Utopia Is A Dangerous Idea, Responsible For Millions Of...

Utopia is a dangerous idea, responsible for millions of deaths throughout the twentieth century. From the idealism of Lenin and Trotsky the communist revolutionaries all over the world to the Arianism and bond to blood and soil experienced by the Germans under Nazi rule. History has proven time and time again that attempting to achieve utopia only results in several wars and countless casualties. We could argue every aspect of the above mentioned socio-economic systems and only obtain a narrow understanding as to what truly defines a utopianist system. however, there is one point that I cannot concede, that is not prevalent in the two above mentioned utopian systems: Pragmatic liberalism is an emerging utopianist force and it is becoming dangerously popular amongst the general public. The methods we use in the first world are naive in regards to achieving universal goals. In saying so, I must make it clear that I do not condone conservatism or neo-liberalism as a solution to idealis tic centre politics, for the sole reason that I believe problems such as environmental sustainability, access to education, and equality should be held in higher regards than production and wealth. Therefore, in order to achieve the goals that may seem to lay just out of our reach, we must enact radical changes to our current socio-economic system. However the question remains, what is utopianism today? We cannot imagine our world without capitalism. After the fall of the Berlin wall,Show MoreRelatedDifferent Kinds of Terrorism3703 Words   |  15 Pagesterrorism refers to activities that involve acts dangerous to human life that are a violation of criminal law of the United States or any other state; appear to be intended to intimidate or coerce a civilian population; to influence the policy of a government by mass destruction, assassination, or kidnapping; and occur primarily within the territorial jurisdiction of the United States. International terrorism involves violent acts of acts dangerous to human life that are a violation of the criminalRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesE SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and CultureRead MoreA Critical Review of â€Å"the Ambiguities of Football, Politics, Culture, and Social Transformation in Latin America† by Tamir Bar-on.14147 Words   |  57 Pagesis mainly because the gaming industry views the concept of video games as belonging to men. This is connected to the research problem in that not only are men considered more significant and valuable in the athletic field than women, but the same idea is paralleled in the video gaming industry. †¢ Reference: crawford, garry. Toy for Boys? Women’s marginalization and Participation as Digital Gamers. Sociological Research Online Volume 10, Issue 131 mar 2005 14 nov 2007 . Article 2: Read MoreOrganisational Theory230255 Words   |  922 PagesChallenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constitutingRead MoreLibrary Management204752 Words   |  820 PagesLeadership . . . . . . . 332 Situational or Contingency Models of Leadership . . . . . 332 Fiedler’s Leadership Contingency Model . . . . . . . . . . . 333 Path-Goal Theory of Leadership . . . . . . . . . . . . . . . . . 333 Leadership in the Twenty-First Century . . . . . . . . . . . . 337 The Leadership Challenge . . . . . . . . . . . . . . . . . . . . . . 338 Developing Leadership. . . . . . . . . . . . . . . . . . . . . . . . . 340 15—Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Tourism Product- Components of the Tourism Industry Free Essays

Introduction to Tourism BEM1012 James Ince 620021716 number one tutorial question- Describe how the components of the tourism industry interact together in order to provide tourists with their holiday experience. Please state whether you agree, or disagree with the view of some academics that there is no such thing as the ‘Tourism Product’. In the industry of tourism, there are a number of components that link together, to provide a family, couple or a group with a vacation. We will write a custom essay sample on The Tourism Product- Components of the Tourism Industry or any similar topic only for you Order Now These components are more like steps. These steps include, how you get to your destination, where you stay, what activities you do and who organizes all of these things. The formal names for these components are: accommodation sector, attraction sector, transport sector, travel organisers sector, destination sector. They all play a vital role in any vacation. The accommodation sector deals with where they are going to stay, for example, hotel, hostel and bed and breakfast. The attraction sector involves what activities the guest will do, while vacating. For example, Amusement parks, museums, beaches. The transport sector deals with how the tourist will get to their destination. Whether it is bus, train, plane or cruise ship. The travel organizers are the people that market and sell you the trips. For example, travel agents, tour guides, cruise lines. Destination sector is where the government assist a business. For example, Government may guarantee revenue, tax incentives to build hotels or attractions. All of these segments need to be balanced and coordinated properly to complete a successful industry. If anyone of these steps is not completed to a certain standard, it could impact on the overall industry. In the industry, there is something called the tourism product. This is what a destination collectively does, that either influences the tourist in a positive or negative way. At the end of the trip, it is the tourist perception of the destination, which is the tourism product. It is all the physical and non-physical components grouped together. For example, some of the physical components would be transportation and attractions. The non-physical components would be things like the weather and safety. The tourism product is providing the whole experience to the costumer, giving them the non-bias opinions for their vacation. Some academics have said that they don’t believe there is such thing as a tourism product. I disagree with this statement, because I believe you could have a successful business that provides all of these things to the costumer. My idea of the tourism product is having all of the components and steps needed to make the perfect vacation, added into one big step. This would save the customer, a lot of effort researching on their destination, which they know nothing about. They would get the insights, and secrets on their destination. Without all of the bias and marketing strategies. This business would be successful and reliable because, it is not their product to sell, they are just putting it together for the costumer. The business would have to put the whole trip together for the costumer. To achieve this the business would have to get an insight on what the costumer’s interests were, to therefore plan activities that they would enjoy. To complete this process, they would have to put together all of the components together. Starting with the accommodation sector. A good example of a tourism product is, in my country Barbados, there are many different kinds of vacations you could have. If you are of the wealthy class in England, you can come to Barbados and stay in a five star resort. You can take the expensive chartered yachts out for the day as attractions. There are BBW’s you can rent to drive around for you transportation, this way; you can have all the things you have at home. If this life style does not suit you and you are more of a middle class citizen in England. You could buy a cheap airplane ticket, from a travel agent on your street. Arrive on virgin or British airways. Stay in a three star hotel, rent a small car. Choose attractions that suit you, going to the beach, spending days in rum shops. Both of these examples give a brief explanation about what the tourism product is. The first component that the tourist must deal with while planning their vacation is, accommodation sector. This sector deals with where the tourists stay when they are vacating. This sector really depends on who is it is staying, whether it is a family, young couple, honeymooners or elderly. It depends on this because; they will want to be close to attractions that they enjoy. For example, young people will want to be close to the club street, while elderly would like to be close to museums or spas. This links to other components because, for transportation. They would like to fly in near to their hotel; therefore they wouldn’t have to pay so much to get from the airport to their hotel. This reasoning also applies to the attraction sector also, because the tourist vacating, would prefer to be close to the attractions, that they have chosen to participate in. This sector is vital in planning for a vacation, because it determines where you are going to stay. The two factors that help people decide where they are going to stay are price and quality. These two factors usually come hand in hand. Although if you do enough research and enough asking around. You will find a cheap place to stay, with standard quality. The main challenges that occur when dealing with these components are: safety, quality, how central it is, fake marketing and how busy it will be. The second component that is dealt with when planning a vacation is the transportation sector. This sector deals with how the tourist will get from their home to their destination. When tourist plans this stage, they look for the cheapest, safest and best quality flight. This links to the previous component because, when you are traveling you want to get near to where you are staying. Therefore you wont have to travel far to get to your accommodation, and save money on extra traveling expenses. This component also depends on what kind of group is going on this vacation. If you have young ones that you are traveling with you won’t book first class because they would probably be too loud. It also depends on how wealthy you are. For example if you can’t afford first class, it is unnecessary to book it because it is a luxury need, not a necessity. The third component of the tourism industry is the attraction sector. This sector deals with what the tourist will do while on vacation. To plan this, you must first look at who is traveling. For example, if it is a young group of friends, then attractions that suit them are nightclubs or amusement parks. If elderly are traveling, then museums or restaurants will attract them. This links to transport because; you need a way to get there. If it is nearby, then taxi will be adequate, but if the journey is far, then a train or bus may be necessary. It also links to the component accommodation because of the same reason; you want to search for attractions near to your hotel. You want to do this because; you don’t have to pay that extra for distance transportation. The fourth component is the travel organizer. This sector is about who markets, sells and organizes your trip. This is the sector that is advertised in the television and radio; these people put together your trip, and try to make it as cost affected as they can. Examples of travel organizers would be cruise lines. Cruise lines are all in one package deals, you pay for everything upfront, and the whole trip is planned for you. This is a sensible trip, because you know how much you are spending upfront. The fifth and last component is the destination sector. This sector deals with government assisting and helping the tourism industry. The government does this, because they want to economy to be competitive, and each industry to strive. Examples of government assisting the industry would be, government pay for infrastructure, incentives to build hotels or other attractions, training course for staff and allowing a business to do something, in order to attract people. This component links to the others, because some businesses cannot afford to do all of these things without help from government. To conclude, each of these components assist each other, in order for people to have a balanced trip. These components include, accommodations, attractions, transportation, travel organizers and destination sector. Each of these is needed for a tourist to have an enjoyable trip. If one of these components is not completed, the whole trip could be impacted majorly, there needs to be a balance among all of the steps. In the industry there is something called the tourism product, this product is the perception of the destination, from the tourist’s point of view. Whether the perception is negative or positive. It is how all of the components have come together, and how well they complemented, and worked with each other. Many academics think that there is no such thing as a tourism product; I disagree with this opinion, because I believe you can have a successful business, which provides all of these components to a customer. How to cite The Tourism Product- Components of the Tourism Industry, Papers

The Use of L1 in English Classes in Saudi Arabia Teachers Support or a Learning Hindrance

Abstract The usage of the first language in the English classes is the controversial question in education. The effectiveness of using Arabic in the English classroom with references to the participants’ attitudes to the process is the focus of the research. Thus, the paper aims to present the evidence in relation to students and teachers’ attitudes towards the usage of Arabic in the English classes basing on the data from the survey.Advertising We will write a custom research paper sample on The Use of L1 in English Classes in Saudi Arabia: Teachers’ Support or a Learning Hindrance? specifically for you for only $16.05 $11/page Learn More Two types of questionnaires were developed for teachers and students in order to investigate the situation in the English classroom and the participants’ opinions on the use of the first language while teaching and studying English. According to the results of this research, teachers and stu dents actively use Arabic in the English classroom, and this fact contributes to increasing students’ motivation and comprehension, but many participants state that this approach is rather inappropriate. Introduction The problem of using the first language in the classroom environments while teaching English still remains one of the most controversial questions in education and studying linguistics. Researchers have no single idea in relation to the effectiveness of using L1 in the English classroom (Duff Polio, 1990; Moskovsky Alrabai, 2009). Furthermore, teachers and students present different vision of the necessity to use L1 while studying or teaching English. This problem is also relevant for the English classroom environments in Saudi Arabia where teachers and students hesitate in relation to the effectiveness of using Arabic while learning and teaching English. Researchers cannot agree in relation to using L1 and L2 in the English classroom because different programs are developed to achieve various results. There is no single program according to which teachers are allowed or prohibited to use Arabic in the English classes in Saudi Arabia. From this perspective, the research is important to focus on the perspectives of using L1 in order to stimulate students’ activities and increase their level in learning English.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The opinions of researchers on the issue of using L1 in the English classroom are divided into two opposite groups. Thus, the supporters of the idea that L1 contributes to learning English while helping students understand the particular meanings and structures are inclined to stimulate the adequate usage of L1 in the English classroom to create the comfortable atmosphere for students (Macaro, 2005; Turnbul Dailey-O’Cain, 2009). The opponents of the idea that L1 can be helpful in learning English state that students become more passive in their learning activities relying on their abilities to understand tasks and questions spoke in their native language (Al-Nofaile, 2010; Richards Rodgers, 2001). That is why, to understand the aspects of using Arabic in the English classroom in Saudi Arabia, it is necessary to conduct the study involving students and teachers and to analyze their opinions in relation to the problem. Literature Review Having reviewed the previous researches on the problem of using L1 in teaching English in relation to the worldwide practice and concrete situation in Saudi Arabia, it is possible to state that the data provided in the previous studies are not enough to conclude about the positive or negative effects of using L1 while teaching English. The question remains one of the main concerns in the field of education. To find the answer to the question, researchers focus on the effective practices to use L1 to help students while learni ng English (Cook, 2001; Turnbull Daily-O’Cain, 2009). According to Cook, L1 can be discussed as the effective tool to help students create meaningful connections to the concepts learnt in the context of the unknown language (Cook, 2001). The teacher can become the real motivator for students when he or she speaks in a language which is understandable easily. That is why, L1 becomes the effective tool to regulate students’ activities not only while providing the necessary instructions but also as a result of motivating for achieving the higher results in the learning process.Advertising We will write a custom research paper sample on The Use of L1 in English Classes in Saudi Arabia: Teachers’ Support or a Learning Hindrance? specifically for you for only $16.05 $11/page Learn More In their work, Duff and Polio present the general discussion of the effectiveness of using L1 in the classroom, basing on the results of the tests and stu dents’ personal visions of the usefulness of the practice (Duff Polio, 1990). Following Macaro’s discussion, it is necessary to pay attention to the fact that students have to switch codes more often when two different languages are used within the classroom environment (Macaro, 2005). Nevertheless, L1 is important to contribute to the theory and practice of learning English with references to the approaches used by teachers in order to help students understand the content of the lesson, lecture, practical activities, or seminar (Machaal, 2010). In his study, Al-Nofaile pays attention to analyzing the attitudes of Saudi teachers and students towards using Arabic while studying English. The researcher states that many teachers and students discuss the usage of L1 as the positive practice because students receive the opportunity to comprehend the material more properly, and teachers’ expectations in relation to the students’ performance and classroom manag ement are met more often (Al-Nofaile, 2010). According to Moskovsky and Alrabai, the usage of L1 in the English classes stimulates students’ motivation in learning English because they feel more comfortable and do not hesitate to ask about the unknown words or notions in their native language (Moskovsky Alrabai, 2009). According to Richards and Rodgers, students feel experience more difficulties in learning the second language if the teacher allows using the first language during the classroom activities. From this point, the frequent code switching makes students feel uncomfortable, and they cannot understand definite ideas discussed by teachers and words spoken in the second language because of focusing on the code switching activities (Richards Rodgers, 2001).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Those researchers who do not support the idea of using L1 in the English classroom build their arguments referring to the problems experienced by students while switching codes or adapting to the new language environment (Saito Ebsworth, 2004). Thus, the use of L1 can prevent students from adapting to the new language realities because of the strong connections with the native languages and hopes that the difficult material can be presented with references to the native language. Many teachers use L1 in order to help their students complete the tests and assignments effectively without contributing to their understanding the English language’s aspects (Saito Ebsworth, 2004). This problem is correlated with the issue of the L1 overuse in the English classes. Many researchers agree that the use of L1 is appropriate in relation to such activities as the work with dictionaries, but it can be avoided when the teacher tries to maintain the discipline or present the new material b asing on the previously learnt material and information. However, the researches state that it is possible to expect students’ positive attitudes toward using L1 in the English classroom environments (Saito Ebsworth, 2004). The idea is supported with the fact that students often experience a lot of difficulties when they start learning English. These difficulties can be not overcome even during the further study, and students are used to receive the instructions and explanations in their native language (Richards Rodgers, 2001). The issue is complicated by the fact that not all the students working in the English classes can discuss Arabic as their native language. As a result, the problem of using L1 while teaching and learning English should be examined within the larger context (Moskovsky Alrabai, 2009). Nevertheless, following the purpose of the study, it is important to focus on the usage of Arabic as the first language in teaching English in Saudi Arabia. Research Qu estions The paper aims to reduce the lack of the background information on the research topic. That is why, this research aims to respond to the following questions: What are the attitudes and beliefs among students towards the use of L1 in English classrooms in Saudi Arabia? What are the attitudes and beliefs among teachers towards the use of L1 in English classrooms in Saudi Arabia? Purpose and Significance of the Study The previous research on the effectiveness of using L1 language in English classroom settings is not enough to answer the question of the appropriateness to use Arabic while teaching English. This research is developed to state whether it is necessary for teachers and students to use Arabic in English classrooms. The discussion of using L1 as the necessary support or possible hindrance can become useful for developing the effective program on improvement of the process of learning English among the students in Saudi Arabia. Furthermore, referring to the studyâ₠¬â„¢s results, it is possible to conclude about the real attitudes of students to the use of L1 in the English classes and the real rates of using L1 by teachers. It is important to note that today many teachers reject their use of L1 while teaching English because this practice is not supported by many researchers and educators. Methodology Participants The participants of the study are 20 students and 10 teachers studying and working at Najran Technical College. The participants are chosen randomly and contacted with the help of e-mail. Method and Procedure The study is based on the information gained with references to the primary and secondary data. The techniques of the qualitative research were used. Students and teachers participated in the survey conducted with the help of e-mail. Two types of questionnaires were developed for students and teachers separately. The questions for surveys were developed to help the participants express their opinion on the effectiveness and nec essity of using L1 (Arabic) in the English classes. Students and teachers answered open and close-ended questions. 2 students and 1 teacher rejected the participation in the survey. Thus, the results in relation to 18 students and 9 teachers were finally analyzed to conclude about the research questions. The survey results are recorded and stored. The secondary data received with the help of literature review were important to analyze the answers provided by the participants as the primary data. From this point, the examination of the secondary data provides the necessary theoretical frameworks for the current research (Creswell, 2009). The received information was effectively combined with references to various secondary sources. This approach provides the chance to make effective inquiries and a consistent investigation on the related topic (Merriam, 2009). The names or identifying pieces of information were not included in the transcripts of the surveys. Furthermore, legal aspect s of this research such as informed consent, access to participants, and voluntary participation were taken into account following the college’s code of conduct. Participants were informed that the provided information would be used for the research. Results The analysis of the survey allowed the identification of the attitudes and beliefs among students and teachers towards the use of L1 in English classrooms in Saudi Arabia. This study depends on the large amount of data acquired from the survey and secondary resources. The data analysis was conducted after the data collection. The facts gained through the survey were transcribed in tables and analyzed with the help of the qualitative content analysis. The answers of 18 students and 9 teachers reflected in survey tables were analysed to find the similarities and differences in responses and conclude about teachers and students’ attitudes towards the usage of L1 (Arabic) in the English classes. Having examined the app lications in the language learning, it is possible to state that the research has showed positive effects in terms of the students’ attitudes towards using Arabic while teaching and learning English. It was found with references to the survey that 16 students prefer when teachers use Arabic explaining the new material or notions. Moreover, the majority of students like to receive the instructions regarding the classroom management in their native language. Students stated that it is rather difficult to understand the specific aspects of the English language without receiving the necessary explanation in L1. Furthermore, many instructions provided in English without the translation are not followed by students appropriately because they hesitate about the correctness of understanding the instruction. Nevertheless, 13 students state that the use of L1 should be restricted if not prohibited in the English classes. 17 students agree that they regularly use Arabic in their English classes because it is difficult for them to express their ideas in English without transferring to their native language. Moreover, 6 students state that they experience difficulties when the teacher does not use L1 because they feel uncomfortable in the environments where the unknown language is used. This idea is correlated with the opinion provided by 6 teachers. The teachers participating in the survey claim that Arabic should not be used in the English classes in order to stimulate students’ success in learning and understanding English in the appropriate context. However, the attitudes of teachers in relation to the use of L1 can be discussed as positive because 7 teachers state that they regularly use Arabic in order to explain the notions, grammar rules, or provide the cross-cultural references. 5 teachers pay attention to the fact that using the authentic literature, they try to avoid referring to L1, but they notice that students do not understand them. From this p oint, the usage of L1 can be discussed as the effective tool to stimulate the students’ comprehension activities and to create the comfortable environment Discussion The study’s results presented the data to support the idea that students and teachers actively use Arabic in the English classes because it is an effective tool to stimulate the comprehension and reaction. However, students and teachers discuss the idea of the constant usage of L1 while learning English as inappropriate because the general motivation decreases, and students can fail to understand English frequently. A number of themes emerge from the analysis of the teachers’ responses during the survey. It is observed from the findings that teachers experience a number of problems while using only English in their classrooms. That is why, they are inclined to agree that the usage of L1 can be discussed as effective to stimulate students’ learning activities. The effective use of authentic li terature and materials can be discussed as an emerging sub-theme of the study because teachers stated that the teaching resources could serve the purpose of studying only if they are used appropriately, and students can also use them efficiently. This problem was discussed in the context of students and teachers’ personal efficacies in relation to the use of only English in the classroom environments (Richards Rodgers, 2001). The diverse information presented in survey were analysed with references to the secondary resources. The experiences of students and teachers were examined regarding the possible similarities and differences in their attitudes toward using L1 in the classroom environments during the English teaching-learning activities. The teachers state that the use of Arabic in the English classes encourage students to participate actively in the activities because the situation becomes familiar for them. The problem is in the fact that many students learning Englis h suffer from the lack of motivation. Nevertheless, the effects of using L1 in the English classroom on the students’ motivation can be different. Teachers are inclined to promote the idea that the use of L1 decreases the learning motivation when students state that it can contribute significantly to their desire to learn English. In general, teachers agree that there is a strong relation between the use of L1 and students’ success in learning English. This opinion is associated with the idea that the more promising future of a nation depends on the capacity to offer the quality training to the younger generations. The use of L1 is observed in these findings as a key element in the development of effective learning environments. The advantage of using L1 is in the fact that it offers a valid platform through which instructional processes associated with the experience or actual application of learned concepts can be organized effectively in classroom settings. It is ob served from the above discussion that the integration of L1 into learning environments forms a viable path through which the teaching and learning processes can be appropriately enhanced. Based on the analysis of the views and suggestions of the teachers, this research demonstrates that teachers are mostly likely to adopt L1 for their instructional methods because the instructions perceived by students should be convenient and relevant. Secondly, it is observed that the use of traditional Arabic is still widespread in Saudi Arabian educational systems in teaching all the foreign languages. It is suggested that the further research should be conducted in the area of L1 application in universities in order to examine the other aspects of this multi-dimensional topic. The continued support and considerations of key potential factors influencing the attitudes of teachers form the underlying foundation upon which sustained positive attitudes of teachers towards the use of L1 may be ancho red. The role of the language of the teaching resources provided was also discussed as an important factor to influence the fact of teachers’ usage of Arabic in English classes. However, teachers did not support the idea that it could be possible to use Arabic in all the situations (Duff Polio, 1990). The problem is initiating a program of learning English which can support or prohibit the usage of L1 in the English classes. The teachers were reluctant to take part in a program that had little chances for success. Thus, the program with the focus on usage of only L2 was discussed as the example of the ineffective program because of decreasing the student’s motivation and abilities to understand the instructions. To guarantee students’ high levels in understanding English, speaking, reading, and writing it as the foreign language, it is necessary to develop the program which is based on the balance in using L1 and L2 in classes because, referring to the studyâ⠂¬â„¢s results, it is necessary to note that students and teachers use L1 in practice. The usage of L1 is frequent and necessary in spite of the fact that participants of the study reject the necessity to allow teachers and students to use Arabic while participating in the classroom activities. Much attention should be paid to the students’ needs in receiving the appropriate explanations in their native language because their comprehension abilities can be not developed enough in order to react to the teachers’ instructions and requirements appropriately. From this point, teachers should be allowed to use Arabic in definite teaching activities, while explaining rules, notions, translating words, and providing the complicated instructions. Conclusion The results of the current study support and emphasize the idea that students and teachers’ attitudes towards using Arabic in the English classes in Saudi Arabia are positive. From this point, students and teachers a gree that the usage of L1 in the classroom environments can support the learning process, can enhance the students’ performance, and can present a lot of benefits for teachers striving to improve the learning process and achieve the higher results. The findings of the present study demonstrate that teachers are willing to use L1 in their English classrooms. However, there is the overwhelming support for the fact that their hesitations in relation to the appropriateness of such a method should be taken into consideration in the development of an effective policy to the implementation of L1 instructions in colleges. The factors included were not limited to training and capacity building for teachers as well as students on the use of L1. However, the further approach should be conducted to examine the educators’ visions of the effective curriculum and appropriate plans. The teachers presented a number of reservations, and they also supported the idea that the associated i ssues could be resolved basing in the implementation of the rules of using L1 in the classroom. It is possible to assume referring to the study’s results that students with the developed abilities in learning foreign languages can gain more benefits from the situation when L1 is not used in the classroom environments because this situation motivates students to perform better. On the contrary, those students who demonstrate weak abilities in learning English need instructions and explanations in their native language in order to guarantee that all the tasks will be completed appropriately. From this point, it is rather difficult to conclude about the advantages or disadvantages of using Arabic in the English classroom without the further detailed investigation of the problem. Referring to the study’s findings, it is necessary to note that the majority of students prefer those teachers who provide instructions in the native language because this situation helps students to adapt to the new language environments. References Al-Nofaile, H. (2010). The attitude of teachers and students towards using Arabic in EFL classrooms in Saudi Public Schools. Novitas-Royal Research, 4(1), 64-95. Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(11), 402–423. Creswell, J. (2009). Qualitative inquiry and research design. Thousand Oaks, CA: Sage. Duff, P., Polio, C. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74(3):154–166. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. New York: Springer. Machaal, B. (2010). The Use of Arabic in English Classes: A teaching Support or a Learning Hindrance? A Quarterly International Peer Reviewed Journal, 5(3), 194-232. Merriam, S. (2009). Qualitative research: A guide to design and implementation, Boston: John Wiley Sons. Moskovsky, C., Alrabai, F. (2009). Intrinsic motivation in Saudi learners of English as a foreign language. The Open applied Linguistics Journal, 2(1), 1-10. Richards, J. C. Rodgers, T.S, (2001). Approaches and methods in language teaching. New York: Cambridge University Press. Saito, H., Ebsworth, M. (2004). Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students. Foreign Language Annals, 37(1) 111-122. Turnbul, M., Dailey-O’Cain, J. (2009). Introduction in first language use in second and foreign language learning. Toronto: Multilingual Matters. This research paper on The Use of L1 in English Classes in Saudi Arabia: Teachers’ Support or a Learning Hindrance? was written and submitted by user Jazmin Sutton 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.

Conflict between Iraq and The United States essays

Conflict between Iraq and The United States essays Iraq has been a country with many problems, many conflicts, and many wars. In the past twelve years there has been a great deal of tension concerning the United States and Iraq. A little bit of background of how starts one of the Iraq-U.S. firsts conflicts, is with the Persian Gulf War. This was an event that marked the start of a conflict between the United States and Iraq, a few years ago from now. At the end of the war The conflict culminated in fighting between Iraq and an international forces led by the United States. By the end of the war Iraq had to pay a huge amount of money to the United Nations and also Iraq had to disarm all his biological and chemical weapons. Now days Iraq is facing another big conflict, and it is with United Sates again. The presindent George W. Bush had accused Iraq of possesing weapons of mass destruction and have been aiding terrorists. The major concerning of president Bush is that Iraq would attack the United Sates in any moment. Even know people of the United States doesnt want war, Bush affirms is the right thing to do. He is just looking forward to protect the segurity, the freedom, and the justice of his country. He said that United States knows how awful a war is, but Iraq is not cooperating with his country, and he wont let Iraq to keep growing, and keep making destruction arms. However, Iraq told the world that they dont have any weapons, and neither are planning to get any. President of Iraq, Saddam Hussein says that Bushs affirmation about possessing weapons of mass destruction, are just a misleading attempt to justify an attack. In the speech given by Bush on Monday, October 7th at night, He said clearly to Iraq that if they dont disarm their weapons, they will have to face the consequences. Presindent Bush had decided to take extremely measures if Iraq doesnt comply with all United Nations resolutions. Also in his speech president Bush told the ...

Learn How to Write a Professional News Story

Learn How to Write a Professional News Story Many students take journalism courses because they like to write, and many journalism courses focus on the craft of writing. But the great thing about news writing is that it follows a basic format. Learn that format, and youll be able to write news stories, whether youre a naturally talented writer or not. Writing Your Lede The most important part of any news story is the lede, which is the very first sentence of a news story. In it, the writer summarizes the most newsworthy points of the story in broad brushstrokes. If a lede is well-written, it will give the reader a basic idea of what the story is about, even if they skip over the rest of the story. Example: Two people died in a rowhouse fire in Northeast Philadelphia last night. See what I mean? From this ​lede, you get the basics: two people killed, rowhouse fire, and northeast Philadelphia. Now, theres obviously a lot more to this story. What caused the fire? Who was killed? What was the address of the rowhouse? And so on. Those details will be in the rest of the story. But the lede gives us the story in a nutshell. Beginners often have trouble figuring out what to put into a lede and what to leave out. Again, think in broad brushstrokes: Give the major points of the story, but leave the smaller details for later. The Five Ws and the H One way to figure out what goes into a lede is to use the five Ws and the H: who, what, where, when, why, and how. Who is the story about? What is it about? Where did it occur? And so on. Answer those questions in your lede, and youre covering all the bases. Sometimes, one of those answers will be more interesting than the rest. Lets say youre writing a story about a celebrity who dies in a car crash. Obviously, what makes the story interesting is the fact that a celebrity is involved. A car crash in and of itself is common. Unfortunately, thousands of people die in car crashes every year. So in this example, youll want to emphasize that who aspect of the story in your lede. But what about the rest of the story, the part that comes after the lede? News stories are written in the inverted pyramid format. Sounds weird, but all this means is that the most important information goes at the top, or the beginning of the story, and the least important stuff goes at the bottom. We do this for several reasons. First, readers have a limited amount of time and short attention spans, so it makes sense to put the most important news at the start of the story. Second, this format allows editors to shorten stories quickly on deadline if needed. Its much easier to trim a news story if you know the least important stuff is at the end. Basic News Format The other thing to remember? Keep your writing tight, and your stories relatively short. Say what you need to say in as few words as possible. One way to do this is to follow the S-V-O format, which stands for Subject-Verb-Object. To understand this concept, look at these two examples: She read the book. The book was read by her. Whats the difference between these two sentences? The first one is written in the S-V-O format: She (subject) read (verb) the book (object). As a result, the sentence is short and to the point (four words). And since the connection between the subject and the action shes taking is clear, the sentence has some life to it. You can picture a woman reading a book when you read the sentence. The second sentence, on the other hand, doesnt follow S-V-O. As a result, the connection between the subject and what shes doing has been severed. What youre left with is a sentence thats watery and unfocused. The second sentence is also two words longer than the first. Two words may not seem like a lot, but imagine cutting two words from every sentence in a 10-inch news article. Soon, it starts to add up. You can convey much more information using far fewer words with the S-V-O format.

The Corporate Citizenship of Avon Essay Example | Topics and Well Written Essays - 500 words

The Corporate Citizenship of Avon - Essay Example According to James Post, corporate citizenship does not merely involve good acts. One central requirement of citizenship is the promotion of social harmony. A company should, therefore, ensure that its social activities are those that are directed to the building and sustaining of a harmonious society. A company and its operations should also have a harmonious existence with the society in which it operates under because it cannot promote harmony if it is the first to rub shoulders with its stakeholders and the community (Post 146). AVON Company has achieved this to a good level by speaking violence and ensuring that its operations do not cause disputes with the society of operation. AVON Company has sustained and even increased its public social works as they continue with their own private business. This means they have met the key corporate citizenship requirement that businesses are supposed to re-connect private work and public work. As corporate citizens, multinational companie s are required to take responsibility for the impacts that the company’s activities have on the environment and its stakeholders (Wood and Logsdon 53). AVON Company participates in and focuses its environmental protection and rehabilitation activities in opportunities and places that will achieve the greatest impact hence it is a corporate citizen. Another requirement for a corporate citizen is to voluntarily extend its social activities beyond those that are required by the country’s legislation (Post 145). As a demonstration to this, AVON Company has been actively involved in helping women affected by cancer by donating approximately $700 million towards breast cancer programs. It also participates in emergency relief and has awarded millions of US dollars to women affected by natural disasters.  Ã‚  

Scholarships For Continuing Education Of Nurses Article

Scholarships For Continuing Education Of Nurses - Article Example To address the current nursing shortage entails considerable efforts that are directed towards the recruitment and retention of nurses along with the capabilities of nursing schools. A number of strategies have often been suggested, such as the supply of sufficient educational facilities, faculty members and funding as well as the increase of financial aid for students and nurses by means of scholarships and other forms of programs and grants (Griscti and Jacono, 2005). Such financial support has especially been found to be inadequate in helping nurses who aim to pursue continuing education. The significance of continuing education has increasingly been debated over the years, particularly in the nursing literature. It has become highly important for stakeholders and policymakers alike in the healthcare industry and has been reflected in different decrees, including the Nurse, Midwives, and Health Visitors Act of 1979 as well as recommendations presented by organizations around the w orld, such as the Canadian Nurses Association Policy Statement in Canada and the National Staff Committee for Nurses and Midwives in the United Kingdom (Griscti and Jacono, 2005). However, despite the relevance of continuing education to nurses along with the participation of different stakeholders, there has still been a considerable lack of financial aid for those who aim to pursue such form of education. ... continuing education to nurses along with the participation of different stakeholders, there has still been a considerable lack of financial aid for those who aim to pursue such form of education. The following sections will then look into nursing education and the funding associated with it, the importance of continuing education as well as the financial support made available to nurses who seek continuing education, particularly the availability of scholarship grants. Education in Nursing There has been a continual debate in the United States concerning the AD and BS education as the American Association of Colleges of Nursing (AACN, 2002) associated the past years with professional tension with regards to chosen routes towards nursing practice. Educators have supported different rewards and practices over the years. Nonetheless, these various levels of skills and competencies have not been equally recognized in the work settings, neither through role differentiation nor compensati on. Such occurrences have served as a deterrent for nurses to further raise their level of education and pursue continuing education. In addition, it has been found out that, although some hospitals based their salaries on the nurses’ educational level with which the actual financial increment was small, many other employers strongly relied on available new workers who have received their education in the US or abroad (Joint Commission on Accreditation of Healthcare Organizations (JCAHO), 2003). Majority of lawmakers in the country have provided funds for student loan forgiveness as well as loan repayment; these have been used as strategies for attracting new nursing graduates to settle in their state of graduation. Again, such efforts place more emphasis on entry-level registered nurses.