No Child Left Behind Standardization - 1608 Words

The large change for standardization began with the implementation of the No Child Left Behind Act (NCLB) in 2001. According to professors of education Delilah David, Ingrid Haynes, Bernnell M. Peltier-Glaze, Summer Pannell, and head of Texas Marshall County school district, Carrie Skelton, the NCLB was responsible for a number of undesirable consequences in school administration. Districts became responsible for test scores from individual schools, creating pressures among administrative officials to perform well. The act also made it easier for the federal government to become more involved in education, primarily in its finances. Dr. Martin Wasserburg conducted an assessment of lower-income schools in an urban area and found that t†¦show more content†¦However, the NCLB has fallen far too short of its goal. Standardized testing has not only failed to help disadvantaged students, but has hurt them and their districts as well (Wasserberg). Write more The increase of standardization in education in the years following the NCLB’s implementation brought more undesirable consequences, one of them being the pressure placed on teachers to perform well. More now than ever, teachers are accountable for the test scores and performances given by individual students (Wiliam, Dylan). In fact, the main purpose of standardized testing is not to assess the contextual knowledge of students, but rather to act as an assessment of teacher performance and quality. Teachers are held more accountable for the scores of their students than the students themselves are, despite the proven lack of control that teachers have over test scores. This particular facet of the American education system sets us apart other developing countries, where students are held as equally accountable to their scores as teachers are. According to Dylan Wiliam, two-thirds of the reasoning behind test scores can be traced back to socioeconomic factors, further show ing that teachers have a small influence in a student’s test score, and that they should not be assessed based on them alone. WhenShow MoreRelatedCommon Core s Supporters And Non Supporters974 Words   |  4 Pagesschool system is desperately needed. The United States has fallen behind its peers in the international communities, who participate in the Programme for International Student Assessment, in almost every measurable scholarly subject. Therefore, the United States needs to help its students to become better scholars so they can internationally compete in the business market place. Common Core is also trying to bring a standardization of learning and cohesiveness to all schools across the United StatesRead MoreAmerica s Education Over The Course Of Time1007 Words   |  5 Pagesexample with his school in Chicago. â€Å"During the last thirty-five years with the establishment of the Dewey school in Chicago the elementary area of education in America has become increasingly dominated by the whole-child concept† (Ohio State Universiy Press, 1938). The slogan â€Å"the whole child goes to schoo l† describe a concept that Dewey would work to put into use with his schools in Chicago. However, John Dewey: Educational Philosopher explains how Dewey and his ideas were not always accepted. â€Å"BecauseRead MoreEssay on Standardized Testing1458 Words   |  6 PagesNo Child Left Behind Act and Standardized Testing: State, National, and International American Education has been a work in progress for the past century and a half. To measure its progress, successes, and failings, there are standardized tests. These tests have been used to compare schools, states, and nations. The key subjects being tested as a universal measure are mathematics, reading, and science. To help improve the scores on these tests, the United States put into law the No Child LeftRead MoreNo Child Left Behind and the Common Core State Standards700 Words   |  3 PagesThe main goal of both No Child Left Behind and the Common Core State Standards are to have students perform better primary in Language Arts and Mathematics, though the Common Core State Standards does branch out into other subjects, like Science. With No Child Left Behind, there is a focus on testing on Language Arts and Mathematics and schools that do not improve would face sanctions. With the Common Core State Standards, there is still a focus on testing primary in Language Arts and Mat hematicsRead MoreThe Mcdonaldization Of Society By George Ritzer999 Words   |  4 Pagesmechanistic worldview that applies to the state of education in American society. The calculability idea behind standardization is that each student’s level of progress is measured against set averages. This in theory is supposed to efficiently enable administrators and district officials to hold teachers accountable for the success of their students. The unfortunate result is that standardization limits a teachers’ ability to teach a variety of purposeful topics, prohibits them from diving furtherRead MoreEducational System Reform1071 Words   |  4 Pagesenvy of the world, yet today it has slipped to mediocre at best. Although most people agree that the system needs reform, there are a wide variety of different ideas about how to do so. Some call for privatization of the system, other believe standardization is the proper route, and still others call for more liberalization and resources be devoted to the system similar to some other countries such as Finland. Although many other systems around the world have shown remarkable results, simply mimic kingRead MoreNation At Risk Gave Rise To Two Major Education Reform974 Words   |  4 PagesNation at Risk gave rise to two major education reform movements; accountability and school choice. Federal government started thinking about testing, and standardization, which resulted in No Child Left Behind (NCLB), and Race to the Top. McGuinn’s No Child Left Behind (NCLB), describes the politics of accountability as setting a standard for teachers, testing students to see if the schools meet the set standards, and then holding the schools and teachers accountable for not achieving those standardsRead MoreHigh-Stakes Testing, the Standardized Classroom, and the Marginalization of Multicultural Education1817 Words   |  8 Pagestogether to solve the world’s problems.† These statements by James A. Banks have made a profound impact on my view towards multicultural education and the nation’s current trend of standardization and high-stakes testing. Scholarly res earch shows that the emphasis placed on testing and standards, mandated by the No Child Left Behind (NCLB) Act, is causing teachers to focus entirely on basic skills in reading, writing, and math (Banks Banks, 2010). This focus on basic skills is taking much needed timeRead MoreThe Negative Effects Of Standardized Testing871 Words   |  4 PagesThe Negative Effects of Standardized Testing The purpose of the No Child Left Behind Act is designed to close the achievement gap between high/low performing children and improve/strengthen accountability amongst schools (Department of Education). As a result, the Department of Education has implemented a sanctions and rewards system, stipulated in the No Child Left behind Act. If schools do not perform according to the act, funding will be withdrawn, teachers and administrators could get laid offRead MoreTesting And De Grading Schools : Authentic Alternatives For Accountability And Standardization1080 Words   |  5 PagesGuerrero July 4, 2015 EDDL 941 Book Review Bower, J., Thomas, P. L. (Eds.). (2013). De-testing and de-grading schools: Authentic alternatives to accountability and standardization. New York: Peter Lang Publishing Inc. Synopsis: I found De-testing and de-grading schools: Authentic alternatives to accountability and standardization by Bower and Thomas, an interesting read and consistent with the critiques of high stakes testing and assessment we’ve read about and watched in this class. It is a

The Rover, By Aphra Behn Essay - 1205 Words

Literature, in its many forms, captures the essence of human experience. Emotions, memories, hopes, and dreams are all frozen in time so that they never be forgotten. Yet, time destroys all things, and as time marches on the purpose behind such raw displays of human essence are sometimes forgotten. Within a modern society, the idea that women have, and should, express their desires, passions, and opinions comes by naturally. However, this universal truth was not always deemed acceptable. There was a time where female sexuality, personal identity, and desires were simply dismissed. It is with this knowledge in mind that the meaning behind Aphra Behn’s comedy The Rover is felt in full force. With the historical context of the Restoration period taken into account, Behn’s work becomes something far more than just a play inspired to bring an audience a good laugh. It is a testament to the skill of a woman, who took the title of professional writer for herself, despite a ti me period where such an action was met with contemp. It is a critique on a society that held no respect for women as individuals. Finally, it is a subtle, but vital push to change that misogynistic view. Through a complex and developed female cast, as well as bold depictions of sexuality, Behn’s play critiques and challenges Restoration views of women. Before analyzing the play, itself, it is of significant importance to better understand the level of opposition faced by Behn during her time. Perhaps one ofShow MoreRelated`` The Rover `` By Aphra Behn1445 Words   |  6 Pages Between the classifications of virgin and prostitute lay a void, not a range; one could give the entire freight or nothing. Performed in 1677, Aphra Behn s play, The Rover addresses this twofold standard, which restricted her female companions sexual cravings to the domain of religious community, massage parlor, or home. Set free in the upside down universe of Festival, her characters show the dynamic, entangled amusement required of ladies looking to secure individual satisfaction. TheRead MoreThe Rover by Aphra Behn Essay1202 Words   |  5 Pages In The Rover by Aphra Behn the reader is shown how all a woman could do during the 1600’s in Europe was sell herself through marriage or prostitution through the characters Hellena and Angellica. Both women have different views on love, sex, and marriage. Hellena is a woman who does not want to be controlled by men. It has been determined by her father and brother that she will join a nunnery, which she rejects. Hellena doesnâ⠂¬â„¢t want her desires to be controlled and feels she has the right to loveRead MoreAphra Behn - Gender Economics in the Rover3540 Words   |  15 PagesTERM PAPER Gender Economics of Restoration and Aphra Behn INTRODUCTION The Restoration era allowed women to step into what was historically an essentially masculine space, that of literary and theatrical production. As women stepped on stage, they entered a market- they were commodities displayed to attract a larger crowd towards the theatre. Thus even though through writing or acting a woman could gain financial independence, unlike men they weren’t selling their work, they were ostensiblyRead MoreGender Stereotypes By Aphra Behn  ¬Ã‚ ¥ s The Rover Essay927 Words   |  4 PagesGender Stereotypes in Aphra Behn ´s The Rover The social and sexual freedom that came with the Puritan Protectorate in 1660 did not apply for women. Instead, there was a double standard for men and women. Men had all liberties they wanted to have, but for women there were still only three roles: Nun, prostitute or wife (Goodson, para. 1). Aphra Behn picks up on this issue in her play The Rover, which premiered on March 24, 1677. Certainly, the play contains powerful female characters like HellenaRead MoreThe Feminist: Aphra Behn Essay786 Words   |  4 Pagescentury a writer named Aphra Behn emerged as leader in English literature. With a shaky beginning, Behn persevered to become the first female professional writer. With her feminist opinions, she revolutionized writing and her impacts in the 17th century would change modern day writing. Behn was a clever writer who wrote lively, vibrant plays and poetry. Behn impacted the world, not only with her writing, but also with her determination and voice about her feminist opinion s. Behn showed strength andRead More A Patriarchic Society in Aphra Behns The Rover Essay1105 Words   |  5 PagesSociety in Aphra Behns The Rover In her play The Rover, Aphra Behn uses the treatment of women to suggest the presence of a strong patriarchic society and what harm can become of it. The main female character Florinda is manipulated, used, and treated horribly by men in instances of near-rape, battering and beating, and foul language among other things. Behn also uses Willmore, one of the main male characters, and his attitude towards women to prove her point. By doing this, Behn is suggestingRead MoreThe Rover Analysis2460 Words   |  10 PagesIn Aphra Behns â€Å"The Rover,† characters define relationships as a type of economy where value and use are key. This time period commodified love and sexuality, valuing financial success over meaningful relationships. The dowry system made rich women with a high status most desirable for marriage and their value was increased by their honor. Typical of seventeenth century literature, Behn plays with this ideology as â€Å"the language of love in Restoration co medies frequently draws on the language ofRead MoreResearch Paper : Aphra Behn1320 Words   |  6 PagesMaia Davis Orlando/4A English 2302 Research Paper: Aphra Behn In a time when very few authors - let alone female authors - could support themselves through their craft, Aphra Behn was a well known and highly regarded writer in London. She wrote many plays for the London stage, penned poetry, and wrote what some consider the first English novel (though others consider it a novella or a somewhat long short story). Much of her work decries the unequal treatment of women in her era, and she sufferedRead More Aphra Behns Oroonoko as the First Modern Novel Essay1294 Words   |  6 Pagesmatter the quality, publications written by women were typically ridiculed by their male contenders.   However, a handful of women defied the common standards and were prosperous; one of these was Aprha Behn.   Virgina Wolf says of Behn, All women together ought to let flowers fall upon the tomb of Aphra Behn, for it was she who earned them the right to speak their minds.   Although she was a woman of outstanding accomplishments, one of her publications truly g listens.   Oroonoko (1688), the epic tale ofRead MoreAnalysis Of The Poem Elin Diamond 757 Words   |  4 Pageslarger dowry s to attract more beneficial suitors. The unexpected side effect of these actions led to a change in how men would look at women. Women no longer were looked at as potential lovers or ladies but rather price tags and financial benefit. Aphra recognized this idea and Elin explains in her play how this new identity was reflected in The Feigned Courtesans. The women seek to be rid of their attachments to the patriarchal policies of selling their daughters into slavery to other men for pure

