Juvenile Justice And The Juvenile Court System - 1761 Words

Placing a juvenile in a detention center early in the court process increases the risk that youths will be found to be delinquent and damage their prospects for future success. A majority of the youths that are placed in these facilities pose little or no threat to the public and essentially do not need to be there. This portion of the juvenile court process is detrimental to the future and mental aspects of a youth’s life. We desperately need to change the way that we handle the juvenile court system because we are only reinforcing the delinquent behavior that these youths have been exposed to. We need to focus on the rehabilitation and prevention efforts for these youths not the punishment aspect and until then (insert a better ending). The state juvenile corrections systems in the U.S. detain youth in several different types of facilities such as, group homes, residential treatment centers, wilderness programs, boot camps, country-run youth facilities, and some of these are locked or secured through staff. Richard Mendel stated (2012), â€Å"The latest official national count of youth in correctional custody, conducted in 2010, found that roughly 48,000 U.S. youth were confined in correctional facilities or other residential programs each night on the order of a juvenile delinquency court (p 1).† This amount of juveniles in these facilities is roughly the same amount of adolescents that live in cities like Louisville, Kentucky or Portland Oregon. America relies heavily onShow MoreRelatedJuvenile Justice System And The Juvenile Court System1742 Words   |  7 PagesThe juvenile justice system varies from the adult justice system in many ways. For more than a century, the states have believed that the juvenile justice system was a means to ensuring public safety, by establishing and implementing a system that responds to children as they are maturing into adulthood. Today’s youths, however, are increasingly committing more serious crimes that in turn are raising the public’s criticism concerning the modern juvenile justice system. There are those who are inRead MoreThe Role of Police, Courts and Department of Corrections in Juvenile Justice System765 Words   |  4 PagesRole of Police, Courts and Department of Corrections in the Juvenile Justice System James Francis Juvenile Delinquency American Military University Professor Robert Arruda The Role of Police, Courts and Department of Corrections in the Juvenile Justice System The juvenile justice system brings the juvenile delinquent in contact with the local police, the court system and if found guilty, the Department of Corrections. This paper will discuss the role of the police, the courts and the DepartmentRead MoreJuvenile Justice And Criminal Justice1368 Words   |  6 Pages The border between juvenile justice and criminal justice did not endure the juvenile court’s first century. By the 1980s, there was general disappointment with both the means and the ends of normal juvenile justice. As with every other social repair efforts, it is difficult to say whether frustration with juvenile justice was born of erroneous concept or of wretched execution. The administering accepted by justice policy, however, was unmistakable. Juvenile courts began to adopt the sentiment andRead MoreStatus Offenders, Dependent and Neglected Youths, and Juvenile Victimizations1872 Words   |  7 PagesStatus Offenders, Dependent and Neglected Youths, and Juvenile Victimizations: As they come into contact with the juvenile justice system different, delinquent youths are treated differently in this system. Notably, the jurisdiction of this system and its courts also extends to non-delinquent youths like dependent and neglected youths, and status offenders. However, non-delinquents are not only viewed differently but they are also treated separately from delinquents. In most cases, non-delinquentsRead MoreJuvenile Court Essay1138 Words   |  5 PagesThe first juvenile court was established in Illinois in 1899. In the late 18th century children as young as seven could stand trial in criminal court and could be sentenced to prison or death. The perception of children was later changed and they were viewed as persons with undeveloped moral and cognitive capacities. This allowed the state of Illinois to intervene in the lives of children providing protection and care or supervision. The mission to help children in trouble was clearly stated in theRead MoreThe Ju venile Justice Process Essay1293 Words   |  6 PagesThe Juvenile Justice Process: A Breakdown of the System Dana R Kirkland Strayer University Abstract Although based on the adult criminal justice system, the juvenile justice process works differently. Juveniles can end up in court by way of arrest, truancy or for curfew violations or running away. A youth may also be referred to the juvenile court system by school officials or a parent or guardian for being continuously disobedient. The juvenile justice process involves several different stepsRead MoreThe Role Of Parens Patriae Within The Criminal Justice System873 Words   |  4 Pagesthe concept of parens patriae within the Criminal Justice System corresponds with the shaping of juvenile justice. Throughout history, the Criminal Justice System seldom focused on the understanding of the relationship between children and criminal responsibility and the special needs of juveniles. Despite of age, juveniles were often overlooked and were typically processed and subject to the similar punishments as adults. Consequently, juveniles placed in the same facilities as adults who committed Read MoreThe United States Juvenile Justice Court Was Based On The1325 Words   |  6 PagesThe United States juvenile justice court was based on the English parens patriae adopted in the United States as part of the legal tradition of England. But the efforts of the state to rehabilitate juvenile offenders with institutional treatment with the houses of refuge and reformatories failed. Today, the United States has 51 different juvenile court systems; the laws and statutes vary from jurisdiction to jurisdiction. Thus, each state’s approach to handle the youth offenders is responsible forRead MoreTrying Juveniles as Adults Essay1312 Words   |  6 PagesAccording to Caldwell (1961) the juvenile justice system is based on the principle that youth are developmentally and fundamentally different from adults. According to Mack (1909) the focus of the juvenile justice system has shifted from â€Å"was the crime committed† to â€Å"why did the child commit the crime†, â€Å"how can we help the child†. When performing as it is designed and up to the initial intentions, the juvenile court balances rehabilitation (treatment) of the offender with suitable sanctions whenRead MoreEssay on Adult Justice System vs. Juvenile Justice System1145 Words   |  5 PagesAdult Justice System vs. Juvenile Justice System Versus CJ150: Juvenile Delinquency Josh Skaggs There are many similarities and differences between the adult and juvenile justice systems. Although juvenile crimes have increased in violence and intensity in the last decade, there is still enough difference between the two legal proceedings, and the behaviors themselves, to keep the systems separated. There is room for changes in each structure. However, we cannot treat/punish juvenile

The Justification Behind Manifest Destiny - 1699 Words

The Justification Behind Manifest Destiny - A Critical Analysis The nineteenth century marked a period of time of growth and development for the United States. During this time, the U.S. experienced important advances in science, technology, industrialization, and civil rights. This is also the time period where the U.S. began its expansion from east coast to west coast. This is known as the conquest of manifest destiny. Unfortunately, this destiny came at a price. The price paid for this was by the Native American people who were essentially forcibly moved off of their land for the achievement of this goal. A question arises as to whether this was justified and whether there were other ways in which these goals could have been achieved†¦show more content†¦This was known to be â€Å"manifest destiny†. Not only did the individuals involved believe it would be beneficial for the state economically and politically to acquire the land from east coast to west, the believed it to be their â€Å"God Given Right To Spread The Values Of White Civilization†. This immediately brings to memory the relatively racist time period from which the United States originates. African American, Native American, and Hispanic people were looked at as inferior to the Caucasian people. This was the reason Caucasians used to justify their harsh treatment of these other races. It may be sad to admit, but it certainly is true. With this logic of â€Å"justification†, the Caucasian based government began its expansion from east to west by any means necessary. Furthermore, there were great political and economic incentives to pursue this goal. The central and western areas of the U.S. presented tremendous economic opportunity for use and development. In addition to the vast amount of land, these areas also presented natural resources which could be used in the growth and development of the United States (Calderon, 2014). The access and control of these resources with the resulting economic growth greatly enhances the polit ical leverage of the institution. However, regardless of the benefits this move presented, the tactics used to achieve this goal were highly unethical. The force and tactics utilized by America toShow MoreRelatedInsight about the Mexican War and the Manifest Destiny Essay1046 Words   |  5 Pagesthe Mexican War and how did it begin? or What is Manifest Destiny and who came up with it? Those are all very good questions, so let me take the time to give you some insight about the Mexican war and Manifest Destiny. The Manifest Destiny was the belief that the United States was destined to expand from coast to coast. It was the concept that which heavily influenced American policy in the 1800s. Americans supported the manifest destiny because the Southerners wanted more land and NorthernersRead MoreEssay On Manifest Destiny1544 Words   |  7 PagesThe Manifest Destiny was the attitude prevalent during the 19th century period of American expansion that the United States not only could, but was destined to, stretch from coast to coast. Manifest Destiny was mainly accomplished by the Monroe Doctrine, the annexation of Texas, and the Mexican-American War, but we were not a true continental power yet. After 1850, the Civil War, westward expansion, and the rise of big business made the United States a true continental power. By the time James PolkRead MoreEssay about Territorial Expansion1635 Words   |  7 PagesTerritorial Expansion Almost all people have, at one stage or another in their history felt and expressed the need to extend their territory and also to explain and justify their need both to the world and to themselves. ( John A. Hawgood, Manifest Destiny, p126) When North America was first being colonised in the early 17th century, the settlers made their home along the coasts of the ocean and the shores of the nearby rivers. Nevertheless, as the population kept growing, adventurersRead MoreHow Did Manifest Destiny Manifest Itself?1876 Words   |  8 PagesHow did Manifest Destiny manifest itself? Manifest Destiny manifested itself in several ways during the period 1840-1896. Almost every major crisis or notable event was somehow related to manifest destiny. To understand the meaning of Manifest Destiny, we need to go back to its origins. The term Manifest Destiny was first used by John O ´Sullivan in July-August 1845, in the Democratic review; â€Å"our manifest destiny to overspread the continent allotted by Providence for the free development ofRead MoreExplain The Background, And Repercussions Of Manifest Destiny1956 Words   |  8 PagesExplain the background, and repercussions of, Manifest Destiny. In 1845, John O’Sullivan wrote an Article in the ‘United States Magazine and Democratic Review’ in favor of the annexation of Texas. In this article the term ‘Manifest Destiny’ was created. O’Sullivan wrote â€Å"the fulfilment of our Manifest Destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.† Thus supplying the American people with the idea that it was their God-givenRead MoreThe Conflict Between The Old World And The New World1299 Words   |  6 Pagesof injustices toward Native Americans, and the reasoning behind the Mexican American War. Pizarro’s conquest of the Incan empire is illustrative of the nature of colonialism at the very beginning of the discovery of the New World by European explorers. The rapid colonization of the Americas was far from subtle; the Spanish conquistador method of colonialism is rooted in direct conquest through violence and war. The primary motivation behind colonization for the Old World can be summed up in threeRead MoreFrederick Jackson Turner S Frontier Thesis1157 Words   |  5 Pagesinterest. videlicet, with frequent territorial changes, the American population has developed an adaptation capacity. This ability began to be used to make the adversities of the new territory on a benefit of who lived there. The doctrine of Manifest Destiny is a philosophy that expresses the belief that the American people elected by God to rule the world, and the US geopolitical expansionism just an expression of divine will. Amid this idea of ​​US global dominance was also the idea of ​​the USRead MoreThe Role Of Colonialism During The Emergence Of Black And Brown1078 Words   |  5 PagesThe justification of the removal of Natives was that they were not utilizing the land for profit and they were not considered human. Lands rich in copper metal and other resources, were incentive for the exponential growth of White population and displacement of Native Americans (Lecture 6 1/26/17). In order for the Anglo population to legitimize themselves as a civil self-standing society, the appointment of authority figures was necessary to make laws viable. The ideology of Manifest Destiny andRead MoreReasons Against the War with Mexico1793 Words   |  8 Pagesto Texas joining the Union due to its’ status as a slave state, but this was not due to slavery being evil, so much as it was a socio-economic issue for the North. 4. How the argument against the war was used in conjunction with the belief of â€Å"Manifest Destiny†, and how that argument is used as a racial motivation against acquiring the state of Texas. 5. Why the issue of slavery was used as propaganda against the war, and why that argument is more centered on economics, not the idea that slavery wasRead MoreSectional issues leading up to the Civil War, how the North South and West felt about states rights, tariffs, western land policy, mexican war, secession and how all these linked back to slavery.1364 Words   |  6 PagesSouth was left behind as it dwelled mostly on agriculture. Since there were better work opportunities, transportation started to become an issue. This is when the internal improvements policy came into play. The South and West needed roads for transporting goods to the market. Westerners wanted a national road. Also, the theory of manifest destiny came into play, and a war with Mexico, which allowed the United States to stretch from ocean to ocean. Manifest destiny is a justification for Americans

An Identification And Analysis Of Problems At Hair For You - Samples

Question: Discuss about the Identification And Analysis Of Problems At Hair For You. Answer: Introduction The business world has become increasingly competitive, with many new players coming in and competing for the same market share. Further, technological changes have continued to grow and advance unabated, making the world smaller and creating the concept of globalization in which businesses, people, economies, and other environmental (business) factors more interconnected. Businesses are increasingly finding themselves in the cross hairs of these dynamics; on the one hand, there are external factors, such as increased competition and environmental factors putting pressure on the organization and on the other hand, internal dynamics, such as decision making and management and operational processes to be considered (Brooks, Weatherston and Wilkinson, 2010). As such, businesses and organizations are thrust into a cycle in which they must continuously change and adapt, just to stay afloat; the business world has evolved such that adaptability has become the new competitive edge, above ev en novel factors such as market leadership and innovation, according to Reeves and Deimler (2016). New trends such as the massive use of social media and other technology platforms have fundamentally changed, or is changing, how brands interact with their customers. Social media has become even more influential than traditional media (Cunningham, Silver Craig, 2016), (Merchant, 2015). These are realities that businesses can not afford to ignore. In this context, this paper is a business analysis of the Hair for You business case in which a patriarchs death has occasioned three children to take over the salon business, each of who are managing the three branches. The business has been experiencing pressures from competition, thinning profits, and technological challenges. The paper will identify the challenges, classify them, list models and techniques that can be utilized in analyzing the situation and critique them. The paper also brings the issues together using a rich picture di agram and then uses Blums paper to place the SSM in a specific quadrant. Problems The Hair for You case study brings to the fore both soft and hard problems; there are problems and challenges due to human factors as there are problems and challenges due to technical issues. The technical issues emanate, in a way, from the human problems, so it is logical to begin by identifying and analyzing the human (soft) challenges and problems. One of the biggest problems is communication as they cant seem to effectively communicate. The other challenge is poor problem solving as well as wanting leadership qualities. Another challenge is an apparent lack of grasp of modern, cost effective and widely used technology as Bill Junior proposes the use of SMS to communicate with customers, when methods, such as social media could even be more effective. These are soft problems. The other issues are technical, including lack of business systems information management systems, poor interconnectivity, and reliance on manual legacy systems such as manual pay processing and making telep hone calls to book appointments. Another problem is lack of business integration where there are disparate branches that are not integrated with business information systems management. Another technical problem is a lack of Internet and web presence; all these are hard problems. Stakeholders and problem owners Stakeholders Interest Jordan Very High Bill Jr Very High Sally Very High Hair for You High Hair for You Staff Customers High Problem Owners Problem(s) Owner Communication Jordan, Bill Jr, Sally Problem solving framework Jordan, Bill Jr, Sally Investment in technology Jordan, Bill Jr, Sally New product line Jordan New markets Jordan, Bill Jr, Sally New communication channels (using social media platforms) Jordan, Bill Jr, Sally Automated cash register and appointment system Jordan Branch expansion Sally Hair for You does not really use a modern ICT system; however, it is still a system that can be evaluated and analyzed using various tools, techniques, and models. The techniques include the data flow diagram (DFD) that is used for functional modeling. Another approach would be the use of object oriented analysis and design (OOAD) used technically to analyze and design systems. The Business process model and notation(BPMN) is also another approach that can be used in the hair for You situation. Data Flow Diagrams DFDs refer to graphical representations of how data flows within and through an information system where its aspects and processes are modeled. It is usually used as a preliminary measure to develop a systems overview without getting into great detail. As such, the DFD is a useful tool in having a higher level view of a system and is therefore, an important tool to help with effective planning. Hair for You can use it to evaluate its systems before going into designing the system. The DFD is also valuable in communicating to present users, the existing system, being a graphical technique that is straightforward and therefore, simplifying understanding the system. DFDs can also offer detailed presentations of components in a system and both non technical and technical audiences can understand it (Davies, Green, Rosemann, Indulska Gallo, 2006). However, DFDs has its limitations and demerits; it only gives a basic, high level view and does not go into the details. The DFD takes a long time to develop and this can be a challenge for the case study, given the urgency of the challenges. Because it takes long, managerial support for it may wane such that it is not completed or done thoroughly. The DFD also leaves out physical considerations, yet these are important components of a business information system. Further, developers and programmers coding or developing a system may be confused by it as it omits physical aspects and is too basic and not detailed (Shen, Wall, Zaremba, Chen Browne, 2004). Business Process Model and Notation This refers to the graphical presentation and description of a diagram that defines business processes within a business process model. The BPM has a major drawback in that it is very complex, having 100 graphical process elements as well as beingabout 500 pages. This makes it not only difficult to adapt, but also to learn for practical use as the different semantics and elements can be interpreted wrongly leading to wrong conclusions. Further, its execution is not standardized while its tools provide only partial support for executing BPMN diagrams (Griktait?, 2008). The models are ambiguous and so cannot be effectively used in sharing models, while its support for decision making, business rules, and routine work and knowledge is weak or poor. However, it has certain merits, including being internationally ISO standardized and being useful in defining diagram interchange and execution semantics, apart from having a rich repertoire of tolls and diagrams (Papajorgji, Pinet, Guimara?e s Papathanasiou, 2016). Object Oriented Analysis And Design (OOAD) This is the procedure for identifying engineering requirements for software with respect to the object model of the software. With the OOAD, it is not easy to determine all necessary objects and classes needed for a system, and may lead to ill fitting software. OOAD requires a different approach to managing software projects, making its effective implementation difficult; project managers then easily confuse substance and style (Dathan Ramnath, 2015). The OOAD lacks a an explicit procedure for reuse of code and other semantics; this implies that there is limited reuse in large scale projects. Software applications are developed for scalability and reuse is an important factor in ensuring scalability and modification for future environments. However, OOAD is easy to understand and use, as well as being easy to maintain. Its also able to help reduce the time and cost of development and improves system quality as programs can be reused (Wang, 2006). Rich picture diagram of problems, stakeholders and problem owners The rich picture diagram is as shown below; SSM in The Blums Matrix The Blums matrix has four quadrants namely, conceptual, formal, problem oriented, and product oriented quadrants. Each quadrant alludes to the methodology of solving problems and coming up with solutions, as shown below; Problem oriented Product oriented Conceptual I II Formal III IV The process of developing software is a transformation of needs into products to handle those needs and first, a conceptual model that defines how the software responds to the need must be developed. The conceptual model is then transformed into the formal model prescribing what the software will do (Blum,1994). The SSM is an approach to BPM (business process modeling) that defines how organizational processes are modeled used in solving specific and general problems in managing change. In the context of the Blums diagram (Fig 2), SSM will fall into the fourth quadrant. This is because SSM has seven steps that start by identifying the situation considered problematic and sequentially goes to to expressing the problem situation, followed by a formulation of root definitions. Conceptual models are then built and compared to real world situations before possible changes are defined and action taken to improve the problem situation (Wilson Van Haperen, 2015). In the quadrant IV; the met hods are used to create modules (correct units of implementation) such as objects and program packages, which is the module aimed, in SSM model, at developing conceptual models that can work in the real world that are implemented and used to improve the problem situation. References Blum, B. (1994). A taxonomy of software development methods. Communications of the ACM. 37. Brooks I, Weatherston J and Wilkinson G (2010) Globalisation, challenges and changes. Pearson Education Catalogue. Pearson Education. Available at: https://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhighered/samplechapter/Brooksch9.pdf (accessed 05/09/17). Cunningham S., Silver J., Craig D. (2016). YouTube, multichannel networks and the accelerated evolution of the new screen ecology. Convergence. 22, 376-391. Dathan, B., Ramnath, S. (2015). Object-Oriented Analysis, Design and Implementation [recurso electrnico] An Integrated Approach. Springer EBooks 2015 [Recurso Electrnico]. Davies, I., Green, P., Rosemann, M., Indulska, M., Gallo, S. (2006). How do practitioners use conceptual modeling in practice? Data Knowledge Engineering. 58, 358. Deimler MRM (2016) Adaptability: The New Competitive Advantage. Harvard Business Review. Available at: https://hbr.org/2011/07/adaptability-the-new-competitive-advantage (accessed 05/09/17). Griktait? J., (2008) Business process modelling and simulation: advantages and disadvantages. Global Academic Society Journal: Social Science Insight 1(3): 414. Available at: https://scholararticles.net/business-process-modelling-and-simulation-advantages-and-disadvantages/ (accessed 06/09/17). Merchant M (2015) How social media is giving mainstream media a run for its money. DailyO - Opinion News Analysis on Latest Breaking News India. Living Media India Limited. Available at: https://www.dailyo.in/politics/social-media-twitter-facebook-new-york-times-national-geographic-buzzfeed/story/1/2877.html (accessed 05/09/17). Papajorgji, P. J., Pinet, F., Guimara?es, A. M., Papathanasiou, J. (2016). Automated enterprise systems for maximizing business performance. A volume in the Advances in business information systems and analytics (ABISA) Shen, H., Wall, B., Zaremba, M., Chen, Y., Browne, J. (2004). Integration of business modelling methods for enterprise information system analysis and user requirements gathering. Computers In Industry. 54, 307-323. Wang, L. (2006). Fuzzy systems and knowledge discovery: third international conference, FSKD 2006, Xi'an, China, September 24-28, 2006 : proceedings. Berlin, Springer. Wilson, B., Van Haperen, K. (2015). Soft systems thinking, methodology and the management of change. London, Palgrave Macmillan Education.

Kennedys Economic Policies free essay sample

JFKs ability to manipulate public opinion, advisers, recession, growth, effectiveness, tax credits, gold market, inflation, business labor, steel crisis. The purpose of this research is to examine the principal domestic economic issues confronting the presidential administration of John F. Kennedy. The plan of the research will be to set forth the context in which Kennedys administration, lasting some thousand days, can be considered as a whole, and then to discuss three areas in particular that shed light on the significance and utility of presidential activities during that period: Kennedys response to inflation and recession and the dispute of the U.S. government with the steel industry. The Kennedy administrations ability to affect and lead public policy in economic matters cannot be understood without reference to President Kennedys ability to use mass media to facilitate the shaping of public opinion. It is in this broad context that the thousand days of the administration can most

Timbuktu, Mali and Today

Timbuktu, Mali and Today The word Timbuktu (or Timbuctoo or Tombouctou) is used in several languages to represent a far-away place, but Timbuktu is an actual city in the African country of Mali. Where Is Timbuktu? Located near the edge of the Niger River, Timbuktu is situated near the middle of Mali in Africa.  Timbuktu had a 2014 population of approximately 15,000 (the recent drop more in half due to its 2012–2013 occupation by Al Qaeda). The 2014 estimate is the latest data available. The Legend of Timbuktu Timbuktu was founded by nomads in the 12th century, and it rapidly became a major trading depot for the caravans of the Sahara Desert. During the 14th century, the legend of Timbuktu as a rich cultural center spread through the world. The beginning of the legend can be traced to 1324, when the Emperor of Mali made his pilgrimage to Mecca via Cairo. In Cairo, the merchants and traders were impressed by the amount of gold carried by the emperor, who claimed that the gold was from Timbuktu. Furthermore, in 1354 the great Muslim explorer Ibn Battuta wrote of his visit to Timbuktu and told of the wealth and gold of the region. Thus, Timbuktu became renown as an African El Dorado, a city made of gold. During the 15th century, Timbuktu grew in importance, but its homes were never made of gold. Timbuktu produced few of its own goods but served as the major trading center for salt across the desert region. The city also became a center of Islamic study and the home of a university and extensive library. The citys maximum population during the 1400s probably numbered somewhere between 50,000 to 100,000, with approximately one-quarter of the population composed of scholars and students. The Legend Grows A 1526 visit to Timbuktu by a Muslim from Grenada, Spain, Leo Africanus, told of Timbuktu as a typical trading outpost. Still, the mythical legend of its wealth persisted. In 1618, a London company was formed to establish trade with Timbuktu. Unfortunately, the first trading expedition ended up with the massacre of all its members, and a second expedition sailed up the Gambia River and thus never reached Timbuktu. In the 1700s and early 1800s, many explorers attempted to reach Timbuktu, but none returned. Many unsuccessful and successful explorers were forced to drink camel urine, their own urine, or even blood to attempt to survive the Sahara Desert. Known wells would be dry or would not provide enough water upon an expeditions arrival. Mungo Park, a Scottish doctor, attempted a trip to Timbuktu in 1805. Unfortunately, his expedition team of dozens of Europeans and natives all died or abandoned the expedition, and Park was left to sail along the Niger River, never visiting Timbuktu but merely shooting at people and other objects on the shore with his guns as his insanity increased. His body was never found. In 1824, the Geographical Society of Paris offered a reward of 7,000 francs and a gold medal valued at 2,000 francs to the first European who could visit Timbuktu and return to tell the story of the mythical city. European Arrival in Timbuktu The first European acknowledged to have reached Timbuktu was Scottish explorer Gordon Laing. He left Tripoli in 1825 and traveled for 13 months to reach Timbuktu. On the way, he was attacked by the ruling Tuareg nomads, was shot and cut by swords, and broke his arm. He recovered from the vicious attack and made his way to Timbuktu, arriving in August 1826. Laing was unimpressed with Timbuktu, which had, as Leo Africanus reported, become simply a salt trading outpost filled with mud-walled homes in the middle of a barren desert. Laing remained in Timbuktu for just over one month. Two days after leaving Timbuktu, he was murdered. French explorer Rene-Auguste Caillie had better luck than Laing. He planned to make his trip to Timbuktu disguised as an Arab as part of a caravan, much to the chagrin of proper European explorers of the era. Caillie studied Arabic and the Islamic religion for several years. In April 1827, he left the coast of West Africa and reached Timbuktu a year later, even though he was ill for five months during the trip. Caillie was unimpressed with Timbuktu and remained there for two weeks. He then returned to Morocco and then went home to France. Caillie published three volumes about his travels and was awarded the prize from the Geographical Society of Paris. German geographer Heinrich Barth left Tripoli with two other explorers in 1850 for a trek to Timbuktu, but his companions both died. Barth reached Timbuktu in 1853 and did not return home until 1855. During the interim, he was feared dead by many. Barth gained fame through the publication of five volumes of his experiences. As with previous explorers to Timbuktu, Barth found the city quite the anticlimax. French Colonial Control In the late 1800s, France took over the Mali region and decided to take Timbuktu away from the control of the violent Tuareg. The French military was sent to occupy Timbuktu in 1894. Under the command of Major  Joseph Joffre (later a famous World War I general), Timbuktu was occupied and became the site of a French fort. Communication between Timbuktu and France was difficult, making the city an unhappy place for a soldier to be stationed. Nonetheless, the area around Timbuktu was well protected, so other nomad groups were able to live without fear of the hostile Tuareg. Modern Timbuktu Even after the invention of air travel, the Sahara was unyielding. The plane making an inaugural air flight from Algiers to Timbuktu in 1920 was lost. Eventually, a successful airstrip was established; however, today, Timbuktu is still most commonly reached by camel, motor vehicle, or boat. In 1960, Timbuktu became part of the independent country of Mali. The population of Timbuktu in a 1940 census was estimated at approximately 5,000 people; in 1976, the population was 19,000; in 1987, 32,000 people resided in the city. In 2009, Mali statistical office census estimates put the population at more than 54,000. In 1988, Timbuktu was designated a United Nations World Heritage Site, and efforts were underway to preserve and protect the city and especially its centuries-old mosques. In 2012, due to regional fighting, the city was placed on the UNESCO List of World Heritage in Danger, where it still remains in 2018.

10 Jobs Where You Can Work Overnight

10 Jobs Where You Can Work Overnight Some people just aren’t morning people, but that doesn’t mean they can’t have meaningful and successful careers. If you’re a night owl and just can’t seem to get to a desk at 8 or 9 a.m., don’t fear. Here are a few graveyard shift jobs that might be just right for you. 1. Freelance WriterThis is really a self-owned business, and one that requires a lot of hustle to get clients and prove your talent. But once you get started you can set your own writing hours- provided you meet your deadlines, it’s totally fine to burn the midnight oil.2. Air Traffic ControllerPlanes come in and fly out at all hours. If you want a really highly paid night shift, this might be the gig for you. You might not even need a college degree. One drawback: you might have to alternate your night shifts with a few days, which can take a lot out of you and leave you groggy.3. DealerOf cards. Work in a casino dealing blackjack or other card games. There are always s hifts available after midnight- it’s a bit slower, but also more relaxed. And most places pool tips and add to paychecks as an hourly rate, so the slow shifts aren’t always bad for the bank account.4. BartenderAll you need is speed and skill and you can make a ton of money if you find yourself in the right place. And evening shifts are the most lucrative- especially weekends. Get used to a Monday being your new night out. You could also try being a chef (much more stress) or a waiter.5. FirefighterOkay, so it’s super dangerous. But many firefighters report for duty at 11 p.m. Granted, they usually have to work 24 hour shifts with 48 hours off in-between, so the schedule can be a bit demanding.6. Security GuardGuard the gates of the company or store- 19% of security professionals report for work beginning at 3a.m. Try office buildings or casinos for opportunities.7. Taxi Driver or Uber DriverJust you and the city streets in the middle of the night. People always need rides and the traffic is much slower!8. BabysittingNow not just for teenagers! Turn this into your own independent contracting business. Work while parents are out on the town, or even off working their own night shifts!9. Mail SorterTry a temporary position at the post office to get you through the door. Start at 11 p.m. and finish between 5 and 7 a.m. It’s a great way to earn extra cash- though you’ll not get benefits.10. Pizza Delivery PersonIt’s 2 a.m and the only place still delivering is the pizza place. Take advantage of the late-night cravings of college students and other night owls and rake in the tips. You won’t make a huge amount, but you can scratch out some extra cash.

Security Essay Example | Topics and Well Written Essays - 1500 words - 2

Security - Essay Example Authority, source and control are the major resources of the information. In fact, the key to success is the right access towards the information. As a result, the social and political relationships are also involved in the development and growth of information systems (Hilton, Se-Hyung "David" Oh et al. 2006). It is more important and ethical that how this information is been utilized by the people. For instance, government levels, headquarters and homes include the electronic systems (Hilton, Se-Hyung "David" Oh et al. 2006). This involvement is increased so much that the people without access to these systems are exaggerated in a particular way. For this reason, new and modern techniques, innovative ethical and lawful decisions are needed in order to balance the requirements and privileges of every person (Stahl 2011). The legal decision lags lies as in modern technological field behind technical development and growth. These gaps are filled through confronting on the issue and by discussing the facts on how to use the electronic information should be proceed. Furthermore, the above observation delineates the ethical issues in a broad way. On the contrary, the deciding laws include some characteristics related to the issues. These legal issues should be resolved in Electronic Information Systems. In relation to the entire community, the ethics consists of moral options choose by the individuals or users. These include standards of acceptable behavior and rules governing members of an occupation. Moreover, these extend to the Electronic Networks, Electronic Databases and significantly to a Geographic Information Systems. The problems that are present particularly in the three areas require a little different type of ethical decisions. In general, the Electronic Systems, Geographic Information Systems and Networks are being described individually in the later section of this study. Starting from a fundamental definition of computer networks, a

Arbitration Coursework Example | Topics and Well Written Essays - 2500 words

Arbitration - Coursework Example and Malaysia and hence the contract between them is an international contract attracting the law of international commercial arbitration. The contract envisages supply of toilet flushes by the Malaysian company to the London plumbing firm. It is clear that their contract has a clause for arbitration to be resorted to in the event of disagreement or dispute between them. On the one hand, George Ltd of London wishes to terminate the contract and Cheap Stock Corp of Malaysia maintains that George Ltd’s demand for termination is a violation of the contractual terms, on the other. This constitutes a dispute between them warranting arbitration as provided by the arbitration clause of the underlying contract. The arbitration agreement if valid will enable the arbitrators to decide whether the London firm is entitled to prematurely terminate the contract entered into with the Malaysian company by examining the terms of the underlying contract. ... The seat or legal place of the arbitration shall be [city and/or country]. The language to be used in the arbitral proceedings shall be [language]. The governing law of the contract shall be the substantive law of [jurisdiction].†3 If the parties have not chosen any institutional arbitration, UNCITRAL Arbitration rules provides for Ad hoc arbitration according to which the arbitration clause shall be as follows. Ad hoc arbitration under UNCITRAL Arbitration Rules â€Å"All and any disputes or differences arising out of or in connection with this Agreement, or the breach, termination, or invalidity thereof, shall be referred to and finally resolved by arbitration in accordance with the UNCITRAL Arbitration Rules [as at present in force/as in force at the time when arbitration proceedings are commenced] (‘the UNCITRAL Rules’).†Ã‚  4 The adhoc arbitration clause is more inclusive in that it includes even differences apart from disputes relating to â€Å"agreem ent or breach, termination or invalidity thereof.† 5 Since the parties do not appear to have chosen any institutional arbitration, Adhoc arbitration as per the UNCITRAL rules may be applied. The relevant rules in this connection stipulate â€Å"The Notice of Arbitration shall be served in accordance with Article 3 of the UNCITRAL Rules†. 6 Further, the appointment of arbitrators and their numbers (one or three) and the authority (institution) by whom to be appointed are also to be governed by the UNCITRAL Rules. The place and the seat of the arbitration such as city and/or country and language of arbitration will also be named by the authority. Validity of the arbitration agreement in the contract The contract in question contains the term ‘any disagreement or dispute between the parties

Odyssey and the Aeneid Essay Example for Free

Odyssey and the Aeneid Essay From the cultural views, there are some differences between the Greek and Roman concept of heroes: the Achaeans attach importance to individuality whereas the Romans to community. Unlike the Roman Empire which we know is a kingdom, in the ancient Greece-also called Hellas-there are no countries but only city states scattered around the Balkan Peninsula. In this sense, the Achaeans do not have the notion about collective consciousness or what country is, so they tend to possess individual will, and so do the heroes at that time. We can see the evidence in the two works. On the one hand, in the Odyssey, Odysseus constitutes the standard Greek values of heroism: individualism. He mainly concerns if he can go back to Ithaca safely and how to regain his throne; that is, what he cares about is not really related to anyone else but is himself, his life, and his personal purposes. For instance, as a leader of his sailors, the hero Odysseus is proved to be the only survivor coming back to his Ithaca. So we can see that his cleverness and resourcefulness are only applied for his own individual survival. On the other hand, the Roman heroism is quite different. Aeneas is burdened with a great responsibility for his sacred mission ordained by Jupiter to found a new land. He concerns about not personal gain or welfare but other people and therefore he is the presentation of pietas, possibly the key quality of honorable Romans consisting of a series of dedication toward the family, followers, homeland, and the gods. Culturally, the Roman, or Virgilian ideology of heroes is distinctly different from that of the Greeks. The chief difference of their model heroism is that the Greek heroes symbolize individual will, glory, and feelings whereas the Roman heroes an ideal nationalistic ruler (Augustus, whom Virgil writes the Aeneid for) who with sacrifice, devotion, and duty for his people is regarded as a servant rather than the served.

How Much Television is Too much? Essay -- Media Entertainment Essays

How Much Television is too much? How much television is too much? Well on an average, children spend 25 hours a week watching television. And who’s to say it’s even quality stuff that they’re watching? This is a big question among many, if not all, American families. People today spend more time watching television than on any other single leisure activity. In fact, studies have shown that the average child spends more time in front of the television than in school. (Patterson, 2001) Television was once an educator, but overtime is gradually ruining our youth. Television is not necessarily all good or all bad, but maybe it’s just influencing people more than needed. Although it seems more corruptive than anything, television can be used as a great learning tool. The news is a major component of being informed about what’s going on in our society and country. An example is the attack of the World Trade Centers. People were informed of what was happening, what’s going to happen next, and how we could help. Another aspect is The Learning Channel (TLC), in which we are informed of many things regularly taught in school, such as births, different kinds of creatures, and about space and the Earth. The History Channel, as well, can be watched to learn about past wars and historical people. For children, cartoons have become a way for them to learn basic knowledge. Such cartoons are Sesame Street, Reading Rainbow, and Blues Clues, which are very educational and do not have to be monitored by parents, because the material should be suitable for younger children. If television is such a big learning tool, then where’s the problem? Although watching television doesn’t seem like such a big issue, it is. Many hous... ...ne day without watching television?† The people I asked were a random group of students. The results were almost unanimous with a whopping 89% saying no they couldn’t go a day without television, 8% said yes as long as they had the internet, and the other 3% said yes they could go without either (television or the internet) for one day. This goes to show just how much TV influences our daily schedules. In conclusion, television is a big impact on everyday lives. Without television where would we be? There are lessons-small lessons, enormous lessons, lessons that may be crucial to the planet’s persistence as a green and diverse place and also to the happiness of its inhabitants-that nature teaches and TV can’t. (McKibben, 1992) I believe he summed it up pretty well. Although TV was, is, and always will be a great invention, time doesn’t involve around it.

A Language of Learning

Step 1: Have students login in to achieve 3000 Step 2: Have students find the article A Language of Learning. It should be one of the options on their main screen. If it is not there, have the student search the title and it should pop up. Step 3: Give the students 3 – 5 minutes to read and answer the before reading poll on their Chromebook. -4762544450Before reading pollIn parts of Africa, kids speak one language at home, but they are taught using another language at school.  What do you think?Kids should be taught in school using the same language they speak at home. Agree? Disagree? Explain why you voted the way you did. 0Before reading pollIn parts of Africa, kids speak one language at home, but they are taught using another language at school.  What do you think?Kids should be taught in school using the same language they speak at home.Agree? Disagree? Explain why you voted the way you did. Step 4: Have a quick 3 – 5 minute class discussion about the poll question. Also explain the main idea chart to the students and inform them to fill out the chart as they are reading the article. 476250054800500 Step 5: Have students read the article. Once students have read the article make sure that they have answered the multiple choice questions located in the â€Å"activity† tab. The students' first responses are what Achieve 3000 will use to determine if their reading level is improving. ** As students are answering the multiple choice questions, have them click the button. This will allow them to look at the article at the same time as answering the questions. It will place both side by side. Step 6: Have a quick 3-5 minute class discussion and see if the students' opinion to the before reading poll changed. If so, why did it change? Step 7: With the remaining time have the students choose articles of their choice to complete. Step 8: With their selected article have the students complete the same process as before all on their own. Students should briefly answer the pre-reading question, read the article while filling out their main idea chart, and then answer their multiple choice questions.

In What Ways Does Euripides Explore Issues Of Race, Gender And Class?

* What do you think Euripides' views are on this issue * Would an Athenian audience agree with him? Euripides explores these fields mainly by putting forward the character of Medea. In other words, the treatment of her character in the play mainly by the other members of the society which she finds herself defines the listed issues above – race, gender and class. Euripides presents the theme of race mainly through the character of Medea. On our first acquaintance, Medea particularly points out the fact that she is a â€Å"foreign woman coming among new laws†. This makes evident where she stands in the society, as foreigners are regarded as inferior to the real Greeks. By this, Euripides presents a form of racism eminent in the life of the ancient Greeks. Also, Medea's race was believed to be barbaric or sub-human which also contributes to the reason why her character is diminished. Jason refers to her roots as a â€Å"barbaric homeland' which suggests a feeling of superiority. Another aspect in which Euripides explores the theme of race is through the supremacy of the Greeks, which makes evident the predominance of their race in the ancient times. This is exemplified by the reference to Jason's journey to the Colchis in Medea's speech, where he steals the Golden Fleece. This presents the greed and political oppression of the Greeks, which are obvious elements of racism and colonialism. This is similar to the tradition of the powerful nations of the world in the recent centuries. Through this, a satirical tone runs throughout the play, as Euripides is able to recreate the superior and dominating nature of a very powerful foreigner living in the Greek community. In my opinion, I think the Greeks would have disliked Medea due to the fact that she has a history of insubordinate behaviour, thereby standing against their very Greek norms and beliefs. Also, the relationship between Aegeus and Medea also echo the treatment of foreigners in Ancient Greece. He tells Medea that he â€Å"does not intend to take her away with him to Corinth†. This makes evident the political view regarding the banishment of foreigners. As she is exiled from one domain of Greece, she has to be snuck into another region, which portrays the unfairness of the society, brought about by the mere issue of race. Euripides presents the theme of gender as one of the most dominating and important themes which run through out the play. This is because Medea acts contrary to the perceived way by which women are to expected to behave. By this I mean to be loyal to their husbands, even if it means suppressing their views on both moral and political issues that affect them. Medea is described as a ‘wide bull' by the nurse. This simile makes us aware of her viciousness. It is important that I not that the use of the word, ‘bull† symbolizes her likeness to men rather than what is expected of a woman in the Greek context Medea is also characterized with great cleverness and wit, though she is a woman. She is able to manipulate all the powerful male characters, which are satirically presented as gullible. Creon, a very powerful character, the King of Corinth says â€Å"I fear you†¦yet nonetheless, Medea you shall have what you ask for† even though he is aware of her evil capabilities. Also, Jason, her husband, a very powerful character with a legendary history is also easily exploited and convinced, due to Medea's shrewdness. â€Å"I am pleased Medea that you have changed your mind†. Thus, Medea is characterised as a rebel in the society. In my opinion I feel that the Greeks would have found this rather annoying, as they were used to seeing women less oppressive, like Medea. Euripides might have therefore been mocking the Greek mentality of women in his society, as he presents his female characters to be more knowledgeable than the men. A contrasting opinion is however made evident in the latter part of the play, as Euripides' view on women is of a different light. In one of Medea's speeches, she says, â€Å"we women are the most wretched†. This might be interpreted as Euripides' own opinion of women in his society or one of Medea's cynical comments on the situation she finds herself in. The nature of Euripides' view on the female gender is therefore ambiguous. Another way in which Euripides explores the theme of gender is through the characters of the Chorus. These are the average Athenian women, thus they represent the view of the majority. The chorus also represent rebellion to their society as they tend to have sympathy for Medea, even in her selfish actions. This is sort of a slap in the face for the leaders of the society- Jason and Creon, as they stand views contrast with one another. They refer to Medea as â€Å"the unhappy woman from Colchis†. Perhaps, Euripides, by this means is putting forward, cry for equality in the society. The theme of class is explored by various characters in the play. Unlike, the previous themes, it involves more characters such as the nurse and the tutor, who are symbols of sympathy for Medea. â€Å"Poor woman! Has she not stopped crying yet?† The first group of people presented to us in the play are of a lower class, compared to Medea- the Tutor and the Nurse. Unlike the other characters who oppose her status in the society, these two characters condone her feelings of anger and regret. They are therefore like her only companions as Jason has abandoned her. â€Å"It was too much, I couldn't bear it†, says the nurse as if it were her that is suffering from such betrayal. Perhaps, this is what becomes of the lower class, as they get attached to their masters who employ them and have no form of power to influence the disasters that take place. Finally, Medea makes evident, a running theme of class in the play. She is obviously of a very high class, as she is the wife of a King. This thereby contributes the power she is entitled to in the society. It is however difficult to pin point exactly where Medea stands, as she is obviously respected in the society, but not shown to be of great importance to some characters, such as Creon due to the fact that she is banished by him. â€Å"I have made my mind up, you are my enemy†. Her barbaric background also contributes to her high class as she is a Princess. In my opinion, I do not believe that the Greeks would have recognized her class but not necessarily respected her character due to those grounds. I personally don't think this was particularly reflected in the play by Euripides, rather, he concentrated on building her character on more intellectual grounds such as her cleverness. In conclusion, I think Euripides is able to explore these themes in great detail giving us different opinions which maybe sometimes ambiguous, as we are not able to know what he is thinking. This, in my opinion is what makes the play a very well written work of art and I think it also would have appealed to the Greeks.

Free Essays on Baptist Church

Baptist Church I attended Coral Baptist Church on February 23, 2003 in Coral Springs, FL. Coral Baptist is a Southern Baptist Church. Coral Baptist Church teaches and practices â€Å"discipleship†. CBC believes that the most important thing that Jesus Christ does is â€Å"radically and wonderfully change lives† (coralbaptistchurch.org/AboutCBC.htm). The modern Baptist denomination began in England and Holland in the seventeenth century. There were two major groups that were classified as General Baptist and Particular Baptist. There are four major views from which the Baptist movement is thought to have originated from. One view is the outgrowth of English Separatism. Another is the influence of Anabaptists. The third and fourth views are the continuation of biblical teachings and the succession of Baptist churches. There are over 23,000,000 Baptists in the US today which belong to different types of Baptist churches such as: Southern Baptist, American Baptist, Primitive Baptist, Separate Baptist, Reform Baptist, and Regular Baptist. About 520,000 Baptists live in the Ft. Lauderdale/Miami area according to adherents.com. This is about 16.2% of the areas population. I felt extremely comfortable walking into Coral Baptist Church. I was greeted at the door and handed a pamphlet, which I failed to look at until the end of the service. I did remember some parts, which I later wrote filled in the blanks of the â€Å"message notes† that I have attached. The church was large and filled with a good mixture of people of all colors and ages. I ended up sitting in the balcony and mostly kept my eyes on the TV monitors, which had the Pastor’s sermon notes on, somewhat like a power point presentation. The church’s interior was very plain, with no major icons on the pulpit. There were banners hanging around the room that said things such as â€Å"God is great†, and messages of peace. The sermon ... Free Essays on Baptist Church Free Essays on Baptist Church Baptist Church I attended Coral Baptist Church on February 23, 2003 in Coral Springs, FL. Coral Baptist is a Southern Baptist Church. Coral Baptist Church teaches and practices â€Å"discipleship†. CBC believes that the most important thing that Jesus Christ does is â€Å"radically and wonderfully change lives† (coralbaptistchurch.org/AboutCBC.htm). The modern Baptist denomination began in England and Holland in the seventeenth century. There were two major groups that were classified as General Baptist and Particular Baptist. There are four major views from which the Baptist movement is thought to have originated from. One view is the outgrowth of English Separatism. Another is the influence of Anabaptists. The third and fourth views are the continuation of biblical teachings and the succession of Baptist churches. There are over 23,000,000 Baptists in the US today which belong to different types of Baptist churches such as: Southern Baptist, American Baptist, Primitive Baptist, Separate Baptist, Reform Baptist, and Regular Baptist. About 520,000 Baptists live in the Ft. Lauderdale/Miami area according to adherents.com. This is about 16.2% of the areas population. I felt extremely comfortable walking into Coral Baptist Church. I was greeted at the door and handed a pamphlet, which I failed to look at until the end of the service. I did remember some parts, which I later wrote filled in the blanks of the â€Å"message notes† that I have attached. The church was large and filled with a good mixture of people of all colors and ages. I ended up sitting in the balcony and mostly kept my eyes on the TV monitors, which had the Pastor’s sermon notes on, somewhat like a power point presentation. The church’s interior was very plain, with no major icons on the pulpit. There were banners hanging around the room that said things such as â€Å"God is great†, and messages of peace. The sermon ...

7 Advisories About Abbreviations

7 Advisories About Abbreviations 7 Advisories About Abbreviations 7 Advisories About Abbreviations By Mark Nichol Abbreviations are useful, but they can be wickedly tricky little widgets. Keep these points in mind when you truncate words and phrases: 1. a/an This entry refers not to a or an as abbreviations but to which of the two indefinite articles should precede a given abbreviation. The choice depends not on the first letter of the abbreviation itself but on the sound of the first letter. Therefore, for example, you’d write â€Å"an MD after her name,† rather than â€Å"a MD after her name,† because the first letter in that abbreviation is pronounced â€Å"em† and should therefore be preceded by an. 2. Initials as Adjectives â€Å"I went up to the ATM machine and put in my PIN number to check my IRA account.† And in relating this event, I made three errors. In each case, the last letter of the abbreviation stands for the noun following the abbreviation. This is a job for the Department of Redundancy Department! 3. Metric Abbreviations Abbreviations for metric measurements either immediately follow the associated numeral (100m for â€Å"100-meter dash†) or follow a letter space (â€Å"2.2 kg = 1 lb.†); the latter style prevails especially when, as in the example given here, references to both metric-system and English-system measurements occur. But note the absence of periods following the metric abbreviations. Metric abbreviations are always lowercase with one optional exception: Because of the resemblance of the letter l to the number 1, the abbreviation for liter is often uppercase or italicized, or, when handwritten, styled in cursive writing. 4. Periods In abbreviations, periods are passe. Period. (Except not: e.g., i.e., etc. But mostly, yes.) 5. Plurals Omit apostrophes with plural forms of abbreviations: â€Å"He has two PhDs,† â€Å"It lists various NGOs,† â€Å"They’re all NIMBYs.† Of course, if the style for the publication in question retains periods (but see the previous point), retain the apostrophe as well: â€Å"Several R.N.’s failed the test.† 6. Postal Symbols Postal symbols are a prescribed set of two-letter abbreviations for states that are sometimes used as shorthand in nonpostal applications. In 1963, to make room for an innovation known as the ZIP code (which phrase has its own entry below), the US Postal Service advocated a two-letter form (CA, for example), but many people persist in incorrectly styling such abbreviations uppercase/lowercase (e.g., Ca.) or appending an extraneous period (CA.). 7. ZIP Code Those clever folks at the USPS selected this name to imply that mail would arrive at its destination more speedily if the five-digit code was supplied, but ZIP actually stands for something Zone Improvement Plan so treat it with all caps. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:70 Idioms with HeartSelect vs. Selected50 Tips on How to Write Good

Beijing Marathon and Pollution Essay Example | Topics and Well Written Essays - 750 words

Beijing Marathon and Pollution - Essay Example According to Chang, during the last decade, China has undergone massive industrialization that has really transformed its economy and further catalyzed economic growth and prosperity (30). However, the industrialization has endangered the lives of Chinese people mostly in urban areas due to high levels of pollution. China is the world’s biggest consumer and it is estimated that the country consumes almost four billion tonnes of coal. The country has over-relied on coal for electricity production and thus the high and increasing levels of pollution. However, recently the Chinese government implemented a plan to close fifty thousand coal furnaces in order to curb the increasingly high levels of smog in its skyline. On the other hand, they have decided to clean all their furnaces so as to use clean pure coal rather than the use of dusty coal leading to high levels of air pollution. The growth of industries is another contributing factor to increase in air pollution. Bejin is a metropolitan city that is surrounded by industries. In the nearby province of Hebei is home to more than eight hundred polluting factories. Beijing is also home to steal manufacturing industries that emit pollutants into the atmosphere. Furthermore, pollution from Hebei is swept by the wind into Beijin thus making the city to be ranked among the World’s most polluted cities. On the contrary, Beijin faces high traffic on its roads. As such, the increased number of vehicles emit smog into the atmosphere causing the air around Bejin to be impure with small chemical pollutants of PM2.5. In addition, China’s industries and the government have failed in regulating the amount of chemicals industries emit. The government should have implemented fines for industries emitting more into the atmosphere. On the other hand, the industries have failed in installing carbon absorbing materia ls into chimneys so as to limit the level of atmospheric pollution. The case of China’s Bejin Marathon is a depicts failure by rich nations to observe the Kyoto protocol to reduce emissions into the atmosphere on a meaningful scale.

Classroom Game Plan Essay Example | Topics and Well Written Essays - 250 words

Classroom Game Plan - Essay Example Good classroom procedures can also be good housekeeping routines. Hand signals can be visual or audio. For example, raising the left hand or placing the index finger of the right hand in front of closed lips to signal the students to keep quiet. Classroom organization refers to the arrangement of furniture and materials. For instance, in a class of fifty learners, arranging the furniture in three straight columns is ideal so that the teacher can easily spot all the students. Marzano, Marzano and Pickering (2003) further say that consequences are measures used to show a student that a certain behavior is unacceptable. Behavior like noise making can be reinforced in several ways. Writing the learner’s name on board the first time the crime is committed shows the learner that the teacher has noticed the behavior. If the behaviour persists, the learner can be asked to go out of class for a few minutes. A teacher’s physical appearance is also crucial. There is a need to dress decently and appropriately, have neat hair, standing straight when addressing the students and maintaining eye contact with them. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum

External business environment for Vodafone Essay

External business environment for Vodafone - Essay Example Moreover, the government has established the authorities which facilitate the mobile operators and network in UK. Vodafone has developed very good relationships with the government authorities and company also promotes the aim of such governmental bodies. For example, in order to provide advice on the security of communications and electronic data, UK government has established CESG which is a Government’s National Technical Authority for information assurance (Vodafone-central). Moreover, Government has established awards and quality marks to improve the quality of mobile operators. These rewards are independent from the regulations imposed by the Government. For example, Vodafone has recently won the award of quality mark for remote worker security solution (Vodafone-central). Economic The trends in GDP growth rate shows that GDP of UK has declined significantly in 2005. Although GDP growth rate improved in 2007 however, because of the financial crisis, GDP growth rate again declined in 2008. As the recession took on toll on telecommunication sector, Vodafone faced significant challenges and company reported total 500 layoffs throughout the UK to reduce the costs because of challenging economic conditions (The FT Times). Figure: Economic Growth of GDP Source: Chamberlin, 2008 Social Mobile penetration in UK is above than European average and the mobile subscriptions are increasing because of the increasing penetration of consumers in business-oriented devices such as BlackBerry, iPhone etc. Therefore, the mobile phone operators are facing strong competition and concentrating on bundled offers, mobile searching and line service promotions (Budde, 2011). Vodafone also recognises the changing social patterns of consumers; therefore, company is competing by offering the products that may meet the social needs of consumers. Vodafone has recently launched Betavine Social Exchange which is a site to provide mobile solutions in development and for social impac t (Verclas, 2009). Technological UK telecommunication industry is characterised by many recent technological developments such as advanced data services, regulatory controls on the charges of the mobile operators and bundling of mobile services (Budde, 2011). To remain competitive in the market, Vodafone is significantly investing in research and development both in individual activities and in collaboration projects. For example, Vodafone is collaborating with IBM to develop mobile private social network called BuddyCom. The current research of Vodafone is relevant to next generation of mobile technologies, new GSM based services, consumable software for mobile phones and electronic news media (Vodafone). Legal All telecom operators and providers in the UK are being regulated by two main laws including Landlord and Tenant Act 1954 and the Telecommunications Act 1984 (Telemaster). Being one of the largest mobile operators, Vodafone is very considerate about legal framework. The lega l framework provides Vodafone to fairly compete in the market, however, company is also facing significant challenges. For example, the communication regulators in the UK have recently allowed the mobile operators to trade spectrum and the merged T-Mobile and Orange UK is expected to be the first operator to trade its spectrum. Actually the regulators have restricted the operators by specifying the operators to bid for the particular ranges of spectrum (Bradshaw, 2011). Environmental All mobile operators are

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud