G. duodenalis) and Cryptosporidium spp. are the most commonly reported causes of water-borne diarrhea outbreaks (Natividad et al,2008).The protozoa G. lamblia was first reported in the Philippines in 1977 and since then has been identified as a common intestinal parasite. Studies done in Luzon, in various localities in the Visayas, and in the southern islands of Mindanao indicate wide distribution of Giardia in the Philippines. (Natividad et al, 2008). Stool examinations in the Philippines typically included the identification of the common etiologic agents of diarrheas such as G. lamblia and Cryptosporidium.According to the most recent nationwide survey of Giardia and Cryptosporidium provides basic information on the prevalence of these enteric protozoa in the Philippines. (Buerano et al, 2 008). The worsening water quality is related to incidence of waterborne diseases, and is likely to increase a negative impact of floods on human health. Example of this is an unusual flood that occurred in Marikina City, resulting in high mortality and morbidity rates due to gastroenteritis and other waterborne diseases (The Asian Disaster Preparedness Center, August 2008).The pollution of the surface water in Agusan River could cause a variety of contagious diseases. Those diseases could outbreak through several routes such as: infection by parasites (such as schistosome), which inhabit in the water and drinking of and/or contact with the polluted water river that may cause dysentery and diarrhea (Lomboy, 2011). Instead of developing Davao River as an economic resource, it is currently being used as a central septic tank according to the Davao River Conservation Coordinating Committee.A study conducted by the committee showed that about 11 drainage systems in the city are moving in to the Davao River (Manila Bulletin Publishing Corp. , 2004). Currently, Davao River has become a dumping site for garbage, biological wastes, chemical wastes and other pollutants carried by the residents and even people just within the area (Pascua et. al. , 2011). Thus, areas near or within the urbanized populace such as Bankerohan, Magallanes and Bucana, are considered polluted and may be the source of detrimental effects to those who live nearby. Conceptual FrameworkINDEPENDENT VARIABLEDEPENDENT VARIABLE Fig. 1 Conceptual Paradigm Showing the Relationship of Independent and Dependent Variables of the Study Presented in Fig. 1 above is the conceptual paradigm showing the independent variable, the pathogenic parasites and its levels on the three stations of Davao River namely Bankerohan, Magallanes and Bucana and is the subject of the study. The waterborne diseases and its levels would depend on what pathogenic parasites are found on the three stations of Davao River and is consid ered the dependent variable of the study.Statement of the Problem This study specifically aims to answer the following questions: 1. What is the level of pathogenic parasites in the following stations of Davao River: 1. Bankerohan? 2. Magallanes? 3. Bucana? 2. Is there a significant difference among the levels of pathogenic parasites? 3. What is the level of waterborne diseases in the following stations of Davao River: 1. Bankerohan? 2. Magallanes? 3. Bucana? 4. Is there a significant difference among the levels of waterborne diseases? 5.Is there a significant association between the level of pathogenic parasites and the level of waterborne diseases? Null Hypotheses 1. Hypothesis free 2. There is no significant difference among the levels of pathogenic parasites in the three stations of Davao River. 3. Hypothesis free 4. There is no significant difference among the levels of waterborne diseases in the three stations of Davao River. 5. There is no significant association between the level of pathogenic parasites and the level of waterborne diseases in the three stations of Davao River. Significance of the StudyThe results of this study would provide advantages to various fields namely: Government – They would be able to implement policies and ordinances regarding proper waste management and the dos and don’ts regarding the use of water from the river. The affected residents within the area would be supported and information dissemination within the community would be implemented. Environmental Groups and Agencies – Having been aware on the situation of the 3 stations of Davao River, they would be able to provide solutions to lessen its contamination and prevent increase on water pollution.Community – They would be given health awareness as well as the possible implementation of preventive measures and disease control. Teachers – This study would serve as an educational supplement and could be regarded as a learning material th at could give additional knowledge to those who would desire to conduct a study related to pathogenic organisms found in urbanized rivers. Students – This study could serve as a reference material for further researches. Definition of Terms Davao River. It is one of the largest rivers in the Philippines and the largest in Davao Region.It has a length of 143 kilometers. Salug River located in San Fernando, Bukidnon is its source and the mouth is located at the Davao Gulf. Bacteria. They are single-celled prokaryotic microscopic living organisms that could be pathogenic or likely to cause disease especially waterborne diseases since they could live in water and easily multiply. Parasite. It is an organism that lives in or on another organism (its host) and benefits by getting nutrients directly to its host. It is usually acquired through ingestion of contaminated food or water.Waterborne disease. It is a disease acquired by drinking water contaminated at its source or in the di stribution system, or by direct contact with environmental and recreational waters. It is a disease which results from infection with pathogenic microorganisms or chemical poisoning. Pathogenic microorganisms include viruses, bacteria, protozoans and helminthes. ———————– Waterborne diseases †¢ Bucana †¢ Magallanes †¢ Bankerohan Pathogenic Parasites †¢ Bucana †¢ Magallanes †¢ Bankerohan

Language Teaching And Application Of Communication Technologies Education Essay

CALL – short for Computer-assisted linguistic communication acquisition is a signifier of computer-based acquisition focused on bettering individualised acquisition as it is a student-centered accelerated larning tool intended to ease the linguistic communication larning procedure. The beginning of the word CALL comes from the abbreviation CAI ( Computer-Accelerated Instruction ) and is a term viewed as an assistance for instructors. Some describe CALL as an attack to learning and larning foreign linguistic communications via the computing machine and different computer-based resources such as the Internet. However CALL is neither designed nor intended to replace face-to-face linguistic communication instruction but instead to better the self-study 1. The Computer-assisted linguistic communication acquisition can really good be used to supplement the group instruction. Since every bit early as the 1960s computing machines have helped linguistic communication instruction. Early in the yearss CALL developed into a symbiotic relationship between the development of engineering and pedagogy.The development of CALL can be divided into three phases: Behavioristic CALL, Communicative CALL and Integrative CALL. The first stage of CALL was based on the then-dominant behaviourist theories of larning. Programs of this stage entailed insistent linguistic communication drills and can be referred to as â€Å" drill and pattern † . In â€Å" drill and pattern † the computing machine serves as a vehicle for presenting instructional stuffs to the pupil. The 2nd stage of CALL was based on the communicative attack to learning which became widely used during the 1970s and 80s. This attack felt that the plans of the old decennary did non let adequate communicating and could non be of much value. The communicative CALL avoids stating pupils they are incorrect and is flexible to a assortment of pupil responses and uses the mark linguistic communication entirely and creates an environment in which utilizing the mark linguistic communication feels natural. The 3rd stage of CALL, the Integrative CALL, tries to incorporate the instruction of linguistic communication accomplishments into undertakings or undertakings to supply way and coherency. It coincides with the development of multimedia engineering. Name in this period is used for widening instruction beyond the schoolroom and reorganising direction. The design of modern CALL lessons by and large takes into consideration rules of linguistic communication teaching method derived from larning theories. Recent researches in CALL are in favor of a learner-centered exploratory attack where pupils are encouraged to seek different possible solutions to a job. Call and computational linguistics are separate but mutualist Fieldss of survey. The intent of computational linguistics is to learn computing machines to bring forth grammatically right sentences utilizing natural and fluid English. Since the computing machines have become so widespread in schools and places and they have become such valuable portion of people s mundane life that it obliged teaching method to develop in new ways to work the computing machine ‘s benefits and to work around its restrictions. A huge figure of pedagogical attacks have been developed in the computing machine age including the communicative and integrative attacks. Others include constructivism, whole linguistic communication theory and sociocultural theory. Using the constructivism theory pupils are urged to build new cognition based on experience so they can integrate new thoughts in their already-established scheme of cognition. Whole linguistic communication theory insists that in position of linguistic communication larning focal point alterations from the whole to the portion and instead than constructing sub-skills like grammar pupils should concentrate on higher abilities such as reading comprehension the manner to larn to utilize linguistic communication is the opposite.The sociocultural theory provinces that acquisition is a procedure of going portion of a desired community and larning through communities regulations of behaviour. Although all attacks are different in general they all take the focal point of larning off the instructors and province that pupils larning experiences has more to make with eloquence over truth in order to let pupils to collaborate, instead than vie. In malice of altering the function of the instructors in the educational system CALL does non extinguish the demand for a instructor wholly. In position of being the centre of pupils attending, instructors now become ushers as they help the pupils complete the assigned undertakings instead than merely educating them. Restricting the instructors presence has been shown to take to better quality of communicating such as more fluidness and more sharing of pupils personal egos. On the other manus, the pupils instead than passively absorbing information now they must absorb new information through interaction and coaction with each other. This should raise their self-esteem and assist their cognition to better linguistic communication scholars four accomplishments – hearing, speech production, reading and composing. Most CALL programmes are geared toward these receptive and productive accomplishments because of the current province of technological progresss. And those programmes h ave helped for the development of talking abilities a batch. Using confab has been shown to assist pupils routinize certain often-used looks to advance the development of talking accomplishments. The usage of engineering inside or outside the schoolroom tends to do the category more interesting. However, certain design issues impact merely how interesting the peculiar tool creates motive. Some ways to actuate the pupils is to personalise information, to hold animated objects on the screen or to supply a context that is non straight language-oriented. One benefit of increased motive is that pupils tend to pass more clip on undertakings when on the computing machine. Without computing machines, pupils can non truly act upon the patterned advance of the category content but computing machines can accommodate to the pupil. This normally means that the pupil controls the gait of the acquisition and that pupils can do picks in what and how to larn. With existent communicating Acts of the Apostless, instead than teacher-contrived 1s, pupils feel empowered and less afraid to reach others. Students believe they learn faster and better and larn more about civilization with computer-med iated communicating. The impact of CALL in foreign linguistic communication instruction has been modest. The restrictions of the engineering, due to the job with cost have been debatable. Computer engineering has improved greatly in the last three decennaries and demands placed on CALL have grown even more so. However, most of the jobs that appear in the literature on CALL have more to make with instructor outlooks and apprehensivenesss about what computing machines can make for the linguistic communication scholar and instructor. The most important factor that can take to the failure of CALL, or the usage of any engineering in linguistic communication instruction is non the failure of the engineering, but instead the failure to put adequately in teacher preparation and the deficiency of imaginativeness to take advantage of the engineering ‘s flexibleness. As active tool making positive motive in linguistic communication instruction and larning CALL is rooted in visual image as establishing rule in methodological analysis. Verbal and ocular are the two faces of the same coin.

How to Turn a Worksheet into an Engaging Activity

How to Turn a Worksheet into an Engaging Activity Lets face it, worksheets are not fun. To students, the mere presence of them means boring and for us teachers, they are just another thing that we have to give students to help them learn or reinforce a concept. But, what if I told you that you can take these boring worksheets and turn them into something fun, and something that would required no extra prep time? The Cornerstoneforteachers.com came up with 5 no prep ways that you can do this that are genius. Heres how. 1. Worksheet Cut-Up Place students into groups of five and give them one worksheet per group that has each question on the sheet cut up. For example, if your worksheet has ten questions on it, all ten questions would be cut up into a separate strip of paper. Next, students will each take turns choosing a role. The roles for the game are as follows: Person 1 - reads the questionPerson 2 - Paraphrases the question and may or may not offer a few cluesPerson 3 - Gives their answer and explains why they chose that answerPerson 4 - Agrees or disagrees with person 3 and explains their reasoningPerson 5 - Places the strip of paper into a pile that agrees or disagrees with the answer, then they take on the role of person number 1 for the next question. The roles continue to shift until all of the question strips are answered. At the end of the game, students look through their disagree pile and try to find some kind of consensus. 2. Everybody Agrees For this activity you must divide students into teams of four. Each team member is given a number 1-4. The teacher asks all groups the same question (from the worksheet) and gives teams a few minutes to come up with an answer. Next, you randomly call a number 1-4 and whoever is that number for each group must share their groups answer. This answer should then be written on a dry erase board to ensure that each answer is unique to the group, and that no one changes their answers. For each correct answer that group gets a point. At the end of the game the group with the most points wins! 3. Lines of Communication Have students stand in two lines facing each other. Choose one question from the worksheet and ask students to discuss the answer with the person that is across from them. Then, randomly ask any person to give an answer. Next, have students in one row move to the right so for the next question they will have a new partner. This goes on until all of the questions on the worksheet are completed and discussed. 4. Making Mistakes This is a fun activity that really gets students excited about learning. For this worksheet activity have students complete all of the questions or the problems on the worksheet, but randomly make one mistake. Then, ask students to exchange papers with the person next to them and have them see if they can find the mistake. 5. Classroom Rotation Have students move their desks so that all students are sitting in a huge circle. Then, have students count off so that each child is either a one or a two. Students then complete one problem on the worksheet with a person next them. When they are finished, call upon a random student to discuss the answer. Next, have all of the twos move down a seat so that all of the ones now have a new partner. Continue to play until the worksheet is completed. Looking for more group activities? Try these cooperative learning activities, or this sample group lesson.

Mesopotamia essays

Mesopotamia essays Before man started recording history, the beginning of civilisation, they were hunter-gatherers. This meant they moved around from place to place using only what they needed from the natural resources. Historical evidence, though fragmentary, suggests that once they started domesticating the animals they were hunting and the seeds of the plants they were gathering there was no need to constantly move. One of the earliest areas that we have historical evidence on is Mesopotamia. Mesopotamia was an area in and around the Tigris and Euphrates Rivers. At the southern base of these two rivers, where they join, are alluvial flood plains. Both rivers are surrounded by land which is mainly very hot desert and marshes, much as it is today. We know they had started herding and developed agriculture around small villages. The evidence shows men developed as they do today. From the fragments we do have we know that cultures and social rolls changed according to changed circumstances. The new knowledge was passed on from one generation from the next and improved upon. It seems that settled villages encouraged people from the hills to gather in these villages. More people meant more herding and agriculture, more permanent fixtures to house the larger populations and the food. The different peoples brought with them different knowledges and as they all integrated significant technologies we re passed on and developed. Some of the significant technologies they developed were baked clay, used for bricks for homes, pottery, urns and other kitchen utensils, and also for calved statues and ornaments. It is these technologies, that archaeologists have dug up, that we get most of the knowledge about this culture. The reason they used clay was that it was readily available. There does not seem to be too much stone. Although some stone axes have been found. They would have seen that when the fertile clay was dried out in the sun it became ro ...

Grammar Myths Ending a Sentence with a Preposition

Grammar Myths Ending a Sentence with a Preposition Grammar Myths: Ending a Sentence with a Preposition Why do people always misquote me? Winston Churchill Ending a sentence with a preposition has long been forbidden by grammar pedants. And when accused of doing this, Winston Churchill is supposed to have responded: This is the sort of nonsense up with which I will not put! Do you see what he did there? And even if he probably never said it, it provides a great jumping off point for discussing a famous grammatical â€Å"rule.† So is ending a sentence with a preposition really so bad? And if not, where did the rule come from? Let us explain. The Origins of the Myth Some people insist that it’s wrong to end a sentence with a preposition. This is otherwise known as using a â€Å"terminal preposition.† The rule about this comes from the notion that English should follow the same rules as Latin, in which it is impossible to end a sentence with a preposition. For someone who holds this view, sentence A below would be wrong: A) You are reading the book which my article was published in. B) You are reading the book in which my article was published. The problem is that sentence A ends with the preposition â€Å"in,† while sentence B places the preposition in the middle of the sentence. Arguably, this makes B sound more formal than A. But, at the same time, it is easy to understand what sentence A means. And English is not Latin, so there is no reason to follow Latin-specific rules. Modern English is much more flexible about preposition placement. And there’s no reason not to end a sentence with a preposition. Is Ending a Sentence with a Preposition Wrong? In English, we regularly use prepositions at the end of sentences. As long as the sentence in question reads clearly, this is fine. In fact, as shown by the quote attributed to Churchill above, avoiding terminal prepositions can sometimes make a sentence more confusing! For instance, rather than â€Å"up with which I will not put,† we would usually say: This is the sort of nonsense which I will not put up with! And while this sentence ends with the preposition â€Å"with,† it is easier to understand than the original version, which was designed to show what happens when we follow grammar â€Å"rules† blindly. The â€Å"rule† forbidding terminal prepositions is thus a myth. But, more importantly, it’s also bad advice! Most of the time, it’s fine to end a sentence with a preposition, especially if it’s part of a verb phrase such as â€Å"put up with.† The key is ensuring your work is clear and easy to read. And if you’re ever unsure whether you’re using prepositions correctly, we’re here to help!

SWOT analysis for Dixons Retail PLC Essay Example | Topics and Well Written Essays - 2000 words

SWOT analysis for Dixons Retail PLC - Essay Example This is because the aspect of globalization has increased competition in the market by leaps and bounds with organizations using various strategies including predatory pricing to capture markets and thwart off the competition in the market. It has therefore become very important for business organizations to analyse their internal environment so as to generate optimum advantage of the opportunities offered by the market. It also helps an organization to use its internal strengths and external opportunities in an attempt to take care of the weakness in its internal environment. One of the most common and useful tool to analyse the internal environment is the SWOT analysis. SWOT is an acronym that implies the Strengths, Weakness, Opportunities and Threats faced by an organization. The strengths and weaknesses come from the internal environment and the Opportunities and threats emerge from the external environment of an organization. The present study would analyse the business strategi es of Dixon Retail Plc especially its internal strengths and weaknesses and external opportunities and threats so as to generate competitive advantage in the market. The analysis of the internal environment assumes significance as it determines the competitiveness of an organization in the market. Retail giant Dixon Plc is the largest electronic goods retailer across entire Europe. The company was incorporated in the year 1937 in the United Kingdom. Over this long period the company has made significant strides to emerge as the largest retailer in its industry segment with its network of stores spanning 13 nations across the length and breadth of Europe and providing employment options to approximately 38000 individuals. The company apart from Europe also has operations in 13 other nations. The total number of stores as on date is about 1200 with the company being the market leader in UK and four other nations. The company has a considerable number of brands under its umbrella that are extremely popular with the target market audience. The product categories available in its stores include electronic consumer durables like computers to cameras and other such devices offering a complete package for all electronic goods under one umbrella. The company has a bricks and clicks mod el of retailing under which it sells its products through physical stores as well as through the online channel. Dixon has a dedicated online web portal that helps it to provide e-commerce business channel and increase its market penetration and also offer greater convenience to the customers of the organization. The company is listed on the bourses of the London stock exchange where its stocks are actively traded. The immense size and growth of the company can be realised from the fact that it is now presently being listed under the prestigious FTSE 250 index making it one of the topmost companies of UK and Europe (Dixon Retail, 2011). The following sections would analyse the internal strengths, weaknesses of the organization along with an analysis of the external opportunities and threats using the SWOT analysis tool. Methodology   The research methodology used for conducting the SWOT analysis involves a mix of primary and secondary research techniques. The secondary research wo uld be carried out using a variety of data sources including books, journals as well as other sources of credibility. It would also include analysing the annual reports published by the company in order to get a better analysis of the internal environment. Only credible sources of information would be used for gathering information about the

Introduction to Human Resource Management Essay - 1

Introduction to Human Resource Management - Essay Example that employee-related laws were followed, and that all staff members were following the company’s policies and procedures (Cafà © Co Case Study, 2009). Also, the company’s hard HRM approach made the HR manager less of a director of HR but more of a policy-maker to make sure employees followed the company rules and regulations. Allen (2007) also describes the soft HRM approach which deals with issues of human behaviour, making sure that people are led rather than managed, are communicated with effectively and are motivated by leadership. The soft HRM approach views staff members are being important to meeting strategic goals and should be treated as valuable assets to achieving what the company wants to accomplish. One aspect of the Harvard model of HR outlines that people should be given rewards for their support to meeting goals (HRM Guide, 2007). After the review of Cafà © Co HR policies, this approach was undertaken with performance management systems and attempts to increase pay. The HR manager role, now as a member of the Board, already has a difficult time trying to improve existing HR policy at the company. Being in such a high position does not give Kim first-hand access to in-store employee behaviours, skills and abilities, therefore the line manager must take on this role in order to provide fair and accurate employee assessments. One HR expert offers that in order to have a good HR policy, line managers should â€Å"interview job applicants, provide training, carry out disciplinary procedures, and provide performance ratings† (Kleiman, 2007). Because there is already such a high turnover rate at Cafà © Co due to HR being unable to perform these tasks, it is both logical and benefitting to the business to have line managers take on these responsibilities since they are the regular point of contact for in-store staff activities, skills and behaviours. Kim simply cannot do this with her busy job role. Ulrich’s first role is being a strategic partner,

4 questions Assignment Example | Topics and Well Written Essays - 250 words

4 questions - Assignment Example Associate Justice Florentino Cuellar is new in office after he was sworn in on January 5, 2015. Also, Associate Justice Kruger Leondra assumed office on January 5, 2015 after she was appointed by the Governor on December 22, 2014. Los Angeles Superior Court operates multiple courthouses across the Los Angeles County. One of the court’s courthouses is located at 9355 Burton Way, Beverly Hills. The Beverly Hills courthouse opens from Monday through Friday. Metered parking on the courthouse venue is available at $8.00. Superior Court of California offers legal dispute resolutions programs at Santa Barbara County through online platforms (Smith 28). The County of Santa Barbara online program was established in July 1999, after the Dispute Resolution Committee was inaugurated into office. As of April 2005, the ODRP had a dispute resolution rate of approximately 83%. Sign ordinances are common in most city councils across the United States. Unconstitutionality of sign ordinances can be challenged when posting of signs fail to impede the flow of either vehicular traffic or pedestrians (Smith 24). Admittedly, posting campaign signs on lampposts and utility posts does not impede pedestrian and vehicular traffic flow in any way. Therefore, the court will consider whether the sign ordinance fails to provide free speech even when posting of the signs do not necessarily impede flow of traffic and pedestrians along the

Financial Statement analysis of Dell, Inc, in 2005 Essay

Financial Statement analysis of Dell, Inc, in 2005 - Essay Example Looking further, the strategy of Dell is multi-faceted which does not only include the internal company's internal operations but its external stakeholders as well. It should be noted that Dell's strategy can be summed up as follows: This strategy of Dell is perfect for the hypercompetitive industry it is currently operating in. A hypercompetitive industry, according to Kotler, is one where there is an intense rivalry among the competitors coupled with high buyer leverage, forcing the firms to commit to an efficient value chain which eliminates incompetence in the system which will bring eventually bring down the cost of operation and enhance customer value. In the face of this high competition and buyer power, Dell was able to come up with a strategy featuring a value chain which eliminates wastage and adds customer value. In the IT market, it is important that a player establishes an efficient manufacturing system which reduces or even eliminates wastage in its value chain. Dell has become a pivotal driver of the supply chain revolution in the IT industry because of its adoption of the Toyota Manufacturing System also known as Just-in Time (JIT) inventory system. This, together with its commitment in solely marketing its product directly to customers and the utilization of relationship marketing is very much appropriate for the industry Dell is operating in. As a market leader in its field, Dell is regarded in having the leanest and most efficient manufacturing system, excellent customer service, intensive research, lowest prices, and quality products. It should also be noted that Dell was able to develop its competitive advantage due to its unique strategy. Even though Dell's competitors like Hewlett-Packard, IBM, and Gateway continue to push aggressive strategies to eat up into Dell's market share or at least, capture a more patronage, the firm was already able to create a competitive image, insulating it from attacks. It can be noted that as the sales revenue of other competitors decline or remain flat, Dell manages to record increments. In fact the current strategy utilized by the firm manufacturer has become a sustainable competitive advantage. In contrast to competitive advantage, the business model of Dell is hard and is even impossible to be replicated by its various competitors. It should be noted that some organizations planned to emulate the business model of Dell but failed. Michael Dell, the firm's CEO expressed that competitors will be bound with their present strategies because adopting the business model of Dell wi ll be detrimental especially in their distribution channels. Currently, Dell enjoys its strategic position as a market leader in the IT industry. Due to this, the company is quiet insulated with current strategic issues. The only thing that Dell must address nowadays is the significant decision whether it directly employs its core strategies in its geographic expansion. As the company opted to conquer more lucrative markets outside its home country, Dell is faced with the

Bertos manufacturing corporation Essay Example | Topics and Well Written Essays - 500 words

Bertos manufacturing corporation - Essay Example The current financial market situation in Brazil is comfortable. This is because of the high Basel Index, which ensures adequate capital base for absorbing losses for risks (Madula 103). Australia is suitable for immediate establishment of BFSI subsidiary. This is because the retail financial market is not fully exploited in Australia. The Australian market will open up other polar market for financial service offered by the BFSI. The Financial system of Australia has three major operation pattern; borrowing funds, lending funds, and transferring financial claims (Twitchett 43). Switzerland is also an appropriate subsidiary location for BFSI. This is because it has high Gross Domestic product per capita (Twitchett 29). Also the value of the Swiss Franc has in the recent financial history been very stable. The financial sector is also very vibrant because it represented 11.6% of the GDP. The financial sector of Russia is also very vibrant. Therefore, the BFSI should immediately set up a subsidiary in the country. Financial retail services are so many in the country; this can be illustrated by the high numbers of international payments schemes (Cecil et al). At the end of 2013, number of credit cards issued by the financial institutions exceeded 128 million. China is currently experiencing reforms in the financial sector. These reforms include the introduction of insurance services and leasing services. The operational boundaries are currently being removed, to enhance customer competition in the financial services sector (Buckley & Casson 34). The financial reforms create room for private and multinational financial firms to be established. The financial system of Brazil is based on a modern and stable banking system. The financial market embraces the current technology based payment systems; the market infrastructure is also very reliable and can be predicted. The 2008 international crisis had minimal effect in the

Physiology outside report Essay Example | Topics and Well Written Essays - 500 words

Physiology outside report - Essay Example (Underwood, 2003, quotes Matallana, n.d.) Claps (2002) reports in his article, "Fibromyalgia: exercise can offer relief for people who live with this painful malady" that experts now know that fibromyalgia, which affects more women than men, does exist. The term fibromyalgia describes the symptoms. Fibro refers to the fibrous tissues of the body and myalgia indicates muscular pain that is widespread. It's a form of muscular rheumatism where normal pain is amplified by the brain and spinal cord which controls the central nervous system. Even a simple touch, or something that is not really considered to be pain, will reduce pain and increase mobility; hence, improving quality of life. Although it may seem painful to exercise, if performed correctly, physical fitness will break the cycle of pain and improve sleep which will decrease depression. Sleep problems and depression are two of the major fibromyalgia symptoms. The pain can cause an individual to forego exercise yet as Claps (2002) quotes Goldenburg (2002) on how physical fitness can break the pain cycle, "Pain causes muscle spasm. Spasm interferes with oxygen (flow) to the muscle.

Bertos manufacturing corporation Essay Example | Topics and Well Written Essays - 500 words

Bertos manufacturing corporation - Essay Example The current financial market situation in Brazil is comfortable. This is because of the high Basel Index, which ensures adequate capital base for absorbing losses for risks (Madula 103). Australia is suitable for immediate establishment of BFSI subsidiary. This is because the retail financial market is not fully exploited in Australia. The Australian market will open up other polar market for financial service offered by the BFSI. The Financial system of Australia has three major operation pattern; borrowing funds, lending funds, and transferring financial claims (Twitchett 43). Switzerland is also an appropriate subsidiary location for BFSI. This is because it has high Gross Domestic product per capita (Twitchett 29). Also the value of the Swiss Franc has in the recent financial history been very stable. The financial sector is also very vibrant because it represented 11.6% of the GDP. The financial sector of Russia is also very vibrant. Therefore, the BFSI should immediately set up a subsidiary in the country. Financial retail services are so many in the country; this can be illustrated by the high numbers of international payments schemes (Cecil et al). At the end of 2013, number of credit cards issued by the financial institutions exceeded 128 million. China is currently experiencing reforms in the financial sector. These reforms include the introduction of insurance services and leasing services. The operational boundaries are currently being removed, to enhance customer competition in the financial services sector (Buckley & Casson 34). The financial reforms create room for private and multinational financial firms to be established. The financial system of Brazil is based on a modern and stable banking system. The financial market embraces the current technology based payment systems; the market infrastructure is also very reliable and can be predicted. The 2008 international crisis had minimal effect in the

The Evolution of Communication in the Technology-Focused World Essay

The Evolution of Communication in the Technology-Focused World - Essay Example Current issues are discussed, such as how ‘sexting’ represents a dilemma for public officials, and why it’s important to select complex, hard-to-guess passwords for important online accounts. In all, the paper presents a concise look at a few of the many areas affected by the rapid adoption of technology as a means of communication, and what it will ultimately mean for the duties performed by public officials. Keywords: communication, technology, criminal justice, public sector The Evolution of Communication as the World Becomes More Technology-Focused ‘Communication,’ as defined by the Oxford English Dictionary, is â€Å"the successful conveying or sharing of ideas and feelings.† The methods by which such conveyances are made have been widely divergent through time. Whereas in the distant past, the dominant mode of communication might have entailed making gestures combined with short words or phrases to make one’s intentions known, the advent of the modern technological era has spawned an entirely new set of paradigms. The rapid rise in the speed and breadth of global communications enabled by technology has given rise to a number of descriptive labels. Industry expert Manuel Castells, a professor and Wallis Annenberg Chair in Communication Technology and Society at the University of Southern California, has dubbed the era as, ‘the network society’ (Castells, 2010). He postulates, â€Å"I contend that around the end of the second millennium of the common era a number of major social, technological, economic and cultural came together to give rise to a new form of society† (p. xvii). The referred to paradigm shift in communication is cited by Castells as creating a â€Å"shift from traditional mass media to a system of horizontal communication networks organized around the Internet and wireless communication† (p. xviii). Adopting a cautionary tone, he notes that a fundamental cultural tra nsformation has taken place, based on digital information processing, that has engendered a â€Å"generational divide† between persons born before 1969, which he marks as the ‘Internet Age’ and those thereafter. While wholesale changes to longstanding global societal structures have doubtlessly created a sense of disorientation among some, the ability to instantly communicate has brought about many improvements worldwide. In the critical area of health care, communication technology has enabled unprecedented levels of access to information on diseases and treatments, which are instantly accessible over Internet-based protocols. Innovations such as Web-based medical collaborations, wherein practitioners in different geographical locations can share data from a single clinical record, have become a vital part of the treatment process (Sands, 2008). Advances in communication technology have completely reorganized the traditional business model. Whereas once only the larger corporate structures had the wherewithal to distribute goods and services worldwide, global access is now easily accessible to even small proprietors.

Teaching Upper Intermediate Students To Take Notes English Language Essay

Teaching Upper Intermediate Students To Take Notes English Language Essay 1.1. Introduction The purpose of this assignment is to report on an EAP course design simulation. I have decided to focus on EAP for two reasons. Firstly, I am currently teaching at a university in Turkey where I have the task of preparing students for life in an English-medium learning environment. This assignment provides me with an opportunity to examine this learning context and identify factors that influence learning. Secondly, I conducted a similar project whilst completing an MA in Applied Linguistics. During this project, I designed a pre-sessional EAP course for a group of multi-lingual students entering a university in England. I now work predominantly with mono-lingual groups in a non-English speaking country and am interested in investigating how these factors influence course design. 1.2. Theories and Principles EAP rose to prominence in the 1970s (Jordan 1997) and its importance has since increased with the emergence of English as the lingua franca of the global academic community (Hyland Hamp-Lyons 2002). EAP has been defined as the teaching of English with the goal of enabling learners to use that language to study or conduct research (Flowerdew Peacock 2001) and involves helping students to develop linguistic, academic and cultural competence (Gillett Wray 2006). EAP courses may be taught in English speaking contexts, or in countries in which English is used as a foreign or second language (Jordan 1997). EAP is categorised as a form of English for Specific Purposes (ESP) and a distinction has been made between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) (Blue 1988). EGAP courses, like the one employed in my own context, teach a common core of language and academic skills that all university students require. In contrast, ESAP courses focus on the language and skills needed in one particular academic discipline. However, despite this divide, analyses of EAP courses have revealed that they generally share the following defining features (Robinson 1991: 2): They are goal directed. They are based on the needs of the students. The duration of the course is clearly specified. The students tend to be adults over the age of 18. A high level of English proficiency is not necessarily required. The need to develop academic as well as linguistic competence has received considerable attention in EAP literature (Ballard 1996; Sowden 2003). Ballard (1996) argues that foreign students often require help adjusting to the distinctive academic culture of western universities. For instance, she identifies students struggle to adapt to the critical approach to learning expected of them in western universities. This argument applies to my own teaching context because many of the lecturers are either from or have been educated in western countries and, consequently, have particular expectations about how students should behave. The need to incorporate both linguistic and academic skills into EAP courses has lead many writers to consider the type of syllabi to employ during these courses. Task-based or process syllabi are centred on the cognitive acts students perform at universities. These syllabi emphasise the use of authentic activities and English is viewed merely as the medium through which these activities are performed (Ballard 1996). Similarly, skills-based syllabi, as employed in my own institution, advocate the development of skills that students need to succeed at university. In contrast, content-based syllabi emphasise the material students study at university. These syllabi promote the analysis of language within relevant discourse (Spanos 1987). Likewise, text-based or genre-based syllabi facilitate the examination of language within authentic contexts (Feez 2002). Importantly, Flowerdew (2005) highlights that, depending on student needs, elements of different syllabi can be combined to create an integrated course. 1.3. My Own Experiences My current teaching position is my first classroom exposure to EAP and EAP students. Research conducted into this group of students suggests that they have a number of defining characteristics. For example, Todd (2003) identifies that these students are usually more mature and motivated. Waters and Waters (1992) suggest that successful university students are able to think critically and logically, are self-aware and self-confident, and are willing and able to take responsibility for their own learning. Unfortunately, in my own context, the students have generally just finished high school and have not yet fully developed these characteristics. For instance, many students expect teachers to tell them what to do and are unsure about how to manage their own personal study time. Therefore, teachers must help students develop personal traits as well as linguistic and academic skills. My previous experience of designing an EAP course highlighted the enormity of the task. Whilst analysing the needs of the students, I listed the skills and sub-skills successful university students employ. On completion, I had created an unmanageable list of skills and a pre-sessional course could not explicitly address all of them. Therefore, the course I eventually designed employed a task-based syllabus that allowed students to experience and reflect on the learning activities they would participate in at university. They then built their weaknesses into long-term development plans. 1.4. Implications of the Literature and My Experience Based on the literature and reflection on previous experiences, I believe the following implications are relevant to the design of the EAP course and the needs analysis process. The needs analysis must identify the academic departments the students will be entering. If the students are studying similar subjects, an ESAP approach may be adopted. However, if they are studying different subjects, an EGAP has to be used. The needs analysis must examine the students needs in relation to their linguistic, academic and cultural competency. The needs analysis must be used to identify the students main areas of weakness. It will not be possible to teach all of the various skills and sub-skills that the students need to succeed at university. Instead, the course must prioritise the primary weaknesses. A decision will have to be made regarding the most appropriate syllabus type to meet the needs of the students. 2. Needs Analysis 2.1. Group Profile To promote a learning-centred approach, a questionnaire (see Appendix 1) was used to collect data about learner needs (Hutchinson and Waters 1987). A questionnaire was the most practical method to collect this data. The results (Appendix A) are summarized below: Learner Characteristics 21 students (13 males and 8 females). The average age is 20 (ranging from 18 26). 18 Turkish and 3 Iraqi students. The students are entering various departments at an English-medium university. Sport, films and music are common interests. Learner Preferences Both deductive and inductive approaches. Working on their own, in pairs and in groups. Having input into what and how they learn. Both teacher and self-assessment. Self-Assessment The students perceive reading and speaking as their stronger skills. Listening and writing are skills they need to improve. The students also completed a learning styles questionnaire (Appendix 2). They favour a combination of visual, auditory and kinesthetic activities (Appendix B). 2.2. Identifying Needs Needs analysis (NA) is the process teachers use to determine and prioritize the needs for which a particular group of learners require a language (Richards 2001). These needs may originate from the students or from other stakeholders such as the institution. To assess the needs of this class, I performed a target situation analysis (TSA) to identify the skills students require when they enter the university (Munby 1978). I examined the syllabus used within my institution. This was the most practical method because this syllabus was created following a language audit and, thus, provided a comprehensive breakdown of target needs. The TSA highlighted my institution employs a skills-based approach. As discussed in section 1, successful university students must employ a vast range of sub-skills. Consequently, I performed a present situation analysis (PSA) (Richterich Chancerel 1980) to enable me to identify and prioritize gaps between the students current skill-set and those they require. I used diagnostic tests to collect information about reading, listening and writing because they are the most practical method to obtain accurate quantitative data about students knowledge (Hughes 2003). I used classroom observations to test speaking because this was the most practical way to collect information about a large number of students. Following the findings of the TSA, I employed a skills-based approach and assessed the students listening, reading, writing and speaking skills. 2.3. Diagnostic Testing Diagnostic tests are conducted at the beginning of a period of study to collect data about students current state of language development (Hughes 2003). To ensure the students perceived these tests as being useful; thus satisfying the condition of face validity (Gronlund 1998), I replicated activities the students perform in the institutions examinations. This also satisfied the condition of content validity. Skill Procedure Listening Students took notes while listening to a lecture and then answered comprehension questions using their notes (Appendix 3). Reading Students answered comprehension questions about an academic text requiring them to scan, skim and infer meaning (Appendix 4). Writing The students wrote an academic paragraph (Appendix 5) that was marked for grammar, vocabulary, content and organisation. To increase scorer reliability, a colleague checked the grades (Hughes 2003). Speaking The students were observed in class and marked on grammar, vocabulary, fluency and pronunciation. Once again, a colleague checked the grades. Grammar and Vocabulary These items were assessed indirectly through writing and speaking. 2.4. Results 2.4.1. Present Situation Analysis The diagnostic tests revealed that, on average, the students achieved passing marks (above 60%) in reading and speaking, but failed in listening and writing (Appendix C.1). This matches the students self-assessment. The writing scores highlighted the greatest difficulties concern grammar, vocabulary and organisation (Appendix C.2). The students struggled to use a range of lexis and had problems with grammatical and lexical accuracy (e.g. Appendix 6). However, during feedback, the students self-corrected the majority of their grammar mistakes. This suggests they were performance rather than linguistic errors. The students said they have problems studying vocabulary and usually just translate from L2 to L1. The students also had difficulty using cohesive devices and organising their writing to meet academic conventions and answer questions directly. The note-taking sheets (e.g. Appendix 7) revealed the students struggled to isolate important information and recorded redundant information. The students failed to employ strategies to help them record information quickly. Interestingly, when the students completed the listening test as a while-listening task, they had little difficulty answering the questions. This suggests the students problems concern note-taking rather than listening. The students explained they have had little experience of this task. This supports the notion that these students must develop academic competency. 2.4.2. Target Situation Analysis The syllabus of the institution revealed successful students must be able to use a variety of skills and strategies when taking notes from lectures and writing (Appendix D). To investigate these skills further, the students completed a self-assessment questionnaire (Appendix 8). This questionnaire performed the dual function of collecting data about the students abilities, and increasing their awareness of the skills and strategies needed to succeed at university (Allright 1982). The results showed they are not particularly confident about writing and note-taking sub-skills (Appendix E). 2.5. Priorities for the Planned Course The course will teach EGAP because the students belong to different faculties. The results of the diagnostic tests revealed taking notes from lectures and writing to be common weaknesses. This confirms the students self-assessment of their needs. The course will focus on these skills and provide the students with opportunities to develop and practice strategies they can employ when taking notes. The course will also raise awareness of the organisation of academic writing and promote effective vocabulary use and error correction. Finally, as mentioned in section 1, because the majority of students have just finished high school, the course will aim to increase awareness of university study. 3. Course Proposal 3.1. Course Proposal In accordance with the NA, this EGAP course will focus on taking notes from lectures and, academic writing. It will be taught over 1 week and consists of 20 hours of classroom time with 4.5 hours of additional writing tutorials (3 extra tutorial hours will be available if extra teaching is needed). It will supplement the 8-week course the students are currently taking. The course will enable the students to reflect on, intensively practise, and consolidate the skills and strategies they have already started developing. This will allow the students to address weaknesses and develop confidence in preparation for next course. As such, the supplementary course will be taught at the end of the students current course. 3.2. Goals and Objectives Curriculum designers state the goals and objectives of courses to imbue their creations with purpose and direction (Graves 2000). Goals can be defined as statements concerning the general purposes of a course while objectives are specific statements describing how goals are to be realised (Richards 2001). The goals of this course are to develop the students abilities to write academic essays and paragraphs and, take notes from lectures. The course also aims to increase the students confidence of taking notes and raise their awareness of how to succeed in academic life. To achieve these goals, I have formulated 19 objectives: 4 listening objectives (LO1-LO4), 4 note-taking objectives (NO1-NO4), 8 writing objectives (WO1-WO8), 1 vocabulary objective (VO1), 1 grammar objective (GO1) and 1 affective objective (AO1). For full details of the goals and objectives see Appendix 9. 3.3. Approach As identified in sections 1 and 2, the students need to develop an awareness of what life is like in university departments (Sowden 2003). Consequently, the course will employ an integrated skills approach that simulates the canonical sequence of university study (Appendix F). The lectures the students will listen to and take notes on will provide lexical input about the topics they will write about. The students will supplement this input through further reading and vocabulary study outside class (e.g. Appendix F, Day 1). This self-study responds to the students learning preferences and encourages them to take responsibility for their learning, a characteristic crucial for academic success (Waters and Waters 1992). Based on the analysis of learner needs, a variety of different approaches will be employed in the classroom. First, the listening and note-taking component will include awareness raising and reflection activities. The students have little experience of this task and these activities remedy this. Secondly, both inductive and deductive learning will be employed because the students enjoy both. Thirdly, the course will incorporate individual, pair and group work. For example, the students will brainstorm ideas for writing tasks in pairs before sharing with the group. The students will perform the writing individually. Finally, the course will employ both P-P-P and T-T-T lesson shapes depending on whether the students are encountering concepts for the first time or revisiting them. 3.4. Course Content The listening and note-taking component of the course builds from part to whole (Richards 2001). The diagnostic tests revealed the students have difficulty identifying important information and using note-taking strategies. This course allows the students to increase their awareness of and practise listening and note-taking strategies in isolation before having opportunities to use them, first, in tandem and, then, holistically (e.g. Appendix F, Day 1). Moreover, the students will practise these strategies whilst reading before applying them when listening. This componential approach recycles objectives and, allows students to automatise strategies separately so, when using them holistically, they find it less cognitively challenging (Field 2008). The writing component of the course builds from simple to complex (Richards 2001). The diagnostic tests revealed the students have difficulty answering questions directly and developing ideas logically. Consequently, the students will practise this skill in body paragraphs before progressing to full essays. The writing component will also develop from whole to part (Richards 2001) with students examining the organisation of full texts before analysing and practising writing the individual components (e.g. Appendix F, Day 2). The students identified they enjoy inductive learning and this methodology facilitates this. The students will complete the writing outside class. This removes the pressure of time limits and emphasises the writing process rather than product (Walker and PÃ ©rez RÃ ­u 2008). The grammar and vocabulary teaching will be reactive as the diagnostic tests highlighted the students difficulties mainly concern performance rather than linguistic errors. The students writing will be marked with grammar and vocabulary mistakes highlighted using an error code. The students will then re-write and self-correct their texts in the tutorials. The students enjoy both teacher and self-correction, and both inductive and deductive learning. This methodology responds to these needs. The tutorials will contain fewer students so the students will have greater access to a teacher if they need to ask questions. 3.5. Materials The materials to be used in this course have been designed for the purposes of English teaching (Appendix F). The language is graded and, in the lectures, the rate of speech is slower. This will allow the students to focus on developing the targeted skills and strategies instead of worrying about language. It also responds to the students affective needs. They are extremely anxious about taking notes and, if exposed to authentic lectures, might be overwhelmed (Guariento and Morely 2001). The use of inauthentic material is also offset by the authenticity of the tasks. The students will have to take notes and write essays in their departments so they are likely to be motivated (Long and Crookes 1992). Unfortunately, the use of graded material limits the topics to those in the coursebooks. I have chosen lectures on the topics of health, society and relationships. These topics are accessible to all of the students and the TSA revealed they feature in the coursebooks and exams of the inst itution. 3.6. Institutional Constraints A number of institutional constraints have influenced the design of this course. Firstly, the availability of teachers affected the tutorials. Ideally, the tutorials would contain a maximum of five students. However, this would require in excess of 5 teachers and this was not possible. Consequently, two teachers will conduct the tutorials and the class will be halved. Secondly, the institutions examinations influenced the methodology used on the course. The students will sit a skills-based examination shortly after participating in this supplementary course. Consequently, I decided to use comprehension questions to measure note-taking ability. The students perform similar tasks in their exam so they will probably be more motivated because they can apply the strategies they practise during this course. 4. Assessment 4.1. Assessment Principles Assessment is an umbrella term referring to the collection of data about the abilities or achievements of learners taking a particular course (Brindley 2001). It may occur formatively (during the course) or summatively (at the end of the course). Assessment can be performed using both quantitative and qualitative methodology (Jordan 1997). Qualitative methodology may include classroom observation or interviews while the main quantitative method is testing. Tests may be employed at various stages during a course. Proficiency and diagnostic tests are administered at the beginning of a course to provide information about learners existing abilities (Hughes 2003). In contrast, achievement tests are used formatively or summatively to assess students progress and identify what they have learnt from a particular course (Brindley 2001). In order to be effective, tests must be both valid and reliable (Hughes 2003). Validity concerns the ability of tests to measure what they are supposed to while reliability is the extent to which tests can be repeated achieving consistent results (Brindley 2001). 4.2. Monitoring Learner Progress Progress in the listening and note-taking component will be assessed through comprehension questions and self-assessment (Appendix 10, Days 1, 3 and 5). This assessment is integrated into the course and will be conducted in the final block of note-taking days. The comprehension questions include multiple choice and short open-ended questions. The self-assessment requires the students to reflect on their use of strategies practised and rate themselves (e.g. Appendix 11). The students will also collect their note-taking sheets, comprehension questions and self-assessment sheets in a Learning Portfolio (LP). These will function as records of their learning processes and, be used for summative assessment and reflection purposes (Nunes 2004). Progress in the writing component will be assessed through the completion of three writing tasks: one paragraph and two essays (Appendix 10, Days 2, 4 and 5). The students use of grammar and vocabulary will be assessed indirectly through these tasks. The students will write a first and second draft for each task and both drafts will be marked and graded. The first drafts are to be completed outside class. The second drafts will be started in writing tutorials and finished outside of class. Both drafts of each task will be included in their LPs. 4.3. Assessing Learner Outcomes The students LPs will form the basis of the summative assessment (Appendix 10, Day 6). The students will reflect on their work and self-assess their progress in each of the objectives (Appendix 12). In one to one tutorials, the students will discuss this self-assessment and form long-term development goals to respond to their weaknesses. This assessment will be low stakes because the students will soon be taking a high stakes examination in the institution and do not need further pressure. The decision to use both teacher and self-assessment in the formative and summative assessment responds to the students learning preferences. Self-assessment also encourages students to be more active and take responsibility for their learning (Harris 1997). The use of LPs combines formative and summative assessment, and this helps students to better understand their strengths and weaknesses (Lam Lee 2009). It also allows the students to monitor their development in note-taking; thus, increasing their confidence. 4.4. How Assessment Principles Influenced Assessment Methodology The assessment methods aim to conform to the principle of validity. Adopting a skills-based approach achieves construct validity. The TSA revealed my institution advocates this theory and the assessment methods of this course reflect this. The students will be assessed on their ability to employ skills and strategies when taking notes from lectures and, writing paragraphs and essays. The course also follows theoretical developments in written assessment. The use of LPs rather than timed exams emphasises the writing process rather than the product (Walker and PÃ ©rez RÃ ­u 2008). The use of skills-based assessment also satisfies the conditions of both content and face validity. The assessment tasks mirror those performed on this course and, during regular courses and examinations. Consequently, the students are likely to view the course and assessment techniques as appropriate (Gronlund 1998). The assessment methods also aim to conform to principle of reliability. The listening and note-taking component of the course will be assessed using multiple choice and short open-ended questions and, these will be marked using a standardised answer key. This will increase scorer reliability. The written tasks will be marked using the writing criteria of the institution. These criteria are regularly standardised. Therefore, although subjective, scorer reliability will be enhanced. 4.5. Constraints and Opportunities Whilst planning how to assess this course, I encountered a number of constraints. Firstly, I decided to use comprehension questions to assess listening and note-taking because this is how my institution assesses these skills. The students are familiar with this form of assessment so, had I chosen a different method, I may have experienced negative backwash with students failing to value my choice of methodology (Hughes 2003). Moreover, by using comprehension questions, I can exploit backwash from the examinations positively to motivate the students. Secondly, I faced practicality problems with the written assessment. The students will complete their writing tasks at home and have tutorials about them the next day. Therefore, to allow for marking, tutorials would have start at 10am with regular classes being taught in the afternoon. The students will submit their work via e-mail by 8am. This provides the teachers sufficient time to mark and, also imposes deadlines on the students. Suc h deadlines are part of university study and the students must take responsibility for meeting them. 4.6. Course Evaluation Evaluation is the process of collecting information about a course, both formatively and summatively, with the purpose of determining how effective it is and to guide decisions about teaching and learning (Murphy 2000). The evaluation methods to be used on this course are summarised in Appendix 13. In this course, LPs play a crucial role in evaluation. The data in these portfolios will help me make both formative and summative judgments about whether objectives are being met. The formative judgments will be particularly useful because they will help me to decide whether to use any of the free tutorials to provide additional teaching. In addition, the students will complete a questionnaire to evaluate the course summatively (Appendix 12). This questionnaire will allow the students to rate the usefulness of the activities, materials, teaching and assessment methods, and make open-ended comments about the course. 5. Conclusion 5.1. Conclusion Studying at university is an extremely complex process requiring students to participate in a variety of learning activities and, use a vast array of skills and sub-skills (Munby 1978). The task of EAP practitioners, who help students acquire these skills, is unenviable because, in addition to teaching linguistic competence, they also have to help students develop academic and cultural competence and, personal characteristics. When designing my course, I responded to this challenge, by conducting an analysis of the students needs. This analysis enabled me to identify and prioritise the most pressing weaknesses of the students. Therefore, I was able to maximize the benefit that the students would receive from what is a relatively short course. I believe that, having taken the course, the students will, not only be better equipped to take notes from lectures and, write paragraphs and essays, they will also feel more confident about doing so. The task of designing an EAP course for my students was made even more challenging because most of them have just finished high school and are unfamiliar with university study. Therefore, I believe that my decision to design the course to simulate university study will be particularly valuable to them in the long-term. Although the students will still have a lot more to learn about academic study, I believe that, when they enter their departments, they will be more aware of what is expected of them both inside and outside of class. Moreover, I feel that, through being exposed to the use of LPs as a method of learning and assessment, the students will have taken a huge step towards to becoming more self-aware and responsible for their own learning. These characteristics will play a fundamental role in their lives as successful university students.