Consumer Scenario Mental Status Examination

Question: Discuss about theConsumer Scenariofor Mental Status Examination. Answer: Holistic Assessment and Planning: The Mental Status Examination General Appearance and Behaviour Adam, a15-year-old Caucasian man, tall but slim for his age. At the time of examination, he was not dressed well; hairs not combed properly and had dark circles. He was quiet and sullen throughout the interview. During the interview, he responded to most of the questions with yes or no. He was not making eye contact and had poor concentration level. It was observed that the patient was clasping his hands during the interview, looking down at the floor and was almost murmuring (monash.edu.au, 2016). Speech Slow speech: It was observed that he was with slow speech, almost whispering. He answered to all the questions, but at slower pace. Affect and Mood It was found that affect was depressed and the patients mood was low. When Adam was asked to rate his feeling, he rated 3 out of 10 and said he did not feel better that that ever (psychclerk.bsd.uchicago.edu, 2016). Thought 1.Stream It was found that the patients thought stream was decreased. Form Adam was observed with no formal thought disorders as he did not have disordered speech or unorganized thinking. He answered to all the questions precisely. Content Adam felt guilty and considered him a failure. It was clear from the mental status examination that Adam had other negative symptoms like self-harm. Perception It was observed that Adam had normal perception. Symbols of misinterpretation, depersonalization or illusion were not observed. Cognition Adam was aware and had no disorientation issues. He was conscious about time, place and persons. Besides, he had no difficulties in recollecting previous incidents. Moreover, he was capable of answering all the questions as evident from the medical status examination. Suicidality Adam was not observed with any suicidal ideation or tendency. However, the patient admitted that he had intention of self-harm. When the patient was inquired about suicidal thoughts, he denied and said he needed sound sleep and was tired of taking medicines. Insight and Judgment The patient was aware of his mental ailment and was opened to proper diagnosis and treatment. He cooperated with the mental state examiner. Adam showed compliance with the entire medical procedure and willing to get a speedy recovery (Greenham Persi, 2014). A Clinical Formulation Table Predisposing (Early life incidents) Precipitating (Incidents that resulted in the ongoing crisis) Perpetuating (Factors constantly contributing to the crisis) Presenting (The crisis or problem which has occurred) Protective factors (Coping skills and strength) Biological determinants The patient was on antidepressant treatment. He received extensive counseling for CSA. He was admitted to hospital for depressive episodes with suicidal ideation. Adams parents suffered from marital problems. The patient was reluctant to have food. He had low appetite. He was under medications and counseling. Hence, he was tired and restless. Adam had dark circles Adam was compliant to medication and the treatment procedures. Psychological contributors The patient, Adam became a victim of sexual abuse at an age of 6 years. Adams uncle who was the perpetrator would be released from jail shortly. Hence, he was traumatized Adam had low mood and loss of drive. He was depressed and unhappy Since, his doctors anticipated depressive episodes; hence, he might suffer from Major Depressive Disorder (MDD). He had ideation of self harm, considered himself responsible for his parents marital problems Adam agreed for further treatment. He would be admitted in adolescent ward as a voluntary patient. Social factors He had a damaged family. He believed that only his sister considered him to be normal. Adam had stopped biking. He was not interested in preparing for the upcoming competition. The patient ceased himself from biking and reluctant to go to school, confined himself to his home and stopped socializing. Adams family was supportive, confident and optimistic about his recovery. (Serobatse, Du Plessis, Koen, 2014). Plan for Nursing Care Using Maslows Hierarchy of Needs, there are mainly two needs that required to be prioritized in context of patients suffering from psychological disorder (Lee Hanna, 2015). Physiological needs Safety needs Physiological needs are the first level of Maslows hierarchy. It is mainly concerned with the maintenance of human body. It comprises of the fundamental needs, which are crucial for existence. They are water, food, air, shelter and sleep. The Physiological needs are prioritized, as it is a basic need in humans that need to be fulfilled for maintaining life processes (Lester, 2013). Safety needs are the second level of Maslows hierarchy. It is mainly concerned with protection from harm. It comprises of safe shelter, security of job, health and safe surrounding (Datta, 2014). The safety and security needs are prioritized as safety and security are primarily the two most important factors for a human being. If a person is not secured he would not be able to meet up other needs. Hence, the two above mentioned basic needs of Maslows hierarchy had been chosen. Issue Evaluation Goal Interpretation Self- harming tendency Good communication and trust between the patient and nursing staff To ensure patient safety and security as well Assess mental status of the patient constipation related to medication side effects consumer has 1 hour accompanied walk/day Regular elimination established Assess bowel elimination 1/24 hours Lack of sleep Regular exercises To ensure that the patient has a sound sleep Monitoring of the exercise schedule on daily basis Lack of appetite Physical activities like games, aerobics To ensure that the patient is on proper diet Maintaining diet chart for the patient and ensuring that the patient is on balance diet Weight loss Provision of nutritious food to the patient To ensure improvement in patients weight and overall health Regular monitoring of the patients improvement in weight Therapeutic engagement and clinical interpretation Clinical Handover Adam is a 15-year-old Caucasian man male, tall but slim for his age. At the time of examination, he was not dressed well; hairs were not combed properly and had dark circles. He was quiet and sullen throughout the interview. During the interview, he responded to most of the questions with yes or no. He was not making eye contact and had poor concentration level. He was clasping his hands during the interview, looking down at the floor and was almost murmuring (Eggins Slade, 2015). The patients parents and family were concerned about his mental state. He was traumatized and confined himself to his home. He stopped biking and preparing for the upcoming event. Moreover, he abandoned going to school. He had low mood and a loss of appetite. The medical state examiner and the clinical formulation table led to the derivation that the patient, Adam was suffering from Major Depressive Disorder. It was evident from the outcomes of MSE and clinical formulation table that he was traumatized and felt insecured outside home. He was terrorized as his uncle was released. He was terrorized with the thought that the perpetrator might harm him again and make him suffer from depression and pain. The Therapeutic Relationship Therapeutic relationship is a relationship between a patient and a medical/ healthcare professional. It helps in recovery of the patient. Therapeutic relationship is a prerequisite for establishing an effective therapy in patients suffering from mental ailment. The therapeutic relationship is a vital part of nursing care and practices. The therapeutic relationship is central to all nursing practice. The fundamental elements of the therapeutic relationship include respect, empathy and validation. (Keltner, 2013). Cognitive behavioral therapy is such an approach of treating patients with psychosis. It mainly emphasizes on establishing therapeutic relationship with patients. It is comprised of empathy, care, warmth, genuineness, positive attitude and active participation of the consumer (Nolen-Hoeksema Hilt, 2013). The patient can be treated with cognitive behavioral approach, about eight to sixteen sessions over a period of four months. It is seen that in this type of therapeutic pattern, consumers get involved in activities, gain skills to improve social values. Moreover, in this kind of approach the consumer can recognize and reconstruct their behavioral patterns and eliminate their undetermined and self-defeating patterns that lead to mood depressions. The cognitive behavioral therapy furnishes certain therapeutic goals. They typically include stress reduction, increase in acceptance and consideration, quality of life enhancement. It will help the consumer to focus on valuable objectives and directions. The meeting of consumers goal involves acceptance of the previous experiences and symptoms by the patient. Consumers acceptance and trust towards the clinician involved in treating the ailment is another major determinant in the effective treatment of depression (Mohr et al., 2013). Cultural Safety Cultural safetyis an effective nursing practice of a patient by a person belonging to a different cultural background determined by the patient or the family. It can be referred to as a safe environment in terms of social, emotional and physical security (Ramsden, 2015). The culturally safe practices involve recognizing and respecting the cultural integrity of the consumer, fulfill their necessities, and safeguard their rights (Stuart, 2014). The patient, Adam is in his adolescence and had a abusive past. He was depressed and withdrawing from the society and friends. Hence, he must be provided proper care and safety. He confined himself to his family and reluctant to go outside. It is evident that he was insecured and had trust issues. Hence, the primary focus should be towards developing trust with the consumer. The third principle of culturally safe nursing care can be implemented in the interventions. It would help in building rapport with the patient, which would help the nursing care provider to collect more information about the patient and accordingly assess his mental state. It would supplement in providing better care to the patient. A critical assessment of the family and society influence on the victim should be made. The patient had suicide attempts in the past and had self-harm ideation later. Hence, assessment of the patients activity, behaviour, mood changes and mental status is indispensable in this partic ular case. A respectful communication and considerate attitude towards the patient would be appropriate for provision of culturally safe care. Nursing Care and Recovery Model The word Recovery refers to regaining and retention of hope. In context of mental illness recovery can be considered as regaining of an individuals hope, zeal of life and become active. It also involves ways of gaining capabilities, engagement in day to day life, promoting consciousness, regaining identity and optimism. Recovery focused approach means an approach that focuses more on supporting an individuals own potentiality to recovery (Caplan. 2013).The recovery model has six principles (Norman Ryrie, 2013). Uniqueness of the Individual The results from a particular recovery approach is unique to an individual, it varies with people..It focuses more on quality life and social behaviour Own choice Focus on supporting individuals to make their own choice. It helps in balancing duty and care Authority and power Focus on individuals, identifies the requirements and act accordingly. Safeguards human rights and takes care of legal and ethical aspects Respectability and Freedom Focus on being respectful to individuals, their beliefs and ideas. It emphasizes on freedom of individuals and helps in removing discriminations. Inter-Communication and Cooperation Recognizes that individual is themselves having the best understanding of their life and well-being. It gives values on individuals opinion and decisions. Recovery Evaluations Individuals assess their own improvement. It reports on recovery outcomes on the basis of their mental, spiritual, financial and social issues (Mendoza et al., 2014). The patient was detected with lack of sleep and appetite. Moreover, he suffered from mood swings, had poor concentration, low on speech and had self -harming tendency. The medications prescribed to him often had side effects of constipation. The interventions for the issues of the patient were ensuring daily elimination of bowel, some physical activities, games are recommended, delicious yet nutritious food was given to the patient. Hence, the consumer made his own choice, his freedom and respectability was maintained. The interventions recommended comply with the recovery models, as the patient was involved actively in the entire treatment procedure. The food, diet and exercises were scheduled as per the patients choice. The patient was dealt with empathy. A rapport was built so that the patient could communicate with more ease. Hence, inter-communication and cooperation is maintained in providing nursing care to Adam. Patient specific nursing care is crucial for patients suffering from depression, trauma or other mental disorders. The interventions considered for providing patient specific nursing care are for the betterment of the patient. Reference: Caplan, G. (2013).An approach to community mental health(Vol. 3). Routledge. Datta, Y. (2014). Maslows hierarchy of basic needs: An ecological view.Oxford Journal: An International Journal of Business Economics,8(1). Eggins, S., Slade, D. (2015). Communication in clinical handover: improving the safety and quality of the patient experience.Journal of public health research,4(3). Greenham, S. L., Persi, J. (2014). The state of inpatient psychiatry for youth in Ontario: results of the ONCAIPS Benchmarking Survey.Journal of the Canadian Academy of Child and Adolescent Psychiatry,23(1). Keltner, N. L. (2013).Psychiatric nursing. Elsevier Health Sciences. Lee, J. M., Hanna, S. D. (2015). Savings Goals and Saving Behavior From a Perspective of Maslow's Hierarchy of Needs.Journal of Financial Counseling and Planning,26(2). Lester, D. (2013). Measuring Maslow's hierarchy of needs.Psychological reports,113(1). Mendoza, J., Wands, M., Hackett, M., Najlepszy, L. P. (2014). Recovery oriented consumer focused practice: Emerging critical success factors in establishing a culture of collaboration to support our most vulnerable community members.International Journal of Integrated Care,14(9). Mohr, D. C., Burns, M. N., Schueller, S. M., Clarke, G., Klinkman, M. (2013). Behavioral intervention technologies: evidence review and recommendations for future research in mental health.General hospital psychiatry,35(4). Nolen-Hoeksema, S., Hilt, L. M. (Eds.). (2013).Handbook of depression in adolescents. Routledge. Norman, I., Ryrie, I. (2013).The Art And Science Of Mental Health Nursing: Principles And Practice: A Textbook of Principles and Practice. McGraw-Hill Education (UK). Ramsden, I. (2015). 1 Towards cultural safety.Cultural Safety in Aotearoa New Zealand, 1. Serobatse, M. B., Du Plessis, E., Koen, M. P. (2014). Interventions to promote psychiatric patients' compliance to mental health treatment: A systematic review.Health SA Gesondheid (Online),19(1). Stuart, G. W. (2014).Principles and practice of psychiatric nursing. Elsevier Health Sciences. www.monash.edu.au,. (2016). Retrieved 20 September 2016, from https://www.monash.edu.au/lls/llonline/writing/medicine/psychology/3.1.xml www.psychclerk.bsd.uchicago.edu,. (2016). Retrieved 20 September 2016, from https://psychclerk.bsd.uchicago.edu/mse.pdf

Running of Multinational Internet Firm

Introduction Running a multinational internet firm necessitates a clear understanding of increased existence of values within the diverse cultures involved in the online business. Advertising We will write a custom essay sample on Running of Multinational Internet Firm specifically for you for only $16.05 $11/page Learn More The subsystems of the firm have to adjust to an effective organizational structure in order to facilitate different values in the organization. Effective integration of values can be achieved by increasing knowledge in leadership, as this helps in highlighting the changes that are taking place in a given segment. This goes along with creating competent staff as well as evaluating the structure used in relation to the organizational culture. But what type of structure best suits multinational internet retailer? How can someone build a diverse culture that creates room for creativity amongst the technical staff? And how would someone evaluate the success of organizational structure and culture? Type of Structure That Would Best Suit Multinational Internet Retailer In the recent past, it has come to the attention of multinational internet retailers that a number of cultural practices affect their business operations, namely, language used, religion, laws and politics, the level of education, social organizations, and technology, among others (Weitz, 2002). And in this regard, a vast majority of the multinational internet retailers has taken the initiative of evaluating organizational structure that would best suit multinational organizations. The fact that understanding customers’ needs enhances productivity and better management of a given firm makes regionalized organizational structure best suited to a multinational internet retailer. This emanates from the fact that a regionalized organizational structure creates an avenue for corporate culture, thus facilitating decision-making process for each segm ent. More so, a regionalized organizational structure is in a position of recognizing synergies, and this makes it easier to reform them. It works under the platform of midway between the centralization and decentralization, thus facilitating local operations that are based on a global framework.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, a regionalized organizational structure suits a multinational internet retailer because, despite the fact that it would want to operate under a centralized structure in a bid to retain the company’s values and standards, it is extremely hard to achieve organizational goals due to differences in culture and economic status between diverse countries across the globe (Weitz, 2002). Hence, a multinational internet retailer can only acquire speed and comprehensive information of diverse cultural practices and economic capabilities of different regions by strategically placing several regional headquarters, especially in areas characterized by diversity. How Would You Recommend Building a Culture That is Inclusive of Diverse Cultures and Accommodates Highly Creative Technical Staff? In order for an organization to achieve long-term benefits and survival, it must learn how to build a culture that accommodates diverse cultures and highly creative technical staff. However, even though diversity is characterized by innovation, it does not mean that any organization characterized by diversity has creative technical staff (Mead, 2005). Therefore, it is of utmost importance for multinational companies to not only entertain diversity but also acquire knowledge on how diversity can lead to creativity. This knowledge should involve two major factors: accommodating core beliefs of workers and formulating global goals. In accommodating core beliefs of workers, the management should highlight workers beliefs with regard to p erformance achievement, enhance their faith in education by revealing perseverance, exhibit equal value for each worker, and encourage collaboration through promoting inquiry and teamwork that facilitates implementation of new practices (Mead, 2005). global goals, on the other hand, can be achieved by enhancing an effective leadership program that promotes diversity in workplace, increasing the level of engaging employees in the decision making process, increasing the level of challenges in the multinational firm, offering bonus for challenging jobs, and enhancing technology in the operations of the multinational organization (Mead, 2005). How Would You Measure The Success Of Your Organizational Design In Structure And Culture? It is of utmost importance for the management of multinational firms to note that even though cultural diversity is closely associated with performance improvement, it is also faced with a number of challenges. With this is mind, the measurement of success o f an organizational structure and culture should emanate from assessing the impact of culture on the organizational structure adapted, assessing the impact of culture while adapting to a new organizational structure, and assessing the impact of culture on performance of the organization (Mead, 2005).Advertising We will write a custom essay sample on Running of Multinational Internet Firm specifically for you for only $16.05 $11/page Learn More It is a fact that multinational organizations are greatly influenced by the culture of people within a given locality. For instance, developed countries are more inclined to coming up with products that take due diligence in environmental conservation than the developing countries. Therefore, the structure adapted by a multinational organization can be termed as successful if it takes consideration of people’s culture living in a particular locality. The impact of culture while adapting to a new organizati onal structure should also be measured since cultural diversity without innovativeness does not amount to profitability (Mead, 2005). The multinational organizations are normally characterized by changes, and therefore they change their vision and mission overtime. In this regard, the structure adapted by a multinational organization can be termed as successful if the workers are ready to approve the innovative ways of carrying out business operations. Culture plays a crucial role on performance of an organization, and this necessitates coming up with an organizational structure that shares a common organizational culture. This emanates from the fact that organizations that lack a discernable culture are characterized by unpredictable performance (Mead, 2005). Therefore, the structure adapted by a multinational organization can be termed as successful if workers from diverse cultures are able to resolve their differences to a level where they can achieve a common ground. Reference s Mead, R. (2005). International management: Cross-cultural dimensions. Malden, Mass: Blackwell.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weitz, B. A., Wensley, R. (2002). Handbook of marketing. London: SAGE. This essay on Running of Multinational Internet Firm was written and submitted by user Kaylyn I. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Whats Actually Tested on the ACT Reading section Skills You Need

What's Actually Tested on the ACT Reading section Skills You Need SAT / ACT Prep Online Guides and Tips Just like the ACT has four different sections, the ACT Reading section has four different types of passages for you to read. This article breaksdown exactly what's on this section of the ACT so you can plan your best approach. First, let's consider how the ACT Reading section is formatted. Format of the ACT Reading The ACT Reading section asks 40 questions in 35 minutes. There are three single passages and one set of paired passages (usually either in the Prose Fiction or Humanities subject areas). Since there are four different categories of passage, this means 10 questions after each one. Each of these questions has four answer choices, A, B, C, and D. Since there are more questions than there are minutes, this leaves you with about 52 seconds per question. Actually, it will be considerably less since you'll be spending a portion of your time reading. This is a doable task, but you'll want to spend some time working on the best waysto manage your time. In terms of the entire test, the Reading section is the third section you do, right after you have a break. This can be really good timing, as the first two sections get you warmed up and then you have a quick break to refresh and refocus. Just like the order of sections, the Reading is consistent in what kinds of passages it presents toyou. Let's take a look at thesubject areas from which the passages are taken. Types of Passages The five passages on the Reading section always come from these four topic areas: humanities, social studies, natural sciences, and literary fiction. You're not expected to have any pre-existing knowledge about any of the passage topics. Everything you need to know to answer the questions will be there in the text. Since these topics can cover a largenumber of subtopics, this chart breaks it down a little more specifically, along with some examples of passage sources from sample ACT Reading questions that introduce passages and help you put them into context. As you can see with the Natural Sciences passage, the blurb might define any subject-specific words that you might need to know to understand the text. A typical social studies passage might be taken from a textbook, a natural sciences passage from an article, a literary narrative direct from a book, and a humanities passage from an essay or memoir. Passage Subject Subtopics Sample ACT Passage Introductions Social Studies anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology. This passage is adapted from the chapter â€Å"Personality Disorders† in Introduction to Psychology, edited by Rita L. Atkinson and Richard C. Atkinson (1981). Natural Sciences anatomy, astronomy, biology, botany, chemistry, ecology, geology, medicine, meteorology, microbiology, natural history, physiology, physics, technology, and zoology. This passage is adapted from the article â€Å"How to Build a Baby’s Brain† by Sharon Begley (1997 by Newsweek, Inc.). In this selection, the term neuron refers to a specialized cell of the nervous system, and tomography refers to a method of producing three-dimensional images of internal structures. Literary short stories, excerpts from novels, memoirs, or personal essays This passage is adapted from the novel The Men of Brewster Place by Gloria Naylor (1998). Humanities architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater. This passage is adapted from â€Å"A Poem of One’s Own,† an essay by Mary Jo Salter in which she discusses feminist literary critics’ recent reappraisal of women’s writing. The essay was taken from Audiences and Intentions: A Book of Arguments (1994). If you feel much more confident about reading about the natural sciences, for example, than about social studies, you might choose to locate that passage in your Reading section and do that one first. Some students skip around so they can answer questions about their favoritesubjects first. The questions are not ordered by difficulty, so it's fineto choose your own order, as long as you're not wasting valuable time trying to choose where to start. Now that you have a sense of what kind of passages you'll encounter, let's talk about the skills tested on the ACT Reading section. You'll need some different skills for the ACT Reading. Skills Tested on ACT Reading What skills do you need to bring to the table to understand and answer questions about these passages? According to the ACT, you must use referring and reasoning skills to accomplish the following: Understand main ideas Locate details within a passage and interpret them Interpret sequence of events and flow of ideas Make comparisons Understand cause-effect relationships Determine the meaning of words, phrases, and statements in context (these are usually straightforward, but may be used in an unusual or significant way in context) Draw generalizations Analyze the author's or narrator's tone and purpose These are all skills that you develop and improve upon in your English classes. You can further hone your skills by reading widely and often. The ACT asks 5 main types of questions in order to test these skills. I'll break down these 5 question types and give examples below so you know exactly what to expect and how you can prepare. Types of ACT Reading Questions The 5 main types of questions on the ACT Reading test these skills of understanding main ideas, locating details, and interpreting purpose and voice. Not only will you keep a close eye on what's directly stated, you'll also be called upon to interpret and analyze implied meanings. There's not huge leeway for interpretation, though - even seemingly subjective questions will only ever have one 100% unambiguously correct answer. Without further ado,the 5 types of questions on the ACT Reading: 1. Main Idea These questions ask you about the main point or theme of the passage. For example: The main point of this passage is to: A. illustrate the importance of genetics in the formation of a baby's brain.B. illustrate the importance of stimulation and experience in the formation of a baby's brain.C. indicate the great need for conducting further research on babies' brains.D. compare the latest research on babies' brains with similar research conducted fifteen years ago. 2. Detail These questions will often refer you to a specific line in the text and ask what it means. For example: The fourth paragraph (lines 31-37) establishes all of the following EXCEPT: A. that Abshu had foster brothersB. that the Masons maintained a clean house.C. how Mother Mason felt about the location of their house.D. what Abshu remembered most about his years with the Masons. 3. Vocabulary These questions will point you to a specific word or phrase and ask what it means or how it functions in context. These questions often point to a common word or phrase that might be being used in an unusual way. For example: As it is used in line 65, the termthe edge refers to a place where Abshu felt: A. most aliveB. unfulfilledC. defeatedD. most competitive 4. Function Development These questions ask you to describe the effect of a phrase, sentence, or paragraph in the context of an entire passage. Function questions tend to be about smaller amounts of text: For example: The narrator’s statement â€Å"I am looking at the MOON, I told myself, I am looking at the MOON† (lines 60–62) is most nearly meant to: F. reflect the excitement of the astronauts as they prepare to land.G. illustrate the narrator’s disappointment with the moon’s barren appearance.H. express the narrator’s irritation at having to wait for Apollo to land.J. convey the narrator’s awe at the event that is being broadcast. Development questions, on the other hand, will as you to think about larger ideas. How are ideas arranged within the passage? Does the passage introduce its thesis right away, or eventually build up to its main point? Does it offer countering opinions, or does each paragraph expand on the previous? For example: The last paragraph of Passage A (lines 37-49) marks a shift in the passage from: A. a description of events leading up to a sudden action by the narrator to a reflection on the intentions and meanings behind that action.B. an overview of a family dilemma to an explanation of how the narrator solved that dilemma.C. an example of the narrator's typical response to family events to an analysis of the narrator's personality.D. a chronology of a historical event to a summary of the narrator's circumstances at the time. 5. Implied Ideas These are inference questions. What does a line, paragraph, or the whole passage imply? For example: It can reasonably be inferred from the passage that which of the following is a cherished dream that Abshu expects to make a reality in his lifetime? A. Establishing himself financially so as to be able to bring his original family back under one roofB. Seeing the children at the community center shift their interest from sports to the dramatic artsC. Building on the success of the community center by opening other centers like it throughout the stateD. Expanding for some, if not all, of the children the vision they have of themselves and their futures These examples illustrate the question types, but if you want to see the passages they refer to and understand them in context, you can read them them here, as well as try theremaining questions. To equip yourself with the tools you need to tackle these questions, you should study up on the literary terms you've learned in your English classes. Don't just study their definitions, but actively apply them to texts that you read, as you'll have to do on the ACT Reading. There's a big difference between knowing that tone refers to the attitude a work takes towards its subjects or audience, whether it be formal, playful, or condescending,and actually determining the tone of a given text. Let's touch on some other approaches and strategies you need toknow to excelon the ACT Reading. Tips and Strategies for the ACT Reading By knowing how the test works, you're already taking an informed approach to the ACT Reading and eliminating the chance of unexpected surprises on test day. You also want to plan your approach for reading the passages and balancing your time between reading and answering questions. Is it better to read the passage or the questions first? Should you read thoroughly or skim? You can learn more about the best approaches for ensuring your reading comprehension while making good time here. Your mindset plays an important role in your reading comprehension, too. If you can try to make yourself really interested in the passages and intrigued by the random information you're about to learn, you'll actually be able to read faster and retain more. Read this article for more tips on the best way to practice ACT Reading. The ACT tests your ability to recall information quickly and use evidence to back up your answers. The best way to practice these skills is through ACT Reading test prep with high quality questions and simply through reading extensively in and out of school. While this approach is more difficult to measure, frequent reading will make you a sharper and better reader over time. For more strategies for conquering the ACT Reading section, you can read alltheimportant tips from this perfect 36 scorer. Again, knowing exactly what's on the test is the first step in your preparation, so you're already making progressin your quest to conquer the ACT Reading. What's Next? The best way to prep for the ACT is with official ACT practice questions. Check out these 5 official printable ACT Tests, along with 6 strategies to get the most out of your studying. Are you aiming for perfection on the ACT, one section at a time? This full scorer explains how he got a 36 on the ACT and how his strategies can work for you, too. What ACT scores are you aiming for? Rather than just seeing what happens, you can take control by determining your target scores and following the test prep plan you need to achieve them. Read all about how to set your target ACT scores here. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

3 Types of Recommendation Letters

3 Types of Recommendation Letters A recommendation letter is a written reference that offers information about your character. Recommendation letters may include details about your personality, work ethic, community involvement, and/or academic achievements. Recommendation letters are used by many people for many different occasions. There are three basic categories or recommendation letters: academic recommendations, employment recommendations, and character recommendations. Here is an overview of each type of recommendation letter along with information on who uses them and why. Academic Recommendation Letters Academic letters of recommendation are typically used by students during the admissions process. During admissions, most schools- undergraduate and graduate alike- expect to see at least one, preferably two or three, recommendation letters for each applicant. Recommendation letters provide admission committees with information that may or may not be found in a college application, including academic and work achievements, character references, and personal details. Students might request recommendations from former teachers, principals, deans, coaches, and other education professionals who are familiar with the students academic experience or extracurricular achievements. Other recommenders may include employers, community leaders, or mentors. Employment Recommendations Letters of recommendation for employment and career references are a major tool of individuals who are trying to get a new job. Recommendations can be put on a website, sent in with a resume, supplied when an application is filled out, used as part of a portfolio, or handed out during employment interviews. Most employers ask job candidates for at least three career references. Therefore, its a good idea for job seekers to have at least three recommendation letters on hand. Generally, employment recommendation letters include information about employment history, job performance, work ethic, and personal accomplishments. The letters are usually written by former (or current employers) or a direct supervisor. Coworkers are also acceptable, but not as desirable as employers or supervisors. Job applicants who do not have enough formal work experience to secure recommendations from an employer or supervisor should seek recommendations from community or volunteer organizations. Academic mentors are also an option. Character References Character recommendations or character references are often used for housing accommodations, legal situations, child adoption, and other similar situations where understanding a persons character is important. Almost everyone needs this type of recommendation letter at some point in their life. These recommendation letters are often written by former employers, landlords, business associates, neighbors, doctors, acquaintances, etc. The most appropriate person varies depending on what the letter of recommendation will be used for. Asking For a Recommendation Letter You should never wait until the last minute to get a recommendation letter. It is important to give your letter writers time to craft a useful letter that will make the right impression. Start seeking academic recommendations at least two months before you need them. Employment recommendations can be collected throughout your work life. Before you leave a job, ask your employer or supervisor for a recommendation. You should try to get a recommendation from every supervisor you have worked for. You should also get recommendation letters from landlords, people you pay money to, and people you do business with so that you have character references on hand should you ever need them.

Reflection on teaching Research Paper Example | Topics and Well Written Essays - 1250 words

Reflection on teaching - Research Paper Example Transformation learning theory remains a useful tool in designing adult education. Transformative learning theorists such as Edward Taylor, Patricia Cranton, Robert Body, and Robert Kegan have contributed greatly to the field of education. Their works identified factors that characterize transformative learning. They pointed the challenges face by educators in transformational learning environments. Their contribution to the transformational theory enhanced adult education. This reflective essay focuses on the contribution of the above theorists in enhancing adult education. Understanding the meaning of transformative learning is crucial since it enables us to understand how different adult teaching approaches work. I realized that the term transformational is used in different concepts to refer to idealized adult learning based on the nature of human communication. Jack Mezirow, who developed the theory of transformative learning in 1978 appreciated the importance of reflection in l earning. As we grow, we experience different situations, which change our perspectives (Taylor & Cranton, 2012). I had never realized the effects the different experiences have on our views. However, the transformational learning theory empowered me to understand that the different experiences accumulate and are the raw materials for transformation learning which occurs during adulthood. ... Based on the difference, the learner is able to make appropriate decision or changes. In my understanding, transformative learning encompasses trying to solve an existing problem using a new approach. It enables learners to expand their conscientiousness. During transformative learning, the learners become aware of the different selves within their psyche. Additionally, the learners become aware of their expectations and assumptions as well as those of other and interpret them to assess their relevance. .By assessing other people’s perspectives, the student learns to accept other people views. Studies on transformative learning have been used in altering learning environments to enhance adult education. Adult learners can be taught using different methods. Edward Taylor, a renowned contributor of transformative leaning, argued that the learning environment determined the level of openness demonstrated by learners. I agree with this since I also learn differently in different e nvironment. Taylor argued that ideal leaning conditions should encourage students’ autonomy and participation. Additionally, Taylor described effective instruction methods as those that promote learner centered teaching approach (Taylor & Cranton, 2012). Recent approaches on transformative learning emphasize on learning through intuitive and unconscious processes. Patricia Cranton is one theorist who has studied the role of intuitive and unconscious process in decision-making. Cranton’s views on informative learning helped me appreciate the role of reflection in learning. It is sitting back to contemplate on ones views, compare them with those of others and

Outsourcing vs. Off Shoring Assignment Example | Topics and Well Written Essays - 500 words

Outsourcing vs. Off Shoring - Assignment Example One of the criticisms of off shoring is that it denies the local community employment opportunities as it transfers jobs to foreign countries, and therefore companies that participate in off shoring do not directly contribute to the economic development of the local community. As for outsourcing companies, they are mainly criticised for relying on third parties to perform some of their core functions thereby failing to develop in-house knowledge of the outsource functions. Secondly, outsourcing has the potential of misaligning customers’ interest since some core functions of the business are not performed by the company originally contracted (Oshri et al. 2009). Outsourcing and off shoring have similarities in advantages they offer that include reduced cost of operations, sub-contracting of work to equally qualified external workforce, and labour flexibilities. According to the studies conducted by Tuckman (1965), he stated that high performance teams usually follow five common stages or phases that include the forming, the storming, the norming, the performing, and the adjoining stage. For teams that perform either outsourced or off shored tasks, a team leader in the forming stage which is the first stage will bring together different members so as to form the team, at this stage the team leader may just introduce members and then proceed to the next stage, which is the storming stage. Under the storming stage, the team leader will exercise his or her authority by delegating tasks to team members and clearly define the team’s objectives and goals. Under the norming stage, team leaders usually try to control the fallouts witnessed in the storming stage and a well-structured hierarchy is usually established. Under the fourth stage, the team leader usually engage in developing team members as they work towards achieved the objectives and goals that were delegated to the team. The last stage of managing of team is the adjourning stage whereby team

The Role of the Government on Tobacco Use Essay Example for Free

The Role of the Government on Tobacco Use Essay The article, â€Å"If It’s Good For Philip Morris, Can It Also Be Good for Public Health?,† which was written by business columnist Joe Nocera and published in the New York Times, basically explores the realities concerning the government, particularly the Food and Drug Administration, and the regulation of tobacco use. According to the article, although tobacco company executives themselves, notably Steve Parrish, senior vice-president of Philip Morris have openly supported the regulation of tobacco use, it appears that the move lacks a concerted effort from the government. Moreover, it is also apparent that tobacco executives like Parrish have their personal business agendas in advocating tobacco regulation. In general, it is safe to assume that the public is more than aware about the dangers and health risks associated with tobacco smoking such as lung cancer, emphysema, and various heart diseases, among others. However, it is interesting to note that despite the various campaigns against tobacco smoking and other educational advertisements about it, there are still millions of people around the world who smoke. In fact, based on the article, in 2005, Philip Morris USA alone hauled in $4.6 billion in profits. In this regard, it is quite obvious that the government’s main role is to somehow regulate tobacco use so that smokers will not suffer its deadly effects. However, this is easier said that done. According to the article, while there have been several initiatives to regulate tobacco use in the past, such as the ban on all cigarette advertisements, it seems to fall short when it comes to the actual implementation. The first plausible reason behind this is that the regulation would mean decrease in profits for tobacco companies, which in turn, would affect tobacco factory workers. And considering the global financial crisis, loss of jobs is not a logical option even though it’s for the benefit of the public’s health. In short, while the government’s duty in tobacco use is clear, it is virtually powerless to make any strong moves that would fulfill their role. The tobacco executives, on the other hand, may show that they support tobacco regulation, but their true motives are unclear. After all, they are still businessmen and it would not be surprising if their actions are simply meant to earn additional profits. References Nocera, J. (2006). If It’s Good For Philip Morris, Can It Also Be Good for Public Health? The New York Times. Retrieved April 17, 2009 from http://www.nytimes.com/2006/06/18/magazine/18tobacco.html?pagewanted=3_r=1.

the second great awakening :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Many took different steps in the fight for equality. Nat Turner, a religious leader among his fellow slaves, become convinced he had been chosen by God to lead his people to freedom. Leading a revolt, he and five other slaves killed their master and his family. Joined by about sixty other blacks, he led a general revolt. Within days, militiamen suppressed the revolt and Turner was ironically hung in Jerusalem, Virginia.   Ã‚  Ã‚  Ã‚  Ã‚   Many took different steps in the fight for equality. Nat Turner, a religious leader among his fellow slaves, become convinced he had been chosen by God to lead his people to freedom. Leading a revolt, he and five other slaves killed their master and his family. Joined by about sixty other blacks, he led a general revolt. Within days, militiamen suppressed the revolt and Turner was ironically hung in Jerusalem, Virginia.   Ã‚  Ã‚  Ã‚  Ã‚   Many took different steps in the fight for equality. Nat Turner, a religious leader am ong his fellow slaves, become convinced he had been chosen by God to lead his people to freedom. Leading a revolt, he and five other slaves killed their master and his family. Joined by about sixty other blacks, he led a general revolt. Within days, militiamen suppressed the revolt and Turner was ironically hung in Jerusalem, Virginia.   Ã‚  Ã‚  Ã‚  Ã‚   Many took different steps in the fight for equality. Nat Turner, a religious leader among his fellow slaves, become convinced he had been chosen by God to lead his people to freedom. Leading a revolt, he and five other slaves killed their master and his family. Joined by about sixty other blacks, he led a general revolt. Within days, militiamen suppressed the revolt and Turner was ironically hung in Jerusalem, Virginia.

Jane Goodall

Jane Goodall's research with chimpanzees and gorillas is an example of Naturalistic observation. Here is a list of the key findings if Goodall’s life * 1960: Chimpanzees as meat eaters * First recorded instance of toolmaking by nonhumans * 1964: Planning-Figan showed deliberate planning when he kidnapped baby Flint in order to get his mother Flo and the rest of the group to follow him. * Using man-made objects- Mike used empty kerosene cans to intimidate larger males, and become the alpha male. 1966: Polio invaded Gombe and devastated both humans and chimps alike. Chimpanzees can also get AIDS. * 1970: Awe-the chimps spontaneously danced at the sight of a waterfall Jane believes that expression of awe in chimps resembles the emotions that led early humans to religion. * 1974: Warfare-a war broke out between the Kasakela males and seven males of a splinter group. This lasted four years; the rival group was eradicated, except for a few females. This type of violence had not been recorded in chimpanzees. 1975: Cannibalism-Passion killed and ate Gilka's infant, and shared the meat with her daughter, Pom. Together they continued eating infants for two years. * Coalitions-Figan's status as alpha male was somewhat challenged when his brother Faben disappeared. * Transfer of a female to a different group * 1987: Adoption-Spindle, an adolescent female, â€Å"adopted† baby Mel, after his mother died of pneumonia. * 1994: Consortship-researchers at Gombe have observed males leading females away from the community and establish short-term monogamous relationships. This is believed to be so the male can ensure that the offspring are theirs. * Technology transfer-Chimps from one community â€Å"modeled† the toolmaking behavior of chimps in another community. * 1995: Twins-Rafiki gave birth to only second set twins recorded at Gombe, Roots and Shoots. * Medicinal plants-chimps have been seen chewing the plant Aspilia, a medicinal plant believed to relieve stomach pains or reduce internal parasites.

Building a Successful Corporation

A preliminary, albeit cursory review of literature on the topic of corporate success indicates that it is a vital element in the process of bringing about a vibrant economy and improved standard of living (Kay, 1995). With this understanding in mind, the researcher arrived at the conclusion that the topic of building a successful corporation merits further research from several different points of view; therefore, this proposal is presented in the interest of additional research.THE PROBLEM The researcher will conduct this study and write the subsequent thesis in order to adequately define and understand the process of building a successful corporation. Indeed, successful corporations are the backbone of the international economy, and add endless value to the human experience; therefore, it is both timely and valuable to better understand how and why successful corporations are created.THE METHOD The researcher will utilize an extensive variety of written works on the subject of outs ourcing as research material, in addition to Internet research and interviews with individuals knowledgeable in the subject matter. Information derived from these sources will be interpreted and presented along with relevant charts, tables and graphs to employ a thorough research method. THE FINDINGSThe researcher will present findings in a sufficiently technical, yet easily interpreted format, designed to allow the thesis to be utilized as a strategic planning tool for other firms. The findings will be presented with thorough documentation and explanation within the text of the thesis. PURPOSE OF THE STUDY The purpose of the study is to define what constitutes a successful corporation, examine the case studies of successful corporations within that definition, and provide an overall stronger understanding of this topic.IMPORTANCE OF THE STUDY This research is relevant and important because successful corporations are valuable not only to the United States, but to every nation that prides itself on offering people the opportunity to earn a fair wage for their labors; a wage that allows for a comfortable standard of living and the chance to obtain comfortable housing, quality medical care, and all of the other trappings that allow for prosperity and well-being.Undoubtedly, the business community needs to fully understand what success will mean for a corporation, as well as some of the best practices that other firms have used to gain success. OVERVIEW OF THE STUDY The study will center on a balanced analysis of the issue of corporate success to determine if it provides an immediate contribution to the economic, social, and moral prosperity of the United States, or perhaps it is just a step in the evolution of the American economy that will lead to economic growth and prosperity in the long term.The analysis of this phenomenon, by its very nature, will lead the researcher to analyze from a myriad of viewpoints; undoubtedly, there is a political element to the to pic, as well as a â€Å"trickle-down† effect that manifests itself in the buying decisions of individual consumers, businesses and industries. By viewing the topic one of human as well as business interest, a unique perspective will be achieved, adding to the breadth and validity of the research. Bibliography Kay, J. A. (1995). Foundations of Corporate Success: How Business Strategies Add Value. Oxford: Oxford University Press.

The case of Jones v Padavatton Essay Example

The case of Jones v Padavatton Essay Example The case of Jones v Padavatton Essay The case of Jones v Padavatton Essay Essay Topic: Law The case of Jones v Padavatton concerned whether or not a legally enforceable contract existed between the parties, in this case a mother and daughter. The judgements of Salmon LJ and Fenton Atkinson LJ, although reaching the same conclusion have very different reasoning. Salmon LJ considered that two main factors needed to be addressed; whether or not the parties had intended a legally binding contract, and whether the terms of the contract were sufficient to be legally enforceable. The English law operates generally on an objective approach based on what a reasonable person in the position of the parties would have intended. Salmon LJ follows this approach in his judgement, stating it is a presumption of fact that when arrangements are made between family members, they are not intended to create a legal relationship but are rather based on mutual ties of trust and affection. This presumption was established by Atkins LJ in his explanation of the case Balfour v Balfour and is cited by Salmon LJ, however he does go on to accept that in some circumstances just because a, Contracting party is unlikely to extend his pound of flesh does not mean he has no legal right to. I consider that the principle illustrated by Balfour v Balfour, although fundamental for many cases, may not be so relevant considering the circumstances of this case. In a society of increased domestic disruption, illustrated through statistics such as rising divorce rates, it is very arguable that family arrangements are becoming more likely to be intended as legally enforceable. In considering the very special circumstances of this case, I consider it is possible to distinguish it from that of Balfour v Balfour and rather follow the approach of Fenton Atkinson LJ, studying the specific intention of the parties rather than the presumption derived from the case of Balfour v Balfour. Salmon LJ considers the second factor to be addressed is whether the terms of the agreement were sufficient enough to be legally enforceable. He considers the intentions of the daughter were clear- to leave Washington and study for the Bar in England, but did not consider the mother would have intended to give up all her rights concerning the house. The arrangements were too vague to have contractual intent. Similarly there is no evidence that the mother ever intended her daughter to receive any more than $200 in West-Indian terms, a month maintenance support. On this point I agree with Salmon. In English law, if the terms of an offer are not certain, the resulting agreement can fail. I do not consider that the terms were certain enough to ensure a legally binding contract, and here agree with the explanation from Fenton Atkinson LJ, that the responsibility was for the daughter to establish a contract in relation to the house and she totally failed to do so. Salmon LJ considered alongside this, that the terns of the offer could not possibly exceed five years from 1962 considering all circumstances of the case, and thus the daughter was entitled to nothing further under the original agreement Salmon LJ concluded his judgement by addressing the counterclaim referred to by the CCJ, and states that a reasonable compromise should be reached on the figures, so as not to exacerbate ill feeling between parties. This view in considered too by Fenton Atkinson LJ. Fenton Atkinson LJ addresses the issues of consideration and intention in his judgement; issues which I have to consider are far more relevant to the specifics of this case. He addresses several points in his judgement, firstly whether the agreements made between the parties were intended to be legally enforceable, secondly did the mother intend to be legally bound to support her daughter for an uncertain period of time, and thirdly did the daughter assume a contractual obligation to complete her studies. Fenton Atkinson LJ concludes that consideration was given by the daughter in the form of executed consideration, evident through her move from Washington to London, but does not consider that here consideration can determine whether the parties intended a legally binding contract. The courts generally apply an objective approach when studying intention, however I agree with Collins, who states that this objective approach conflicts with reality. Fenton Atkinson LJ, following this approach, states that it is the history of this case which most accurately points to the intentions of the parties, and highlights three important factors. Firstly, that the payments of $200 were accepted by the daughter without any indication that the mother was contractually bound to a larger sum, secondly, that when in 1964 The mother bought the property, many matters had been left open, such as the control of rents, and occupation boundaries. The final factor highlighted, and which I consider to be of huge significance, is the behaviour of the daughter when her mother visited. The daughter was evidently extremely upset that the issue had become litigated, and stated that a mother does not normally sue her daughter. This is perhaps the strongest indication that the daughter had never intended legal consequences to arise from the agreement. Fenton Atkinson LJ was satisfied that no legally binding contract had been intended, and the arrangements had been based on mutual trust. He held that the mothers claim for possession should succeed, and the appeal allowed. Although Salmon LJ and Fenton Atkinson LJ reached the same final judgement, I do not consider that the reasoning of Salmon was as relevant to this case as that of Fenton Atkinson LJ. As I have mentioned above, the objective approach applied by Salmon LJ cannot be applied in every case and may in fact be becoming outdated. The approach adopted by Fenton Atkinson LJ must be considered more appropriate for the very special circumstances of this case, and I agree that the intention of the parties was best determined through the behavioural history of the mother and her daughter rather than the judgement of Balfour v Balfour. I do not deny that the reasoning of Salmon LJ is that which the majority would be likely to adopt, and agree with many other factors he addresses, such as the judgement of reasonable time not exceeding five years. I cannot however conclude that his reasoning is of such relevance to this case, as that of Fenton Atkinson LJ.

Email overconfidence is a dangerous thing - Emphasis

Email overconfidence is a dangerous thing Email overconfidence is a dangerous thing Considering that an estimated 247 billion emails are sent each day, you might think we would all be dab hands at getting our messages across. But a study published in the Journal of Personality and Social Psychology reveals that, while we believe we’re making ourselves clear, we actually need to be more careful. Lost in translation The tone and context of your email is likely to be misinterpreted in at least 15 per cent of emails, according to the study. And part of the problem is the fact that we are overly confident that what we write will be understood as we mean it to be. A series of five experiments showed that email senders overestimate how accurately the tone of their message will be identified. Sarcasm and humour are particularly problematic: trying to express either in email is clearly a risk. However, the most notable result from the experiments was not how many times the reader misunderstood the tone, but the disparity between how often the writer expected to be understood and how often they actually were. In one experiment, half the participants emailed a series of statements – a mixture of serious and sarcastic – to the other half, who had to deduce how each statement should be read. While the sending group expected 97 per cent to be recognised, only 84 per cent were. Put into real terms, that means almost one fifth of your recipients might be misled, confused or even offended by your emails. But my colleagues understand me Do they, though? Further experiments showed that the success rate in interpreting tone was the same whether the recipient knew the sender or not, meaning equal care is needed whether writing to a new client or a well-known colleague. Less surprisingly, the recognition of tone was identified correctly most often in spoken statements – though still not as regularly as the speaker predicted. Evidently, without the non-verbal cues – the facial expressions, body language and gestures – of face-to-face communication, any ambiguity of tone in your writing may well lead your reader to misunderstand your meaning. So judge your recipient well, or joke at your own risk. Read the full white paper, ‘Lost in translation’. Our blog contains lots of tips on how to write good emails, and we also run an in-company course on effective email writing.

LOGISTICS & OPERATIONS MANAGEMENT 2 Essay Example | Topics and Well Written Essays - 500 words

LOGISTICS & OPERATIONS MANAGEMENT 2 - Essay Example There are a wide range of definitions based on main logistics functions within organizational and production processes. Taking into account business definition, "logistics is defined as a business planning framework for the management of material, service, information and capital flows. It includes the increasingly complex information, communication and control systems required in today's business environment " (Logistix Partners Oy, Helsinki, FI, 1996, cited What is logistics 2005). Another definition reflects overall purpose of logistics and states that: "Logistics means having the right thing, at the right place, at the right time" (What is logistics 2005). The latter definition is more appropriate for today's business environment because it reflects the nature of business itself and customers expectations typical for present day economics. For many years, production inefficiencies have been criticized and scrutinized in order to increase productivity. There has been little close examination of possible savings in the area of physical distribution, now known as logistics. There is a movement towards a closer analysis of all aspects of logistics. This is particularly important where selling and distribution costs are high (Barnett, 1996).

Pipeline Project in Canada Essay Example | Topics and Well Written Essays - 1000 words

Pipeline Project in Canada - Essay Example However, it needs a Presidential Permit as aforementioned. The projects overall positive effects will be considered. The pipeline project is in accordance firstly with the National Environment Policy Act. However an alternate route still needs to be found to avoid the Sand Hills region of Nebraska, which is an environmentally sensitive area (Flynn & Burnett, 2012). About The Project Many republicans, labor groups and industry groups support the pipeline project as they believe that it would bring about the opportunity of thousands of jobs in the US not only during its construction, but after it as well. It would also reduce dependence on oil from abroad since it would lead to the US having access to the largest oil reserve. Since if the project continues, it would bring in 700,000 barrels of oil to US daily which would be less the price and double the amount that it currently imports from Middle East. It is a project that needs to be ready and started and Republicans do not understan d Obama’s move for delaying the project (Belogolova, 2011). The project is also estimated to bring in an increase of $20 million spending in private sector of the economy, and at a point where oil demand is weak and unemployment is rising, it will spur the economy. Also, if this project is approved, it will spur all aspects of the economy, which is becoming weaker and more dependent on imports (Belogolova, 2011). During construction of the pipeline alone, there is estimated to be a $20 billion increase in spending in the economy, and 118,000 jobs are expected to be created as well. 585 million dollars are also expected to be raised for both local and state taxes that are going to be on the route of the pipeline (transcanada). Many labor unions have also signed with TransCanada because of the perceived benefits of the project on jobs, employment and revenue. They have even signed terms of agreement with the company however, due to President Obama’s recall, their jobs ar e not established as of yet. This is also a privately financed project and therefore it will create jobs in manufacturing and construction and doesn’t need a single penny from the government. This effect of increased demand and supply will also have an effect on other factors in the economy as demand for goods and services in other interrelated industries will increase around the area of the pipeline project. This is called the multiplier effect. It has also been established through scrutiny and survey that it would have a limited detrimental impact on the US economy and would rather enhance the security of the economy. America’s workers want to work with this project which is important even for President Obama (Parformak, Service., & al, 2011). The four International Unions are also committed to work on this project as soon as the President gives the green light. Canada is a new player in the world energy market with the newly discovered oil sands. The current pipelin e is finding it difficult to keep up with the new discoveries and bulk of oil. Also Canada and U.S are strong trading partners; however Canada is in strong demand now due to this new discovery of oil sands and if US keeps delaying the construction of this pipeline project, Canada will give in to the oil hungry world that seems to show more interest. And these energy sources are a stable energy source and therefor US should realize this and agree soon. This can also break the OPEC hold and if Obama

New technolgy work and the economy Essay Example | Topics and Well Written Essays - 2000 words

New technolgy work and the economy - Essay Example It complements other organizational management indicatives in providing a focus on the sustenance of competitive advantage. Every company has its own unique knowledge management strategy. To understand how knowledge management affects work and the economy, it is important to understand what it is in all aspects (Christensen, 2003). There is no universal definition of knowledge management, but a few experts have tried to put to words what this kind of management entails. Knowledge management is the term used to refer to the â€Å"collection of processes that govern the creation, dissemination, and utilization of knowledge† (Newman, 2002). It can also be said to be the systematic process by which information is found, selected, organized, distilled and presented. This systematic process is carried out in a way that serves to improve the employees’ understanding of a particular area of interest. In other words knowledge management is a process that should be used to enhance the objectives and goals of the organization (Nonaka, 2002). Knowledge management allows an organization to achieve its goals and objectives. This means that knowledge management is an important factor that contributes to the organization’s long term success without putting too much strain on the existing resources. All the different definitions are similar in that they emphasize the importance of the organization as a whole in the process of knowledge management. Most of the definitions point out that knowledge emanates from individuals and that not a single one of them knows everything. It is therefore important to manage all this knowledge so that everyone on the organization can gain something from one another (Christensen, 2003). The aim of any organization is to ensure that it is as profitable as possible. Mnprofitability can be achieved through many ways, including proper knowledge management. Effective knowledge management makes it possible for a company to serve customers to

Benefits of Subtitles in English Learning

Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave Benefits of Subtitles in English Learning Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave