1950s- & American Indian Essay Example | Topics and Well Written Essays - 500 words

1950s- & American Indian - Essay Example With the desire to live in the quaint came the inevitable impact on the inner urban facets of American life. Also an era which saw more women at home, rather than the present in which it has become quite commonplace for numerous American households to be comprised of two working adults, rather than 50 years ago when it was undoubtedly the role of the male to be the breadwinner and his wife would be responsible for the maintenance of the home and hearth. With the law in place of separation of church and state, there have been many who look back at the era of the 50s and the presence of spiritual and religious discussion that seemed to occur more freely then than what it does now. Two clear signs of such open discussion involve the addition of â€Å"under god† to the pledge of allegiance, as well as the addition of â€Å"in god we trust† to the American currency. Two strong examples of how deeply rooted religion was at the time for many and the need felt to keep it close to the vest as it came to national practices. Central themes for many that lived in the time were the importance of family, the value of a strong economy and what it would mean for providing a strong way of life, as well as maintaining a strong connection to god and the principles set forth from religious teachings. In the end, for many people, the 1950s were a time in which many felt there was great prosperity and great hope. Television was used in suc h a manner to portray a human landscape of the strong male role model, the supportive role of the female and also the role of the children to be pleasantly precocious but well mannered. It can be asserted that a great many people essentially felt their was great promise to be had and considerable prosperity for all. Just as other minorities that wished to exert their rights, the American Indians set forth with a plan of obtaining recognized rights and liberties from the national level. The 1950s would be a decade

Proposal Essay Example | Topics and Well Written Essays - 1500 words

Proposal - Essay Example This shall form the foundation for recommending specific and practical directions for the integration of such tools for business, and a citation of advantages and pitfalls that may be expected as a result. 1. Novelty – The research shall examine attributes of a newly emergent phenomenon, the widespread use of social media and the growth of online communities as channels of opportunity for global marketing 2. Significance – Based on existing literature, the aforementioned channels present strong potentials for use in social engagement marketing in the international arena, due to ease of access, wide reach, low cost, and powerful content delivery. 3. Dearth of research – To date, there have been few articles written about the topic, and research has been fragmented and limited. Scant investigation has been conducted on the systematic use of strategic branding through online communities in social media. 4. Continuing development – The proliferation of social media has assumed several forms in the past which had provided the setting for earlier research. Social media, however, is in continual evolution due to the rapid changes in personal electronic data communication. Technical advances continue to enhance the potential of this channel which must be explored through continual research. 5. Necessity of integration – As mentioned, previous research has been fragmented, and depending upon the time they were undertaken, limited in scope. Advances made since then highlight social media and the creation of online communities as viable strategic tools to be integrated into the marketing function of a business undertaking. This research seeks to establish links among the technical, social, and commercial aspects of social media and online communities. Other than the foregoing criteria, the researcher is particularly interested in the topic because it encompasses two areas of personal

Tourism Education And Work Experience

Tourism Education And Work Experience Tourism education supply has faced a rapid growth over the past three decades (Micheal Morgan, 2004). It is a global phenomenon (Joseph Joseph, 2000) and the reason behind is to guarantee qualified and well trained employees on the tourism employment market as demands keep on growing (M.S, Mohd Zahari, 2004). Both the government and the private sector play an important role in the provision of tourism education; at secondary and tertiary level. In Mauritius, tourism education undergoes a pyramid-type program system; meaning that tourism curricula is available a secondary programme, diploma, undergraduate and postgraduate programmes (Tertiary Education Commission, 2010). Tourism education has been criticized for producing a tourism workforce regardless of the quality. Quality workforce is of great influence as it plays a key role in organizations meeting customers expectations and satisfaction (Evans Lindsay, 1999; Zeithaml et al., 1990). As students embark on tourism education programmes, it is expected that they come out with high quality knowledge, skills and the ability to meet the needs of the industry (Goeldner and Ritchie, 2006; Harris and Zhao, 2004; Kok, 2000). Szambowski et al (2002) put forward that significant emphasis should be placed on students gaining practical experience outside the classroom learning environment. However, increase in offers for tourism education has raised an alarm about graduates having difficulties in finding a tourism job in the coming decades. But still, the industry needs the services of qualified and committed workforce to impact positively on customers satisfaction of experience. To meet the industry demand, work experience has been added to tourism curricula to equip students with the technical, operational and professional skills under the form of internship. Bullock, Gould and Hejmadi (2009, p. 482) cited that internships have enhanced their understanding of their own life choices, enabled the acquisition of transferable skills and provided a tangible link between theory and application. It is the tool that gives students the opportunity to examine career possibilities in a realistic and real world environment and to explore a possible fit with a particular enterprise (Kapoor, 2000; Waryszak, 1999). Several researches were carried out in accordance to work experience and its importance in the tourism and hospitality perspective. It is essential according to Getz (1994) to investigate how work experience changes attitude and perception of students towards tourism and hospitality careers. Demonte Vaden (1987) stated that the factor that had the greatest influence on students decision for a tourism career was work experience. Further findings supposed that it may discourage students to enter the industry, instead of them looking forward to pursue a tourism career (Busby, 2003; Boud, Solomon Symes, 2001). Tourism as an employer There has been a rapid ascendancy of tourism to the worlds largest industry since the whole world continues to travel in a robust manner. Tourism as a sector has grown more rapidly than the total employment in the world economy (WTO, 2005; WTTC, 2005a). It is a service oriented industry, based on a labor intensive production system, meaning that employees play a major role in the delivery of products and services that influence the overall tourism experience (Chellen Nunkoo). Statistics depict out that world tourism employment is estimated at 258.6 million year to date, which is approximately 8,3% of total employment and it is forecasted to increase by a percentage of 2.3% per annum, to reach a figure of 323.9 million by 2021. These jobs include both direct and indirect employment (Justin Matthew Pang, 2010). Direct employment refers to the jobs helping in the creation of the business itself while indirect jobs refer to businesses producing goods and services that assist in supplying visitors and travelers directly (Justin Matthew Pang, 2010). Direct employment in the tourism industry is 99 million to date and it is forecasted to increase to 120 million by 2021 (WTTC, 2007). In Mauritius, for the year 2011, total tourism employment is figured at 28 039 (Survey of employment and Earnings in large Establishments). Beside such statistics, Li (2007) put forward that there will be a shortage of talent in the industry but this goes in contradiction to what Evans (1993) and Busby (1994) mentioned. They both put forward that the trend on increasing application for tourism related courses will accordingly, result in a surplus of graduates on the tourism labor market. Tourism has proved to be a major employer and contributor to the world economy. But still, the tourism industry is being criticized for creating low skilled and low paid jobs with low satisfaction, high level of staff turnover, waste of trained personnel and limited scope for promotion (Kusluvan and Kusluvan, 2000; Chellen and Nunkoo, 2010; Richardson, 2008; Richardson 2009; Roney and ÃÆ'-ztin, 2007). Such critics give rise to one of the major challenge of the industry which is to attract and retain qualified and motivated staff. Employers across the world, whether large or small, face the same challenge; attracting and retaining people with the right skills and personal attitudes and attributes to deliver a quality experience to tourists. It is a sensible issue for the industry as the tourism sector depends much on people (Baum, 1999). One of the reasons why there is such a need for people is because of the nature of its guest services and also its late adoption of technology and newfangled management process (Bull, 1995). This global phenomenon of attracting and retaining qualified workforce was once an isolated case for some markets but it has made its way through, to the whole world industry. Although there is much literature about tourism, there is very few addressing students attitude and perception to further a career in the industry (Roney and ÃÆ'-ztin, 2007). Now that the phenomenon is widely spread, the need to investigate on the issue is becoming more and more important for the whole tourism universe. According to Chellen and Nunkoo (2010), this would be helpful to get a clear view of the status of tourism jobs in the human resources planning process for the tourism sector. While working on tourism and hospitality workforce development programs, knowing tourism job status is deemed bringing more accuracy for the preparation of inline strategies. Human Resource plans focuses on the employment needs of large international tourism organization, especially in hospitality, neglecting how students perceive tourism as an employer. It is necessary for tourism and hospitality providers to attend to one of their most precious assets, namely, their human resource, if they wa nt to be competitive on the marketplace. In fact it has been argued that without employees having a positive attitude towards their work, there is minimal chance for the organization to achieve customer satisfaction and loyalty, thus an advantage over competitors (Rosentbluth, 1991; Zeithaml Bitner, 1996). Various researchers have been questioning the reluctance of many students to embark themselves in a career in the tourism and hospitality industry. They started to investigate in secondary and tertiary institutions, where the potential new recruits are found. Students from secondary schools were those who were the least exposed to experience in the tourism industry. Ross (1994) conducted a research in a secondary school in Australia and results showed that they had high level of interest in working at management level the tourism industry. Further researches were carried out at tertiary level as well as vocational institutions. Barron and Maxwell (1993) studied the perception of new and continuing students at Scottish higher education institutions and found that while students recognized the career opportunities attached to the tourism and hospitality industry, the majority could not foresee a long-term career in the industry. This is further confirmed by Johns and McKechnie, (1995) who stated that 50% of students choose careers out of the industry upon completion of their studies. Richardson (2008) research on Australian students revealed that more than 50% of tourism and hospitality undergraduate students were already contemplating careers outside the industry. According to Richardson (2009) the students look for job in more remunerative sectors upon graduation. Bloome (2006) cited that many students who embark on a tourism and hospitality curriculum do not join the tourism and hospitality industry upon graduation. Students complained not having the opportunity to develop managerial skills in tourism jobs according to Purcell Quinn (1995) while Casado (1992) investigated the basic expectations of students in the tourism and hospitality sector, and found their expectation to be fairly realistic before graduation. Students failing to integrate the industry for work result in wastage of trained and experienced personnel and above all, high staff turnover (Doher ty, Guerrier, Jamieson, Lashley Lockwood, 2001; Jenkins, 2001; Pavesic Brimer, 1990; Zacerreli, 1985). According to Kusluvan (2001), it is important to understand the attitude of students in order to gain an insight as to why many of them are disinclined to join the line or choose to leave the industry after a relatively short period. In order to understand this, Kusluvan (2003), states that it is important to see the perspectives of students who are currently pursuing a tourism and hospitality curriculum and those who have graduated. For the purpose of this research, only those ongoing a tourism curriculum will be questioned. Students opinion about jobs in the tourism sector get them to be reluctant in majoring a career in the tourism industry. Gu et al (2007) conducted a research in China and the students claimed that career development in the tourism and hospitality industry was not sufficiently promising. Furthermore, according to a research in China (Jiang and Tribe, 2009), students classified tourism job a short-lived profession. They were not committed to develop a career in the field where the nature of the tourism job itself, clearly affects their decision. Unlikely, there are actually, six million people employed in the tourism and hospitality industry in China. The statistics for tourism job in the country is forecasted to rise by one million in the next ten years. Students commitment to tourism jobs is what determines the prosperity of the sector on a worldwide avenue. As per Roney and ÃÆ'-ztin (2007), students commitment is one of the major factors that shape the image of the tourism industry positively. Through exposure to the industry, tourism and hospitality students become considerably less interested in selecting tourism and hospitality as their first choice for a career (Kusluvan Kusluvan, 2000; Getz, 1994). Students compare their expected career goals to the offer of the tourism industry, and as they notice the negative gap between those two, their interest for the industry deteriorates. Their images of the industry include poor treatment of staff, little or no training given, and effort outweighing rewards. For students who choose tourism education as first choice and having a clear view of what they will be facing in reality, their attitude towards working in the industry are positive (Lu and Adler, 2009). Those who embark on a tou rism education trek without realistic knowledge of the career opportunities and working conditions, claim that they would have not done so if they had a proper career guidance and orientation right from the start at secondary level (Roney ÃÆ'-ztin, 2007). Hence according to Kusluvan and Kusluvan, proper measures like efficient career guidance and orientation, written exam supplemented by interviews, psychometric tests like personality and service orientation tests, should be adopted to reduce uncertainties of future tourism students about tourism job. Most research pertaining to students perception and attitude towards the tourism industry end up stating that tourism students or fresh graduates had a negative image of the sector as an employer. Kusluvan Kusluvan certified his works by evidence that students have an unfavorable evaluation towards different dimensions of working in the tourism industry. According to Getz (1994), the percentage of people who considered the hospitality attractive decreased from 43% to 29% over the periods 1978 1992. This represents a nearly half percentage decrease in the statistics. Most hospitality graduates have been found to believe that a number of extrinsic factors, such as poor working conditions, high pressure, long working hours, and a lack of motivation, training programs, and career opportunities, may contribute to poor employment aspirations, high turnover rates, and the wastage of educational investment (e.g., Kang and Gould, 2002; Jenkins, 2001). This should be a cause for concern sinc e attitudes are considered to be effective predictors of intention and behavior (Ajzen and Fishbein, 1980), and negative attitude would make students less willing to look for tourism jobs. Several books and journals have been published on tourism, but very few were to address the issue of tourism students perception towards the tourism and hospitality industry in Mauritius. To enlighten the situation in Mauritius, this paper seeks to identify the factors influencing students perception and attitude towards furthering a career in the tourism sector in Mauritius. Though there is a lack of such literature pertaining to developing countries, the paper will try to adapt the research to the country which is a developing one and as well the fastest growing region in global tourism (Chellen Nunkoo). This paper aims at studying the attitude and perception of tourism undergraduate students towards a career in the tourism industry in Mauritius. To further understand how attitude and perception helps to predict ones intention to integrate the industry, this paper will make use of the Theory of planned behaviour (Ajzen, 1991), which predicts behaviour by intention. Then, to strictly measure the students attitude and perception, an instrument of 9 dimensions adapted from that developed and tested by Kusluvan Kusluvan (2000) will be used. The 9 dimensions are classified as nature of work, social status, industry person congeniality, physical working condition, pay and fringe benefits, co-workers, promotion opportunity, managers and commitment. Two likely studies have been carried out in Mauritius by Chellen and Nunkoo (2010) and a University of Mauritius tourism graduate (2011). However this paper, in addition to the 9 dimensions of Kusluvan and Kusluvan (2000), bring up the issue of work experience for differentiation, as a tool capable of shaping students attitude and perception towards a career in the industry upon graduation.

Ulysses Alighieri Essays -- Dante Inferno Essays

Ulysses Alighieri In Dante’s â€Å"Inferno†, among many other sins, in Canto XXVI the â€Å"counselors of fraud† are being punished. These people are being constantly consumed by flames, and more importantly, as Dante points out, are forced to speak through the â€Å"tongues† or fire, which pains them greatly. This follows Dante’s idea of punishment that is the same as the sin -- just as they spoke falsely at ease, they should have great difficulty speaking now. The most prominent man in this bowge is a legendary figure -- Ulysses. The description of his sin, which Dante creates for Ulysses, is an account that conflicts with some of the previous works about him, like Homer’s, so we are forced to assume that Dante’s Ulysses is completely, save for his name, the author’s creation. The beginning of Canto XXVI is Dante’s reproach to the people of Florence, whom he places in almost all layers of Hell. Dante uses irony in his reproach: â€Å"Florence, rejoice, because thy soaring fame / Beats its broad wings across both land and sea, / And all the deep of Hell rings with thy name!† (Canto 26, 1-3), but after these few lines of insulting his fellow citizens, he completes the Canto without mention of any Flourentines. There can be many interpretations to this fact, and one of them is that Dante wanted to show that evil in men has existed since much earlier times, and it is not only their generation of Florentines that goes to Hell, but many legendary figures from other great nations as well. Also I believe Dante is also trying to have all sides â€Å"represented† in Hell -- the Italians, as well as their legendary enemies -- the Greeks who conquered Troy, and tried to destroy their ancestors. However Ulysses is not placed with Brutus into the m outh of ... ...by his utter shame in his position, for in the next Canto, another â€Å"flame†, Guido da Montefeltro, is very anxious to speak to the poet. I think that Ulysses does not talk freely because he does not completely deserve to be punished for his sin, since he did not fully intend to fool his crew into killing them, but rather he was driven by the desire for good, for searching out a new way, which Dante holds in high esteem, but he accomplishes this through sin, and must therefore be punished. He is therefore reluctant to speak of his sin, for he believes there was none. I believe that in part of Ulysses, Dante is trying to see himself, with the difference that Ulysses strives for the exploration of the forbidden, while Dante strives for the exploration of the divine and righteous, but otherwise the same, with the same desire to explore previously untouched territory.

Review of Applications of Accounting Information System of Petroleum

Today the competitive world has thrown more challenges to the corporate world. More transparent and clear information to the corporate management and its customers also has been the trick of success in today’s market. A company can gain confidence and attract more customers if it is very transparent, clear substantial and subjective in its information it provides to its investors and managers. Keeping this in view Accounting Information System has been the talk of the corporate world.The petroleum producing countries are also forced to follow certain technologies in their accounting systems so as to get more information regarding distribution and sharing of profits among its investors. This article is a study on the importance and also applications of AIS in petroleum companies with special reference to Yemen. Concept and definition of AIS The definition of AIS has evolved over the years from one focusing on the provision of more formal, financially quantifiable information to assist in decision-making processes to one that embraces a much broader scope of information.The dimensions used to reflect the design of AIS include focus, orientation, time horizon, aggregation, integration, timeliness, financial and non-financial, and quantitative and qualitative. Defining AIS has been difficult today and research in this area is quite diverse. It includes behavioral studies of audit decision – making tools, field studies of organizational systems, design, development of general ledger systems, and development of accounting models that effectively utilize advancement in computer technology, application of different technology solutions to AIS situations, and many other types of studies.In general, an information system is used to represent the real world phenomena with a set of symbols which are captured and implemented within a computerized environment (McCarthy, 1979). Therefore, an accounting information system is one that translates representations of economic activities into a format that is valuable to accountants and to their customers i. e. , business decision makers, who need information about economic activities. Accountants are being pressured to redefine their contribution to organizations and to expand the scope of their activities beyond financial statement preparation and analysis.They are being called upon to become active enterprise-wide team members who provide information and guidance in strategic decision- making salutations. Similarly, day-to-day operations managers demand a wide range of financial and non-financial performance measures. Therefore, if AIS is going to allow today’s accountants to provide the information, business decision makers, should meet the following definition: â€Å"An accounting information system is one that captures, stores, manipulates, and presents data, about an organization’s value-adding activities to aid decision makers in planning, monitoring, and controlling the o rganization. This definition certainly includes financial accounting systems, which have the primary purpose of generating financial statements in accordance with Generally Accepted Accounting Principles (GAAP). However; this definition recognizes that businesses must perform a wide range of value-adding activities (such as production, distribution, sales, etc. ) to be successful, and that the types of information needed to mange such activities will be extensive. Therefore, the scope of corporate systems that are included under the AIS umbrella is much broader than the general ledger system and the programs that prepare journal entries to feed it.Actually, AIS is a system that aids in processing transactions and in tracking the data that result from such transactions. These systems also must provide performance measurements (financial and non- financial) and help to enforce management control objectives. They include transaction processing systems (such as billing systems for sales processes), interorganizational systems that share data with upstream and downstream partners (such as web-based order systems and electronic data interchange cash receipt processing), and support systems.This enables economic exchanges (such as order processing, customer market analysis, and inventory control systems). This definition has strong integrative implication. For example, the impact of Enterprise Resource Planning (ERP) systems on the market has been dramatic. These systems were initially designed around core functions such as manufacturing or human resources. As they matured, their breadth expanded to include much more of the organization’s activities. The key characteristic they embraced was developing an integrated data repository which was accessible by users throughout the organization.ERP systems provide massive amounts of data that is up dated in real time, and they are able to provide greater planning support and a wider range of performance measurements which were done previously by manufacturing or management planning systems. Accounting Information System (AIS) is the Information subsystem within an organization that accumulates information from the entity’s various subsystems and communicates it to the organization’s information processing subsystem. The AIS has traditionally focused on collecting, processing, and communicating financial-oriented information to a company’s external parties (e. . investors, creditors, and government authorities) and internal parties (mainly management). Under the traditional view of AIS, each organization’s functional areas, such as marketing, production, finance, and human resources, maintain a separate information system. However, organizations have found the need to integrate these separate systems into one seamless database or to enterprise-wide information system. Today, the AIS is concerned with non-financial information as well as financial data and information. Accounting Information System (AIS) is based on value accounting theory which are designed to store and summarize financial transactions used to produce financial statements in accordance with Generally Accepted Accounting Principles (GAAP) and to account to the owners of the business in this way. The figure No. 1 has shown Accounting Information System as logical part of MIS. Management Information System (MIS) is defined as an organized method of providing information to each manger with all the data and only those data which he needs for his decisions when he needs them and in a form, which aids to understand and stimulate his action.Fig. No. 1 Illustrates AIS as a Logical Part of MIS. In short, the researchers agree with the definition by Remney Steinbart (2000) : An Accounting information system (AIS) consists of people, procedures and information technology. Accounting Information Systems Functions: Meigs et al. (1999) specified the basic functions of accounting systems in dev eloping information about the financial position of a business and the results of its operations; every accounting system performs following basic functions: 1. Interpret and record the effects of business transactions. 2.Classify the effects of similar transactions in a manner that permits determination of the various totals and subtotals useful to management and used in accounting reports. 3. Summarize and communicate the information contained in the system to decision makers. The differences in accounting systems arise primarily in the manner and speed with which these functions are performed. They ensure full control, which confirm the accuracy in recording and manipulating the data related to business activity and also, protect those data and organizations assets. Characteristics of Accounting Information:Stambaugh ; Carpente, (1992) counted in briefly the Information characteristics as follows. 1- Provided on timely basis. 2- Presented in an aesthetically appealing format. 3- Relevant to the decisions at hand. 4- Concise yet sufficient in scope to allow â€Å"what-if† analysis. 5- Flexible to interface with information from other functional units. There is also a several characteristics determine the qualities that make information valuable: 1. Costs-versus-benefits: sometimes information costs more to get additional information than the information is worth.Thus, cost-benefit considers to provide an overall constraint on the amount of information a decision-maker will get. 2. Understandability/Granularity/Aggregation: Many factors can contribute to the understandability of information, including user knowledge, skill, training, and motivation. In addition, information design choices its level of aggregation (or granularity) which will affect its understandability, hence, its usefulness for controlling information integrity. For some purposes, highly aggregated information may be called for; whereas for other purposes, very detailed information ma y be required.Thus, appropriately tailored levels of granularity/aggregation can be enablers of information integrity. A proxy for the understandability of information is its conformity with user-specified requirements. 3. Reliability : the information must be reliable, you must be able to count on its being what its purpose to be (this is known, more formally, as representational faithfulness), and on its being reasonably free from error and bias (this is known, more formally, as neutrality) . Additionally , for information to be reliable, it ought to be true.If seversal different people(or systems)set out to derive the information from the data, they should all come to the same conclusion (this is know, more formally, as verifiability). Infomration that is not veriable , or not neutral, or not representationally faithful can’t be relied on for decision-making. 4. Currency/ Timeliness: It must be accepted that absolute completeness and accuracy are impossible or impractical to achieve. Information Currency is affected by real world changes over time (as well as by information processing delays) with a commensurate impact on information accuracy.Since time is continuous, completeness and accuracy must be understood in a context that defines acceptable limits for information currency, hence accuracy. For example, if certain information, such as cash receipts is only updated on a weekly basis to accounts receivable, then accounts receivable could be considered accurate if it was missing a day’s worth of transactions. However, if information such as airline reservation transactions updates available seat inventory in real time, then seat inventory would be considered unacceptably inaccurate if a day’s worth of transactions were omitted.As presented here, processing timeliness and information currency are really aspects of information completeness, which in turn, determines the degree of accuracy that information possesses; however, because of their unique relationship to the dimension of time and the change that time engenders, it is useful to identify currency/timeliness as separate attributes of information integrity. 5. Validity/Authorization: Representational faithfulness of information about intangible objects implies that the information is valid in ways other than correspondence with an original physical condition.The concept of validity means that information represents real conditions, rules or relationships rather than characteristics of physical objects. In a general context, conditions, rules or relationships are valid if what they purport is true. In a business context, conditions, business rules or relationships are established or approved by parties with the delegated authority to do so. Thus, transactions are valid if they were initiated and executed by personnel or systems that have been granted the authority to do so and if approvals are authentic and within the scope of the authority granted to the ap prover(s).For example, if the credit limit assigned to a customer reconciles to the company’s rules and procedures used to set credit limits, the credit limit would be â€Å"valid. † Thus, the concept of validity includes elements of both accuracy and authorization. A validation process may therefore require an investigation of an individual item, a relationship between one item and another item, or a relationship between an item and a business rule, policy or standard. 6.Completeness: Accuracy by itself is insufficient to convey the full dimensionality of the requirements for representational faithfulness which requires completeness of information in both space and time. Thus, there is a fundamental trade-off between completeness and accuracy because measurement and processing limitations of information processing systems will prevent 100% real-time completeness, especially for subject matter that changes frequently. This, in turn, prevents 100% accuracy. In other wor ds, every discussion of accuracy is also a discussion of completeness, and vice versa.The amount of information is measured by the reduction of ignorance and uncertainty and not by the addition of knowledge. The Figure No. 2 illustrates the AIS characteristics according to Financial Accounting Standards Board (FASB) in 1980: Accounting Information Systems Components: An accounting system consists of the personnel, producers, devices, and records used by an organization to develop accounting information and to communicate this information to decision makers. The design and capabilities of these systems vary greatly from one organization to the next.In very small business, the accounting system may consist of little more than a cash register, a check book, and an annual trip to an income tax office. In large business, an accounting system includes computers, highly trained personnel, and accounting reports that affect the daily operations of every department. But in every case the bas ic purpose of the accounting system remains the same to meet the organization’s needs for accounting information as efficiently as possible. Many factors affect the structure of the accounting system within a particular organization.The most important are: the company’s needs for accounting information and the resources available for operation of the system. Accounting Information System Objectives: Naturally, there is no system without goal, we should differ between stated objectives and the real objectives, when the entity declares its stated objectives satisfies consumers wile the real objectives maximum profits at to gain. Each enterprise has implicit and explicit goals and objectives, enterprises may have a mission statement that describes their goals.These goals can vary widely among enterprises ranging from nonprofit organizations, where goals are aimed at serving specified constituents, profit organizations, where goals are directed toward maximizing the ownerà ¢â‚¬â„¢s objectives. It may seem at first sight to be an easy thing to do, but it can be seen as a complex problem in the absence of stated objectives. It means that the firm has no criterion against which to evaluate its success or failure or to use in the process of choosing between alternative activities.One of the problems in stating objectives for a firm is that only people involved with the firm can have objectives, not the firm it self. If this is accepted, then it is obviously possible that there is more than one relevant objective. Accounting is purely human invention, having no independent existence in nature. Hence, it can not in any true sense have been discovered, but it must have been constructed by human minds to serve human needs. Accounting Information System objectives are as follows: 1.Internal control, including the safeguarding of organization money and other property, the regular collection and payment of sums of money owed to and by it, and the prevention and detection of inefficiency, waste, and dishonesty by employees of the organization. 2. Measurement of financial data, by means of the recording of transactions and events affecting the financial state of the organization, and their processing in accordance with consistent rules. 3. Provision of information for planning and decision making to management. 4. Reporting of financial information to properties, investors, and other interested persons.Another author also gives his contribution in accounting system objectives, such as Ijiri, (1975) in addressing the question of what an accounting system should do ? He identifies ‘accountability' and ‘information usefulness' as the two main broad objectives that any accounting system should achieve. He states that accountability has clearly been the social and organizational backbone of accounting for centuries. In this sense to account for he takes to explain a consequence by providing a set of causes that have collectively produ ced the result. To provide accountability is thus an essential feature of an accounting system.However, in the modern business world, information usefulness is also an important, albeit secondary, requirement. Thus, the core of any accounting system is to provide accountability with information usefulness a necessary adjunct. All accounting information systems seek five basic results: 1. To record an actual, valid transaction; 2. To accurately classify the nature of the transaction; 3. To record the correct value of the transaction; 4. To place the transaction in the proper accounting period; and 5. To generate financial statements containing information about the transaction.

Website Evaluation for Better Business

The question is, can you write an effective letter to a major corporation and get your point across in way that your information stands out over the multiple documents that a CEO may be receiving. Just think about what you would do if you were in a singing contest, how you could shine above all the other contestants. There are great examples online of business writings that we can access 24 hours a day. I just want to touch on the importance of good communications and how far it will take you in the business community. Most professionals are inundated with reading tons of material everyday often without knowing what the writer was trying to convey. The book talks about effective communication when writing a business letter. The fact the most readers will not read long sentences or large paragraphs, this makes it important to develop a method of writing that is informative but yet effective. The information I ‘m going to provide for you will help you in this quest. I’m going to show is how the use of this website (http://www. powa. org/) to give you an advantage over other business writers, and have a successful outcome. First, the book (Business Communication Today) gives some concrete pointers that seem to be the same emphases throughout chapter #6, meaning that the more we read it, speak it, use it, we’ll remember it. The book talks about having a clear message, breaking up long sentences, rewrite hedging sentences, clarify sentence structure and shorten overly long words. The web site explains the subject-verb/complement pattern and shows how you can expand that pattern almost indefinitely with a few simple principles such as coordination and subordination. In the website we'll look at some more advanced sentence strategies. Again the aim is to increase your versatility as a writer, to help you see the full range of options for solving writing problems. As your flexibility increases, you'll not only satisfy minimal standards of clarity and correctness, you'll express yourself with new-found energy and power. While the S V/C pattern, with agent as subject, is by far the most common pattern for building English sentences, it's by no means the only one. Nor is it best in every situation. Sometimes you may wish to turn things around in order to create a particular kind of emphasis or rhythm. Second, the chapter further goes into design elements and paragraph length and margins around the text which effects what you’re reading and gives the document overall readability. There was a list of four writing techniques that improve the readability of the message: * Varying sentence length. * Keeping paragraph short. * Using list and bullets. * Adding heading and subheading. The challenge is to keep your thought process while attempting to follow the main direction which is to get your message across while having the correct format. The writing a strong business letter will take some practice and a great deal of patience. The web site goes on to enhance the topic and seems to go deeper into developing your paragraph. Your topic sentences indicate the major support areas for your thesis, and the guide sentences show how you can develop each paragraph. Still, your paper is far from complete. While you've opened up your main idea to expose its parts, you have yet to get down to giving the specifics; the precise details that will help your reader feel the full weight of your thought. You must show the foundation of specific evidence that your general ideas are built upon. The following suggestions for paragraph development will help you coax forth details that will make your writing solid and substantial. Notice how often a paragraph will say, in the second or third sentence, â€Å"for instance† or â€Å"for example. † This is how writers introduce an actual incident or object to prove or illustrate the point under discussion. The example may be a brief physical description: I can still remember her imitation of a frog. Puffing out her cheeks and hopping around the room, she seemed almost amphibian as she croaked out a mating call. Sometimes a point made in your thesis sentence, a topic sentence, or a guide sentence needs elaboration and clarification. That is, the reader may pick up the general outline of what you're saying, but a second sentence or two may be needed before the full meaning comes across. The first two sentences of this paragraph work like that. The second one explains the first, and the next two (including this one) carry the process even further. Each sentence, after looking back at the previous one to see if it tells the whole story with perfect clarity, goes on to fill in the gaps and make the meaning more precise. In the introduction paragraph I made an example to get you the reader to draw a comparison, and inspire you to think. Third, Chapter #6 helps us along by telling us that we need to proof read everything we intend to send out for others to read. As I read the books definition of proofreading I discovered eight tips for improving the message quality. Proofreading should be a little more than a quick glance, we all have made mistakes in this area, for an example; I recently wrote how our brains can figure out how to determine what is being conveyed even if the content of the text seems totally incorrect. I’d failed to proofread one of my papers but discovered the problem only after sending it to the boss to read. I’d misspelled the word â€Å"indicated† later the document went to the district manager for review. I then re-read the document and found the error and felt so unprofessional. Now the time was right for me to step up my game and proofread all documents. The eight tips are as follows; * Make multiple passes, checking for any problem * Read aloud or read backward * Double check high priority names, dates, address and financial data * Take a break for a while then start again Read the small sections * Stay focus on your work * Review complex document * Take your time It is a fact that we look at the same document over and over our brains tells us that there are no mistakes, but when we allow a second set of eyes to take a look the mistakes are found that we didn’t see, so even after proof reading sometimes it’s possible to overlook errors. The above steps are very important. The website touch on proofreading is equally important; producing a clean, error-free final draft isn't easy. Even the most carefully edited professional publications contain occasional typos. Most readers understand this and aren't bothered by such infrequent problems. Yet when errors occur often, they undermine the writer's authority and disrupt communication. The following guidelines are easier for some to follow than for others, but they can, with a little work, be learned by almost anyone. Once learned, they'll become part of your permanent knowledge base like the multiplication tables or your best friend's phone number. You won't have to learn them twice. Take time then, even if you're fairly confident about your grammar, to see if you need to work on any of these six areas. If you do, try to understand the logic of the rule, what its purpose is. Six Problem Areas are; * Subject/Verb Agreement * Pronoun/Antecedent Agreement * Pronoun Reference * Shift in Tense * Shift in Person * Misrelated Modifier There are parts of the website that I believe to be very useful for me in my personal struggle to learn to write more professionally. The class has all the tools to push you to progress, however this website helps as do many other tools we use in learning to write effectively. The part of the site that impacted me the most was the grammar section which I mentioned in the above paragraph. I am very weak in this area that’s why this site was very informative for me. Although this website was very informative there were some areas that could be improved. The first page layout does not hold your attention as do other sites I’ve visited. There should be some video interactivity because as the site proclaimed, people don’t want to read huge amounts of text when the technology exist to allow some video format to occur. When I was looking for further information in reference to the first page tabs I didn. t see the tabs on the top for the page, a better way to present the tabs would be to make them larger and use a different color to attract attention. Some of the colors that are on the page should express key points, for an example; when you study and you want to remember a key point in the text you highlight it, so I think key points should be highlighted to bring attention to what the writer was trying to convey. The website definition of my earlier observation is, if writing is like making a movie, emphasis could be compared to a photographer’s zoom lens, moving in for a close-up one moment and backs for a wide-angle shot the next. Emphasis allows you to create similar special effects by magnifying, reducing, or even eliminating certain details. By controlling emphasis, you can focus your readers' attention on what is most important.

Philisophical good vs evil essays

Philisophical good vs evil essays What is good? What is evil? These are seemingly easy words to define, yet if you ask any person on the street you likely will not receive a straight or clear answer. I started to question my definition of good and evil a few days ago, and I now have come to a few conclusions. As a premise, I want to actually talk about the words good and evil. I cant use the word evil in this context because society has changed the meaning of the word. In the days when the theories of Plato, Socrates, and even more modern philosophers like Kant, Heidegger, and Kierkegaard were being formulated, the meaning of philosophical evil meant the opposite of good; which, to me means bad. Right now the word evil has a religious connotation; therefore, I cant justify its use in this context. It is much clearer to continue to use the word good, and refer to evil as the philosophical opposite of good. This question appears simple but is most definitely a tough question to answer. The dictionary defines human goodness to be acting with moral excellence, which would make the opposite of good to be acting with poor morality; there is no doubt that we all associate good morals with goodness, but what is left out? What drives someone to act or not to act with morality? The answer is happiness. The definition of goodness goes hand in hand with being happy. Think of the person that is the best example of goodness. Think of what their past was like; particularly their childhood learning years, did the person have loving parents? Think about the way they act around you; do they make you happy when you are around them? Chances are that their happiness is bonded with their personality. This is what it takes to naturally think with pure goodness. Oskar Shindler is the man at the apex of goodness in the film Shindlers List. This is troubling to me because of who Oskar was, and what was rea...

Presentation Of Iago In Othello English Literature Essay Essays

Presentation Of Iago In Othello English Literature Essay Essays Presentation Of Iago In Othello English Literature Essay Paper Presentation Of Iago In Othello English Literature Essay Paper The secret plan of the drama Othello is that the Moorish soldier Othello and a immature Venetian lady Desdemona in secret marry. Her male parent is nt happy by this secret ceremonial and warns Othello that if she can lead on her ain male parent she might some twenty-four hours do the same to him. Iago subsequently uses Desdemona against Othello in the drama. He does this because he is covetous of Othello who became promoted to the occupation he feels he should hold got. To finish this secret plan of his, he speaks many prevarications and returns in many incidents to convert Othello that Desdemona is being unpatriotic to him by holding an matter with another man-Cassio. In Act 1 Scene 2 Iago starts off talking to Othello. He is seeking to derive his trust by stating Othello all the things he has done incorrect and all of his declinations. He speaks about him being with Desdemona and so he goes onto stating that he thinks she is bewraying him. Iago is seeking to do Othello surmise Desdemona for being unfaithful to him and gives Othello images he can visualize in his caput ( which so relates back to when Othello saw Desdemona and Cassio dancing together ) . Cassio so walks in, this makes Iago s program go even better for him even though it was nt what he planned to go on. Cassio comes in inquiring Othello to travel to Cyprus because the duke would wish to hold an visual aspect from him. Iago so says that Othello can non travel because he is married. Shakespeare has done this so Iago can do it look like Cassio is seeking to direct Othello off so he can be with Desdemona. In Act 1 Scene 3, Shakespeare has revealed Iago s full program. He is believing out loud so the whole secret plan is revealed to us. It shows that Iago wants retaliation on Othello because when he is talking to Roderigo he says: I hate the Moor ; Let us be conjunctive in our retaliation against him . Then subsequently in the scene he reveals his program, stating that Desdemona is the love of his life and that she is his lone failing. So if she is made to look that she is kiping with Cassio so he will travel to Iago and state him he was right wholly along and thank him for gaining it. If Iago s program went to how he wanted, so this would intend that out of thankfulness for gaining what he could nt see, Othello would so make anything to refund him. In Act 2 Scene 1 Iago is once more entirely with Roderigo, they are talking about Desdemona, and because Roderigo is so frantically in love with her, Iago can still utilize this to his advantage. In this scene, Iago says first, I must state thee this Desdemona is straight in love with him . Shakespeare is still demoing how Iago can do things sound and how he can utilize the people he is pull stringsing. Iago so moves on to Othello and attempts to derive his trust. He is seeking to acquire Othello to swear him so he will subsequently believe him about Desdemona kiping with Cassio. In Act 2 Scene 3 Iago is with Cassio and Iago is seeking to acquire Cassio rummy so he can do Cassio do stupid errors so his program will be more convincing. Iago says If I can fix but one cup upon him, with that which he hath intoxicated to-night already, he ll be as full of wrangle and offense as my immature kept woman Canis familiaris . Shakespeare has presented Iago in this manner because he is discreetly doing Cassio imbibe without him taking any notice of what he is making. Iago has now given Cassio many cups of vino and Cassio becomes aggressive towards Montano, Iago so tells Roderigo to travel and describe to Othello of Cassio s province, this is so Othello will free all trust in Cassio for going so raucous. Cassio says to Othello I pray you, excuse me ; I can non talk Othello now thinks that now he can non swear him because he is easy persuaded. He now trusts Iago more because he was the 1 who purportedly stopped him acquiring out of control. Subsequently in the scene, Iago is with Cassio, and Cassio is experiencing like his life is a muss. Iago tells him to travel and see Desdemona because she can screen out his life. Cassio has evidently gained Iago s trust because he takes his advice and goes to see her. He is despairing to screen his life out and will make anything to acquire it back in order. William Shakespeare has portrayed Iago as a intriguing individual who will make anything in order out of malice and green-eyed monster. Iago s character can derive any individual s trust in such a discreet manner, he can give them advice and they will take it. This is why Iago s program goes right because everyone believes him until last minute when it is excessively late to alter things. The audience is prepared for Iago s character because you see his evil side, particularly when he speaks his program out aloud to the audience at the terminal of Act 1 Scene 3 ; he announces his green-eyed monster and hatred for Othello which makes you prepared for the stoping.

The 4 most popular job boards for nurses

The 4 most popular job boards for nurses Niche job boards for nurses have one thing in common - they help connect the right nurses with the right employers. Beyond that, there’s a lot of variation among the most popular ones with the highest traffic.  Some job seekers want to get in, find a job that they want, and get back out again. But others enjoy resources that help them with their career. From the employer’s standpoint, efficiency and resources count, too. Both sides are the job board’s target audience, just in different ways.  The most popular job boards have a few things in common, but the experience is quite different from one to another. Here’s how each of them serves their audience:Nurse.com Offers a Wealth of Jobs and Resources  Nurse.com  is one of the largest, if not the largest, nurse-specific job board. The tagline reads, â€Å"Where the nurses are,† and that appears to be true. Professionals from every facet of nursing can find what they’re looking for.  F rom the first moment, the user is given opportunities to navigate anywhere on the website. Featured prominently is a job search tool that offers ways to narrow the search focus, giving more relevant results.Some jobs are featured on the homepage, but the others are easy to find. This is a busy website, but it’s also clean and easy to navigate. There are a lot of options from which to choose, but it’s set up logically.  Nurse.com has several resources for nurses. Aside from the â€Å"Jobs† tab, resources for education topics, news (both national and regional), events, and awards are accessible with a click. This job board offers plenty of relevant content for users, which could account for some of its popularity.  There is a resume and profile creator link on the home page, too, as well as relevant links for employer resources.  One confusing part of the site is an icon that’s normally used to indicate a chat feature. But clicking the link directs us ers to the Nurse.com blog, which is written by contributing nurse professionals. The blog covers topics ranging from stress management to nursing ethics. NursingJobs.com Caters to Travel Nurses, and More  Nursingjobs.com  connects travel nurse professionals with the employers who need them, but it also has an option for finding permanent jobs.  The landing page lets users choose an access point as an employer who wants to post a job, or as a nurse looking for a job. Job seekers enter info into a keyword job search or employee search first, then  they are directed into the site.  Job listings are streamlined at NursingJobs.com, listed in a column format that shows the job title, Job ID number, job type (primarily travel nurses), location, job duration, and the employer.  Under the Career Options tab, job seekers can build a profile of the job they want, and get alerts when something comes available.  There is a Career Resources tab, which links to articles on topics rel evant to nursing professionals, such as interview tips. There’s also a mobile app, which is important with an increasingly mobile job seeker community.  On the employer’s side of the website, the setup is a bit different. There are resources that apply to employers, such as how to set up a profile, instructions on posting jobs, and testimonials from other employers.Nurse Recruiter Puts the Job Search at the Forefront  Nurse Recruiter  is very streamlined, with a heavy focus on getting right down to business. There’s a â€Å"register now† button at the top that lets nursing professionals create a profile to assist with the job search. It also has a â€Å"rapid apply mini-resume† button.  This website is heavy on the job search, with just a sprinkling of content.  Three options are available as points of access: Nurses, travel nurses, and employers. Each requires registration, but users can navigate through that by clicking on the image ins tead of registering. Only then can users access materials that are relevant to each area.  Nurse Recruiter isn’t as approachable or user-friendly as some of the other nurse job boards. Users need to work a bit harder than necessary to find content. But if the job search is the only reason for the visit, it fits the bill.HealtheCareers Healthcare Industry Job Board Caters to Nurses, Too  Healthecareers  isn’t a nurse-specific, it caters to healthcare in general, but it’s a large resource for nursing jobs. A search tool features prominently at the top to help users get started.  Across the top of the main page, there are tabs for accessing a wealth of content. One of those is a link to jobs, which lets users get right down to business. But other tabs include an overall resources link to a summary of new topics, and links to newsletters, articles, and blog posts separately.  The starred rating box is different from the other job boards. It lets users give feedback without interrupting the website experience. That’s a plus for the user, and for the job board owner.  Although Healthecareers isn’t dedicated to nurses only, the blog has a heavy nursing focus. There are posts on interview tips, student loan repayment options, and dealing with the stress of nursing.  If you’re a nursing professional looking to jumpstart your career, these job boards will be the perfect place to start your search!

The Core Competencies in Medical Practice Essay

The Core Competencies in Medical Practice - Essay Example The first theme involves the journey by Emirates Airlines via Dubai to London. On arrival at the immigration, we realized the immigration officers were ridiculing the international students and felt embarrassed about it. The classes started after two weeks, and the lectures were quite supportive and interesting. All staff member were helpful, and it was a good experience interacting with the students from diverse nationalities. We improved vocabularies by studying about the ward rounds. Ward rounds refer to visits paid by doctors to each of the patient in the hospital (Kaye et al., 2014). It is a complicated clinical process that extends beyond a bedside review of care (Thomas & Michel, 2009). The lecturer converts the class to dynamic and interesting learning experience by dividing the students into two groups and the students can express their opinions when they are with the ward rounds (Kaye et al., 2014). The doctors can extend the same and where students differ they can learn through discussion. Improvements of traditional ward rounds can be done through strong clinical leadership with all health care professionals (American Association of Colleges of Nursing, 2011). Theme two involved changing NHS culture, medical idioms, and leadership into academic skills. Studies revealed that over 3500 people died unnecessarily in NHS hospital last year because of mistakes and avoidable errors (Thomas & Michel, 2009).  

Should Juveniles Be Charged as Adults in Criminal Cases Research Paper

Should Juveniles Be Charged as Adults in Criminal Cases - Research Paper Example Transfer mechanisms may vary according to where the responsibility for the transfer decision making lies and the provisions for this fall into three categories: a judicial waiver, concurrent jurisdiction, and statutory exclusion. In a judicial waiver, the juvenile court judge has the power to relinquish the juvenile court’s right and move the case to an adult criminal court. In a concurrent jurisdiction however, the original jurisdiction for certain cases is shared by both the criminal court and the juvenile court and the prosecution has the discretion to decide in which courts to file the cases in. In statutory exclusion, a state statute excludes certain juvenile offenders from the jurisdiction of a juvenile court and the cases against them come from criminal courts. Because of the increasing crime rates, as well as the more dangerous crimes being committed by juveniles, more pressure is being exerted not only by prosecutors and but also by the general public to charge these youths as adults as opposed to their being processed through the juvenile justice system. Virtually every juvenile offender with a past criminal history or is notorious for violent crime, is tried an adult court (Buffalo News, 1994). Rhodes, K (2008) states that while structures are present in all states to try and discipline juveniles in ways that are distinctive from adults, crimes such as rape and homicide are controversial because it is not easy to determine whether juveniles merit a less punitive treatment from that of adults. It is understandable that some people would seek to have the juvenile offenders receive a harsher punishment for their crimes especially considering the high number of crimes being committed by juveniles. The juvenile justice system has been reformed so much to an extent that they are almost indistinguishable from the adult justice system. The question that we have to consider is whether all these reforms have been of any benefit to the society or not. Th ese harsh laws which have been put in place to curb juvenile crime have been proven not to work over the years and have instead treated this age group unfairly and inhumanely, not achieving the safer society which was the purpose for their being enacted (Crime Control Digest, 2004). It has been proven that juveniles who have been prosecuted through the adult system serve shorter sentences and their experiences in adult prisons teaches them to become even more dangerous criminals once they are released. Furthermore, counseling, which is crucial in helping the juveniles in the transition to life beyond prison, is denied them in adult prisons and it has been observed that many juveniles have a hard time adjusting to life once they are released back into society. This is due to the fact that while youths in the juvenile system undergo programs to reform them, those in the adult system learn to become hardened criminals, hence the increasing likelihood their going back to crime in societ y once they are released. While the juvenile system hides the criminal records of youths who have gone through it, the adult system does not and the adult criminal records of convicted juveniles keep them from getting jobs or being admitted to some schools and this leads them towards committing new crimes in order to make money for survival. Once these youths are stuck with criminal records, they tend to be permanently stigmatized and are allowed few opportunities to regain

Food Fantastic Company Essay Example | Topics and Well Written Essays - 250 words

Food Fantastic Company - Essay Example Foods Fantastic Company is a publicly traded grocery chain with a chain of 50 stores in the US.The company has embraced technology to a great extent and uses state-of-the-art applications to monitor inventory and maintain its accounting books An ITGC review is necessary because of the degree to which the company is dependent on the data produced by its information systems for accounting and decision-making. Purpose: The purpose of an ITGC review is to ensure the reliability, consistency and security of an information system that is being used as a source of information and legal standing for accounting purposes. The idea behind an ITGC review is to check the data input streams for dependability as it will constitute a legal standing of the company. In addition, the review will cover aspects of fraud, security, back-dated entries and other loopholes that can be used for frauds or unauthorized access to confidential data. Scope: The scope of this audit and review is limited to the surf ace risk assessment of the controls used by FFC. In addition, it covers only the mainstream information system which is used for reporting and decision-making. Any other third-party systems are not covered in this review as long as they do not have any impact on financial reporting. Also, the review has been conducted in accordance with the guidelines defined and accepted as international best practices for ITGC. Findings: The information system control procedures at Foods Fantastic Company do not meet the standards of what can be termed as the best practices in the industry.

Sexual Harassment of Women in India Essay Example | Topics and Well Written Essays - 500 words

Sexual Harassment of Women in India - Essay Example India is predominantly a society where men are far more empowered than women. In spite of the fact that India is a rapidly developing country, yet most of the development is limited to few big cities. There are many regions within India where the cultural norms and lifestyle of people is very different from what is covered by the media or is known to people. India is largely a conservative society in which men are assigned the role of earning bread for the family and women are expected to take care of the family and look after domestic works. However, as the literacy rate of the Indian people has soared up over the decades, the tendency to let women work shoulder to shoulder with men has grown. Nevertheless, â€Å"these young people do not reject traditions governing relations between the sexes†. Accordingly, men see women as objects of sex even when they are their colleagues.

Occupational Safety and Health Administration; A case study analyzing Thesis

Occupational Safety and Health Administration; A case study analyzing US workplace illness and injuries. Has OSHA contributed to reduced incidents in the workplace - Thesis Example For government workers, however, the rates are higher with 6.3 cases for every 100 workers. These statistics still indicate an imperative need for improvements to be made in the workplace3. This paper shall evaluate the US workplace illnesses and injuries and shall determine if OSHA has contributed to the reduced incidents in the workplace. This paper shall use statistics and graphs in order to determine the pattern of incidence rates of workplace injuries and fatalities in the United States. Through these statistics, a thorough analysis of the subject matter can hopefully be implemented. In the 1970s, the workplace was a dangerous place to be. At this time, an estimated 14,000 deaths in the workplace in a year were seen; and in 1970 alone about 2.5 million workers became disabled and occupational diseases registered at 300,000 for 1970 alone4. These alarming statistics prompted the United States Congress to enact passage of the Occupational Safety and Health Act of 1970 which then led to the establishment of the Occupational Safety and Health Administration (OSHA). The act was passed in order to cover all employees in the United States as well as its colonies. Each state was allowed to develop its own safety plans so long as they were in accord with the provisions of the Act. In 1971, the enforcement of the act began5. During its initial phase, some of the actions and policies of the agency were successful, others were not so successful. Because of limited resources, the agency targeted the protection of workers in a worse-case-first approach; hence, those who were in the most dangerous and most unhealthy workplaces were targeted first6. During its first three years, the agency imposed the implementation of the provisions of the act immediately – August 1971 – instead of using the two year phase period which the law would have allowed7. The

(A BIG CITY) traffic congestion Term Paper Example | Topics and Well Written Essays - 1000 words

(A BIG CITY) traffic congestion - Term Paper Example In cases where the traffic congestion proves to be a major liability, the government then has to come in and devise a strategy that will reduce the traffic congestion within the city or country. In some cities, their governments have done a remarkable job in reducing traffic congestion in their cities. It would be great if there were a situation where the government succeeded in dealing with this problem of traffic congestion. Unfortunately, there is still work to be done in other major cities. A good example of a city that still has traffic congestion problems is Los Angeles in the United States. The city of Los Angeles is one of the major cities in the world that is experiencing traffic congestion. With most people going to work by vehicles, the traffic congestion for most individuals leads to a loss of about 59 hours per year t commuters as they sit in traffic. It was mainly because of industrialization and development in this region, which led to many people migrating to Los Angeles. These factors created job opportunities for many people as well as a chance to live in a progressing area. People wanted to move closer to work, which led to the existence of a large population in Los Angeles. Most of the trips made along this area have a lot to do with work. For most people, they find it more convenient to own a personal vehicle, which will enable them have the luxury and comfort of driving themselves to work or wherever they are needed. It however also includes women who are going for shopping or dropping off their children at daycares. As a result, just about everyone in t his city is affected by the traffic congestion conditions surrounding them. As a result of this severe condition of traffic congestion in Los Angeles, there are several methods of reducing the severity of the situation. These include the government and the occupants of this major city. The government can revisit the structure of the road systems in Los Angeles and develop a different

Occupational Safety and Health Administration; A case study analyzing Thesis

Occupational Safety and Health Administration; A case study analyzing US workplace illness and injuries. Has OSHA contributed to reduced incidents in the workplace - Thesis Example For government workers, however, the rates are higher with 6.3 cases for every 100 workers. These statistics still indicate an imperative need for improvements to be made in the workplace3. This paper shall evaluate the US workplace illnesses and injuries and shall determine if OSHA has contributed to the reduced incidents in the workplace. This paper shall use statistics and graphs in order to determine the pattern of incidence rates of workplace injuries and fatalities in the United States. Through these statistics, a thorough analysis of the subject matter can hopefully be implemented. In the 1970s, the workplace was a dangerous place to be. At this time, an estimated 14,000 deaths in the workplace in a year were seen; and in 1970 alone about 2.5 million workers became disabled and occupational diseases registered at 300,000 for 1970 alone4. These alarming statistics prompted the United States Congress to enact passage of the Occupational Safety and Health Act of 1970 which then led to the establishment of the Occupational Safety and Health Administration (OSHA). The act was passed in order to cover all employees in the United States as well as its colonies. Each state was allowed to develop its own safety plans so long as they were in accord with the provisions of the Act. In 1971, the enforcement of the act began5. During its initial phase, some of the actions and policies of the agency were successful, others were not so successful. Because of limited resources, the agency targeted the protection of workers in a worse-case-first approach; hence, those who were in the most dangerous and most unhealthy workplaces were targeted first6. During its first three years, the agency imposed the implementation of the provisions of the act immediately – August 1971 – instead of using the two year phase period which the law would have allowed7. The

Inequalities of Race and Ethnicity Essay Example for Free

Inequalities of Race and Ethnicity Essay With more than six billion people in this world, with a huge variety of human shapes, colors and sizes can race really be defined? As people spread across the world. Mixing among each other creating new kinds of faces there is no true race. But people such as Hitler believed that the Aryans where the superior race responsible got the cultural achievements in Europe and that they has to stop racial contamination that would come from breeding with inferior races by destroying them. Which caused the slaughtering of those deemed inferior: Jews, gypsies, homosexuals, slaves, and people with disabilities. It didnt stop here, youd think the world would try to make a difference but as Hitler era was fading, the ethnic cleansing by Serbs in Bosnia, the mass killings of Tutsis in Rwanda in 1994 were and are stilling taking place years after Hitler. What these people failed to see is that there is no pure race. People show such a mixture of physical characteristics ? in skin color, hair textures, body shapes, eye color, height, weight and so on that there can not be a pure race. Our characteristics follow endlessly together, the mapping of genome system shows that were strikingly homogenous. Although large groups of people can be classified by blood type and gene frequencies they still cannot be classified as a race. The idea of a race in far from a myth, its embedded in our culture, it is part of our everyday lives. Sociologist D. S. Thomas observed that if people define situations as real, theyre real in their consequences in other words, people define situations as real, theyre real in their consequences in other words, people act on beliefs, not facts. As a result to that we will always have people like Hitler who feel that killing people that they believe is inferior is perfectly fine.Incidents such as the above still happen in todays world but they are hidden from the public eye, what isnt hidden and does continue toady seems as if no one is trying to make a difference is prejudice and discrimination, a war that will never stop. Prejudice can be defined as a prejudging of some sort, discrimination on the other hand can be defined as an action, and unfair treatment directed against someone on basis of their age, sex, height, origin, marital status, education, income, religion, etc, but when its due to race we usually call it racism. Why are people prejudices? The common sense answer is that people may have had a negative experience with a member of the other group. But Psychologists such as Eugene Hartley (1946) made studies showing that its more than just an old incident, his studies showed that prejudice against all other groups as well. Social scientists have developed several theories to explain prejudice; there are two types of theories, Scapegoat, and the Authoritarian Personality. People who are unable to release there stress to the source usually tend to release it on other people and they tend to find someone to blame their mishaps on and this usually becomes their scapegoat, often a racial, ethnic, or religious minority that they unfairly blame for their troubles. The other theory is The Authoritarian Personality Theodor Adornos term for people who are prejudice and rank high on scales of conformity, intolerance, insecurity, respect for authority, and submissive to superiors. Sociologists find these theories to be inadequate, they stress that the key to find prejudice is from the outside not form within. Sociologists focus on how some environments foster prejudice, while other discourages it. Sociologists have a few theories; Hitler used Functionalism, he hired Fritz Hippler, a Nazi intellectual was put in charge of the entire German film industry and he was told to create anti-Semitist, and he did by producing movies that compared Jews to rates, that their breeding would contaminate their pure breed. You can see that prejudice is functional and it creates in-group solidarity, and destroys human relationships. Conflict Theory- a theoretical framework in which society is viewed as composed of groups competing for scarce resource. Symbolic interactionism examines how peoples labels affect perception and create prejudice. When we apply a label to a group we tend to see its members as all alike, this leads to stereotyping and discrimination and may even create a depicted behavior. Symbolic interaction shows that were not born to a race, and ethic group where we lean beliefs, values; we learn to perceive them negatively or positively. If discrimination is common in our groups, we learn to practice it commonly. Discrimination is like a learned skill if you practice it enough you wont even realize you using it. William Julius Wilson, a sociologist, argues that social class has become important that race is determine the life chances of African Americans. Prior to the Civil War African Americans were excluded from everything that could help you advance in life and become wealthy. As African Americans moved out of the inner cities, as legislators began opening doors for African Americans, as a result they were able to get better paying jobs, live a middle-class life, but those who were left behind in the inner cities they were trapped in poverty. I believe that people choose their way of life, yes it is true that things may be harder for an African American or a Latino person, but things are hard for everyone in their own individual ways. I do believe that in todays world things arent based on race in some places yes but as from what I see I believe its based on your social class, who you are, who you know, where you work, and how much money you have, thats what I believe matters in todays society. Although sociologists like Charles Willie, states that even African Americans do the same work as whites, whites average higher pay than African American, he argues that it racial discrimination not social discrimination. He states that we need to provide more jobs for the people in the inner cities; with more jobs theres more hope in inner cities and an anchor to a responsible life. But being richer for an African American is still a problem because certain people start assuming things for example an African American person driving a new car a cop tends to find reason to pull them over, just to make sure the car isnt stolen. Both sociologists have a strong point of view, but I also do have my own view in prejudice and discrimination. In todays society minority groups have a better chance to achieve their goals, for example everyone can attend the same college, travel the country, eat in the same place and even be best friends with someone of a different ethnicity, while this is taken for granted I honestly think its a beautiful thing. Prejudice and discrimination is a war that will be fought through out ones life regardless, of their race, color, size, height or social status. As we flash back we see that discrimination has always been around in all different forms. We, as the human race need to focus on not judging people before we know them for who they are. Today, there are so many type of people in the world that stereotyping are always incorrect. If everyone in the world had respect for one another we would live in peace and be able to let others believe in what they wish and except everyones differences. If we teach our children and change our ways, sometime in our future we will be closer to accepting that a mans character is based upon content of his soul, not his color, ethnicity, or their religion.

Market Research About A Successful Hot Pot Brand Marketing Essay

Market Research About A Successful Hot Pot Brand Marketing Essay Hai Di Lao is a pioneer of modern hot pot and has become really successful. In this research, I will objectively find the reasons why Hai Di Lao is so competitive. After anglicizing different factors, we can know brands weaknesses and strengths. This will help Hai Di Lao achieve a dominant position in its market. Food is an important part of culture, just like McDonalds has bright western opinions into China; a strong foods brand can accelerate international understanding. Of course, Hai Di Lao is a potential one. The sampling method of this market research is accidental sampling, a type of nonprobability sampling. A sample was chosen which involves a population that was easy to access; students. Data was from 20 students aged fewer than 25. I will discuss the disadvantages of this method later in LIMITATION part. A total of 20 paper questionnaires were sent to students. Only 18 questionnaires are useful and only 14 questionnaires helped when analysing Hai Di Lao. Questionnaires can provide first-hand information. However, questionnaires can be ineffective as they use time and resources (including wasting paper). Focus groups and internet feedback could be used in the next research. After analyzing results of the market research, there are four reasons: product, price, promotion and place to explain Hai Di Laos success. Initially, product is the most essential aspect when estimate a market. Most students think food and service in Hai Di Lao is excellent. Its obvious that the product has positive impression among customers. In addition, price a vital determinant. People dont regard Hai Di Lao as a cheap consume. Luckily, most of students think its reasonable. Methods like half-size order helps to decrease negative impact. Then, Hai Di Lao promotes itself by fantastic service and features. Hai Di Laos service leaves deep impression in customers mind. Features can make firm more attractive. Furthermore, region has big impact on business. Different places have different tastes, hot pot is always more popular in middle and northern China. Students from those places shows their great passion to hot pot, especially Hai Di Lao has proved this opinion. Though there strong competitors like Little Sheep and Xiabu Xiabu , Hai Di Lao has achieved great success by producing excellent food with perfect price at right place in a suitable price. Conclusions and recommendations In this research, questionnaire is design carefully for the meaning of each question is clear, Closed questions are asked to ensure quantifiable results and its finished by asking for full demographic and user ship details (Marcouse et al,2003,p147). However paper questionnaire isnt a really effective way. On-line, postal or delivery and collection questionnaire can be more effective choices. Lack of suitable time plan has caused some problems in latter data analysis. Limitations In the survey, accidental sample has limited by age, region and income. Data collected can not represent all the customers that Hai Di Lao has.

Personal Narrative - Football...and Musicals? :: Personal Narrative Essays

My Love of Football...and Musicals? I am first in my class, an all-state football player, weigh 220 pounds, and can lift up small cars, yet I have a secret which I have kept hidden for years. It rages within me, yearning to break free and reveal itself in both shame and splendor. I can contain it no longer. I must shed my inhibitions and proclaim aloud, "So help me God, I love musicals!" Until now, only my family and those who have had the experience of calling my house in the midst of one of my renditions of the confrontation scene between Javert and Valjean from Les Misérables knew about my passion for musical theater. For years I have endured ridicule from my sisters and their friends who have overheard me belting out the lyrics to "Sunrise, Sunset" from Fiddler on the Roof while in the shower. Ever since my first musical, Jesus Christ Superstar, seven years ago, I have been obsessed with the telling of stories through melody and verse. My heart leaps when I see that Phantom of the Opera is coming to the local theater, or when Guys and Dolls is appearing on television at one in the morning. Music is the most beautiful and powerful way to relate emotion. Thus, the entire structure of a story is enhanced by presenting action and dialogue through song. The topic of a story can deal with anything from religion, such as in Godspell, to a ravenous man-eating plant (Audrey II in Little Shop of Horrors), but no matter which, music brings to life a storyline and places a production forever in one's head by providing a harmony to be continually associated with it. Musicals also provide me with an emotional outlet. When enthralled by a member of the opposite sex, I am wont to burst into a performance of "Maria" from West Side Story. After an exhaustive football practice, my lips chant "I'm Free" from the rock opera Tommy; and at my desk, feeling haughty after getting the highest grade on a calculus test, I sing quietly, "I am the very model of a modern Major-General," from The Pirates of Penzance. I can delve into the recesses of my mind and produce a piece fitting for any occasion, and I take pride in this ability. While preparing this confession, a less musically inclined friend of mine happened upon a rough draft of the revelation.

Death, Illness and Decay in William Shakespeares Hamlet Essay

Death, Illness and Decay in William Shakespeare's Hamlet William Shakespeare's "Hamlet" is full of talk about death, dead bodies, murder, suicide, disease, graves, and so forth. And there is no traditional Christian comfort or promise of eventual justice or happiness for the good people. But the message is ultimately one of hope. Hamlet is also definitely no saint, however, unlike most of the other characters in the play, he chooses not to compromise with evil. Near the end of Act I, Scene IV, as Marcellus and Horatio are deciding to secretly follow Hamlet and the ghost, Marcellus remarks â€Å"something is rotten in the state of Denmark.† Death, illness and decay are one of the central themes throughout the play. Hamlet begins with some of the guards on watch seeing an apparition of the recently deceased king, father of Hamlet, in Act I, Scene I. Soon afterwards, in Scene V, we learn that according to the ghost, King Claudius killed his own brother, and married his sister-in-law to gain the crown of Denmark. The ghost then asks Hamlet to revenge this death. From the beginning of Act II, Scene I, Hamlet sets about faking mental illness and insanity, as part of his plan for revenge against Claudius. In Act III, Scene II, there is going to be a play performed for the King, Queen, and nobles. Hamlet slightly modifies the play, altering the lines for some of the actors, in his continuing quest to find out the truth about his fathers death and seek revenge. The play begins with a story that is pantomimed. The king and the queen profess their love for one another, the king falls asleep, and a villain pours poison into the king's ear and seduces the queen. During this time, Hamlet cracks dirty jokes and the king ment... ...orms Horatio that he has altered the King's sealed document so that it asks for the deaths of Rosencrantz and Guildenstern, his two friends which spied and betrayed him. Hamlet is challenged to a duel with Laertes. Hamlet suspects foul play from the onset, but expresses his willingness to take part in the fight anyway, even if it means his own death. During the match, Hamlet is mortally wounded, as is Laertes, The Queen accidentally drinks from the poisoned cup and dies, and a dying Hamlet first wounds Kings Claudius and then forces him to drink from the same lethal cup. Hamlet and Laertes forgive each other, Laertes dies, and Hamlet then names Fortinbras, the prince of Norway, as his successor to the throne after dissuading Horatio from joining him in death. The play ends with Fortinbras arriving, accepting the throne, and ordering a hero’s funeral for Hamlet.

Life Cycle of a Frog

True Love? When Frogs mate, the male frog tends to clasp the female underneath in an embrace called amplexus. He literally climbs on her back, reaches his arms around her â€Å"waist†, either just in front of the hind legs, just behind the front legs, or even around the head. Amplexus can last several days! Usually, it occurs in the water, though some species, like the bufos on the right mate on land or even in trees! (photo courtesy of Emile Vandecasteele) While in some cases, complicated courting behavior occurs before mating, many species of frogs are known for attempting to mate with anything that moves which isn't small enough to eat! Spawn (egg-mass) While in the amplexus position, the male frog fertilizes the eggs as they get are laid. Frogs tend to lay eggs single eggs in masses, whereas toads usually lay eggs in long chains. Some frogs leave after this point, but others stick around to watch over the little ones. Some have very unusual ways of caring for their young. You'll learn about some of those later in this tour!. Egg Frogs and Toads tend to lay many many eggs because there are many hazards between fertalization and full grown frogness! Those eggs that die tend to turn white or opaque. The lucky ones that actually manage to hatch still start out on a journey of many perils. Life starts right as the central yolk splits in two. It then divides into four, then eight, etc. – until it looks a bit like a rasberry inside a jello cup. Soon, the embryo starts to look more and more like a tadpole, getting longer and moving about in it's egg. Usually, about 6-21 days (average! ) after being fertilized, the egg will hatch. Most eggs are found in calm or static waters, to prevent getting too rumbled about in infancy! Some frogs, like the Coast foam-nest treefrog, actually mate in treebranches overlooking static bonds and streams. Their egg masses form large cocoon-like foamy masses. The foam sometimes cakes dry in the sun, protecting the inside moisture. When the rain comes along, after developement of 7 to 9 days, the foam drips down, dropping tiny tadpoles into the river or pond below. Tadpole Shortly after hatching, the tadpole still feeds on the remaining yolk, which is actually in its gut! The tadpole at this point consists of poorly developed gills, a mouth, and a tail. It's really fragile at this point. They usually will stick themselves to floating weeds or grasses in the water using little sticky organs between its' mouth and belly area. Then, 7 to 10 days after the tadpole has hatched, it will begin to swim around and feed on algae. After about 4 weeks, the gills start getting grown over by skin, until they eventually disappear. The tadpoles get teeny tiny teeth which help them grate food turning it into soupy oxygenated particles. They have long coiled guts that help them digest as much nutrients from their meadger diets as possible. By the fourth week, tadpoles can actually be fairly social creatures. Some even interact and school like fish! Tadpole with legs After about 6 to 9 weeks, little tiny legs start to sprout. The head becomes more distinct and the body elongates. By now the diet may grow to include larger items like dead insects and even plants. The arms will begin to bulge where they will eventually pop out, elbow first. After about 9 weeks, the tadpole looks more like a teeny frog with a really long tail. It is now well on it's way to being almost fullgrown! Young Frog, or Froglet By 12 weeks, the tadpole has only a teeny tail stub and looks like a miniature version of the adult frog. Soon, it will leave the water, only to return again to laymore eggs and start the process all over again! Frog By between 12 to 16 weeks, depending on water and food supply, the frog has completed the full growth cycle. Some frogs that live in higher altitudes or in colder places might take a whole winter to go through the tadpole stage†¦ others may have unique development stages that vary from your â€Å"traditional† tadpole-in-the-water type life cycle: some of these are described later in this tour. Now these frogs will start the whole process again†¦ finding mates and creating new froggies.

Effects of Child Abuse

Outline. The Effects Of Child Abuse. Introduction : Child Abuse is any physical and emotional mistreatment of a child. It is prominent in the form of injuries or how a child behaves. Child abuse can cause severe damage to the abused child even when the child has grown into an adult. This is because they have to deal with the psychological, physical and behavioural effect that is resulted from the abuse. Point 1 : Livestrong states that the physical injury of a child is the most obvious result of child abuse.Examples of physical injuries are bruises or broken bones. Point 2 : As indicated by Livestrong’s article titled â€Å"Causes and Effects of Child Abuse†, the child abused also suffers from psychological effect. Examples of psychological effect would be the feeling of isolation, fear, distrust, depression and low self-esteem. Point 3 : Livestrong also points out that an abused child will also undergo behavioural symptoms.Examples of behavioural effects are delinquenc y, teen pregnancy and teen drug issues. Conclusion : To sum it all up, an abused child goes through a difficult life due to the physical, psychological and behavioural trauma. They often feel insecure, worthless and alienated from the society. We as a part of society should be aware of our actions towards children and how others treat children as they grow into adulthood according to how they are treated by those around them.So let’s think of the children. Do you want your children to go through life like that? Pre-writing. The Effects Of Child Abuse. Physical Effects : – Physical injuries : bruises or broken bones. – Shaken baby syndrome – Impaired brain development – Long term problems with cognitive, language and academic abilities Psychological Effects : * Feel isolated * Fearful * Untrusting * Depression Behavioural Effects : * Delinquency * Teen pregnancy * Teen drug The Effects Of Child Abuse.

Action Research Essay

Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition – multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners’  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives.† As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings – both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner. Action Research Essay Abstract This research is conducted to find out whether the use of CALL can boost students’ level of confidence in learning English. CALL is one of the methods used by teachers to facilitate students learning. Quantitative approach is selected to conduct the study. Survey is distributed to form four 15 male and 15 female students of SMK Sultan Abdul Aziz. CALL is proven to help students increase their level of confidence in learning English. Therefore, teachers can maximize the use of CALL in their teaching. Keywords: Computer-assisted language learning, confidence, English Chapter 1:Introduction 1.1 Introduction The development of technology has given huge impact to the advancement of instructional technology in education. Therefore, many researchers have been conducted to investigate the effectiveness of computer usage in teaching and learning process. In this 21st century, most of the teachers use Computer Assisted Language Learning (CALL) as one of the teaching pedagogy to facilitate students’ need in learning second language. Students especially in rural areas have lack of confidence in using English as their second language. One of the major concern is they are afraid of making mistakes either in speaking or written language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by using CALL during teaching and learning process. Therefore, the need of this study is to find out the usage of CALL in boosting students’ confidence level. 1.2 Background of the study In learning second language, it is essential to have high confidence in using the language. According to a school teacher of SK Dato’ Laksamana Raja Mahkota in Teluk Intan, the biggest problem faced by her in teaching English is lack of confidence among students. Students are reluctant to communicate in English, especially in conducting activity that requires them to use the language. Without confidence, students may have difficulties in using English either in speaking or writing. Students with low confidence level  need new methodology to motivate them do well in learning English. According to Liton Weili Xu (n.d), the usage of CALL indicates that second language students can benefit from greater confidence and motivation given the opportunity to communicate with varied audiences. 1.3 Statement of the problem Many researchers have mentioned about the usage of CALL to boost students’ confidence level. However, there was little empirical study on the usage of CALL to boost confidence level among secondary school students. Advances in technology now allow students in secondary schools to be connected to one another beyond the four walls of the classroom. Students can interact through online discussion with other students from around the world. They can access huge amounts of information in seconds. They can share experiences through video, still image, online blogs, chat rooms and messaging sites by using English language. It is such a waste if teachers miss out on opportunities to motivate the students unless they take advantage of the use of technology in the classroom. The more students can share real experiences in the target language, the more their confidence will grow. 1.4 Research Objective For this study, the objectives are as follows: 1. To identify preferred platforms used by the students in learning English. 2. To investigate the role of technology in boosting students’ confidence level in learning English. 3. To find out the difference between male and female students’ confidence level in using CALL. 1.5 Research question For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 1.6 Significance of the study Many students find it hard to learn English because it is not their mother  tongue. They are also not confident to use the language and participate in class activity. The teaching of English language should be in a way that can boost their confidence and interesting. Therefore, this study regarding the use of Computer-Assisted Language Learning (CALL) in teaching English might help students to build their confidence in using the language. 1.7 Limitations The limitations of this study are as follows: 1) This study will involve limited number of students from one of the schools in Teluk Intan, Perak. 2) This study will be conducted in limited time which is only two months. 3) The questionnaire will be distributed online through Facebook message which may create a barrier between researcher and respondent. 1.8 Definition of terms In this study, there are several terms that have been used which are: Computer-Assisted Language Learning (CALL) Michael Levy (1997) defined Computer-Assisted Language Learning (CALL) as â€Å"the search for and study of applications of the computer in language teaching and learning† (p. 1). CALL involves the use of computer as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a flexible classroom aid which is very useful for both teachers and learners (as cited in Nzh Gunduz, 2005). The usage of CALL in classroom can help students to learn the language better in a different environment. Teachers can apply interesting approaches or strategies while teaching with the help from computer. Confidence Sieler (1998) defined confidence as an individual’s feature (a self-construct) which leads a person to possess a positive view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). Every student has different level of confidence in their learning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), self-confidence refers to â€Å"a person’s expectation of his or her ability to achieve a goal in a given  situation† (p.1). Therefore, in order to learn better, students need to have a good expectation of themselves which means to have great confidence. 1.9 Conclusion This chapter elaborates background, objectives, significance and limitation of the study. This chapter also addresses on the importance of using CALL in language teaching and learning. It is hoped that the usage of CALL will help students to overcome their problems in gaining self-confidence in learning English language. The next chapter will discuss on the findings from previous researchers. Chapter 2: Literature Review There are vast opportunities for the use of computer assisted language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that â€Å"Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which links between technology and TESL have already been established†(p.1). Learning another language is a difficult task and advances in slow, steady increments. Almekhlafi (2006) investigated student attitudes with regard to the effectiveness of CALL. He found: CALL users had a positive attitude toward using CALL and had a high intention and satisfaction to use it in the future due to their perception of its utility and educational benefits. Results also showed a high self-perception of knowledge gain as a result of using CALL (p.134). Furthermore, it is suggested by Trites (2006) that asynchronous communication activities such as email, blogs and key-pal activities can boost student confidence by providing them the opportunity to slow down oral-like exchanges. Students can self-correct, use dictionaries, and take time to search for the right words or for reflection. In addition, most language teachers face the same big problem, which is to get students to respond in a classroom, perhaps because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhance  confidence level of the students. According to Ducate & Lomicka (2005), he concluded that shy students may feel more comfortable in the relatively anonymous and equalizing environment of blogs and may therefore be more willing to share their comments with classmates. It is supported by Hata (2003), who claimed that CALL â€Å"allows collaborative learning activities, encourages participants to take active roles in communication, allows participants to have control over their learning, facilitates negotiation of meaning between students and encourages students to be less self-conscious of their language†(p.117). McIntosh (2005) experimented with an action research project designed to test whether techniques in information and communications technology (ICT) could provide more extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, â€Å"Several new ‘social technologies’ can improve writing and reading skills, as well as encouraging higher order thinking skills† (Personal blog, September 30, 2005). Studies have shown that students are comfortable using CALL technology and feel that it is beneficial to their learning. Many of the applications create an environment where language production and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a venue where shy students have equal opportunity for participation and do not have to be aggressive to be heard. Students may be more likely to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life. Wen-chi Vivian Wu, Ling Ling Yen and Michael Marek (2011) mentioned in their research paper that technology such as computer helps people to interact wherever they are. It just depends on the willingness of people to either use it or not as for example in the world of education where educators can use part of technology as a learning tool. Fresen (2007) also supported the idea of using technology in teaching by stating that the choices of technology is one of the factors in fostering students’ active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assisted language learning (CALL) such as video conferencing can help students to have real communication which can make them use English regularly (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). This can  make students to feel confident in using English language. It has been supported by Ortega (2009) in which he mentioned that the use of CALL for learning boost students’ confidence in using English (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) said in his journal, there have been changes in educational context whereby students have great interest in the application of computers and technology. With the developments of educational tools, language teachers are trying new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace traditional method of teaching. However, the question is whether the use of CALL is beneficial to boost students’ confidence level. Many studies have examined CALL as an approach to second language instruction. Basically, learners are more motivated in learning when they the process or lea rning is enjoyable. Students’ confidence level can be seen whether they are willing to communicate in using English language. Often time, learners refused to use English language because of embarrassed about making mistakes and lack of fluency. According to Lee (2000), Warschauer and Healey (1998) in research done by Ferit (2013), using CALL in teaching can support learning in variety of ways, enable pair and group work, promote global learning, enhance students achievement and confidence, create opportunities to treasure from various sources and motivate learners. However, to achieve positive result of using CALL, competent teachers that are equipped with skills and strategies were needed to integrate the used of CALL in the classroom. In the research, the respondents got excited and motivated when the teachers introduced blogs and wikis to them in learning writing skills. They felt confident to write and express themselves using English language and willing to correct the mistakes done. The teacher used Voice Thread website by recording voice to teach speaking skills. This method encouraged the learners to speak rather than speaking in front of the class. They refused to use English language in front of their friends because lack of confidence and they think their friends will laugh at them. So, the teacher shifted to new method to boost their confidence in using English language. As mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead to  independent and collaborative learning environments as well as allow students to have language experiences as they acquire their second language which consists of different stages. Computer technology or computer assisted language learning programs can be stimuli for second language learning where it can promote learning motivation (Lee, 2000; Taylor, 1980). It was proposed by Cheng-Chieh Lai and Kritsonis (2006) that â€Å"through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence† (p. 2). Computer technology nowadays provides many benefits for second language learning where it allows learners to become independent and work on their learning material by themselves (Rost, 2002). According to Robertson, Ladewig, Strickland, and Boschung (1987), participants who are involved with computer assisted language learning programs had significantly higher self-esteem ratings than regular students. With the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated that: Computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition (p. 3). Furthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. They also claimed that students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. But, as for Abeer H. Malkawi (2010), the students did not depend much on tape recorder to learn English language skills. According to the researcher, the presence of a teacher in a classroom is considered among the most important and they did not put technology as the main source of learning English. Moreover, Lenka Temerovà ¡ (2007) claimed that the students did not feel confident to speak in English even after they listen to different accents of the language. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. Some studies were conducted to see the difference of level of confidence between male and female in using CALL. There is a study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 3: Methodology 3.1 Introduction The purpose of this study is to find out the usage of CALL in boosting students’ confidence level. For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 3.2 Research Design This study will be conducted using quantitative method. Researches will distribute questionnaires to secondary school students to know whether the usage of CALL can increase their confidence level in learning English Language. Researchers plan to use this method because it involves numerical data which later can be calculated easily. 3.3 Population and sampling The researchers use non probability sampling; which is convenience sampling. The sample of this study consists of 30 Form Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data collection The questionnaires were distributed through online, which is Facebook private message. Researcher used Facebook because it saves time, energy and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online. 3.5 Instrumentation Researcher used a set of survey for this study. It was adapted from various researchers; Jenny Brooks, Jia-Chyi Chu, Laura Marquez, Leticia Parsons & Nan Zhang (n.d.) and Dogan Bulut & Ali Farhan Munify Abuseileek (2007). According to Moras (2001), as cited in research done by Sanja Seljan, Norbert Berger, Zdravko Dovedan, there are three phases of CALL. In this study, the researchers adapted questionnaires from various researchers that only focused on two phases, which were Communicative approach and Integrative approach. The Communicative approach focuses skill practice in a non-drill format, such as language games, reading, and text reconstruction. Meanwhile, the Integrative CALL approach is based on multimedia computers and the Internet that combine text, graphics, sound, animation and video. The survey used consists of three sections which were demographic background, section A, and section B. Demographic background is a survey on respondent’s information. Items that had to be filled by respondents are age, school and gender. Section A consists of five general questions about Computer-Assisted Language Learning. Meanwhile, in section B, respondents were required to make a choice based on the level of their agreement. The level of agreement comprised of five stages, 1-strongly disagree, 2-disagree, 3-average, 4-agree, and 5-strongly agree. Section B consists of four questions for each skill in language (reading, listening, speaking, and writing). The questions in this survey were designed based on research questions. 3.6 Validity and Reliability This research used a new developed questionnaire whereby the researchers look into few aspects which are listening, speaking, reading, and writing. The validity of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misunderstanding and misinterpretation of the items. The pre-test was conducted and the  result showed that the items do not violate face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity. Meanwhile, the reliability of the questionnaire was measured by conducting a pre-test survey to students. A set of questionnaires was distributed to examine the reliability of the items which consists of items that are similar but have different wording. The result of the pre-test was found to be incoherent because the respondents gave different answers for the similar items. Therefore, the items were reviewed and modified in order to increase the reliability of the items. 3.7 Pilot Study The questionnaire was piloted to ten students from Kuliyyah of Engineering in IIUM. The respondents were briefed by researchers about the purpose and way to answer the survey. They were given 15 minutes to complete the survey. The survey was conducted at Kuliyyah of Architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and analyzed using SPSS to determine the validity and reliability of the questionnaires. Due to small sample size of respondents, the Cronbach Alpha was found to be 0.6ÃŽ ± 3.8 Data Collection Procedures and time frame The research began in April until June 2014. It took approximately two months to complete this research. This research used survey as the instrument for data collection. It took several procedures which were getting consent from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data. 3.9 Data Analysis Plan This research consists of three research questions. The first research question is â€Å"What are the preferred platforms of technology used by students in learning English?† The data was analyzed by using Microsoft Excel to see the highest percentage of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is â€Å"Do students find technology helpful in boosting their confidence in learning English?† The items which addressed this research question were constructed  using Likert scale ranging from one to five (strongly disagree to strongly agree). For this research question, the researcher focused on the answer from the respondents which range from four to five because the researcher want to know whether CALL helps to boost students’ confidence level in learning English. The data was illustrated in bar graph by using Microsoft Excel. The third research question is â€Å"Is there any difference between male and female students’ confidence level in using CALL?† The data was analyzed according to gender to see the differences between male and female students ‘confidence level in using CALL. The researcher used the same result from second research question and observed if there is any difference between male and female respondents of their preference in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4: Findings Research Question 1: What are the preferred platforms of technology used by students in learning English? Figure 1 Figure 1 showed that 20 out of 30 respondents chose Facebook as their platform in learning English. That took up 66.67% of the respondents. Skype and other platform took up the least number of respondents, with one respondent respectively, which carried 3.33 % of the sample. Research Question 2: Do students find technology helpful in boosting their confidence in learning English? Figure 2 Figure 2 showed three items in the survey which addressed the research question two. The first item is â€Å"I feel confident to use tape recorders in listening classes†. As for the first item, 13 out of 30 which is 43.33% of the respondents agreed that tape recorders help them to be confident in listening class. That was the highest number of preferred answer by the respondents. Meanwhile only seven respondents did not feel confident using tape recorders in listening class that comprises 23.33% of the sample. The second item is â€Å"I feel confident to speak after listening to different accents from English movies†. As for the second item, 20 out of 30 which is  66.67% of the respondents agreed that they feel confident to speak in English after listening to different accent of English native speakers. Meanwhile only four respondents did not feel confident to speak after listening to different accent of English native speakers that comprises 13.33% of the sample. The third item in the survey is â€Å"Chatting using social network helps me write better in English†. As for the second item, 24 out of 30 which is 80% of the respondents claimed that chatting helps them to write better in English. Meanwhile only eight respondents which is 26.67% disagree that chatting helps them to write better in English. Research Question 3: Is there any difference between male and female students’ confidence level in using CALL? Figure3 Figure 3 showed the difference of answers given by both respondents male and female. According to the figure, 27 male respondents agreed that they had high level of confidence in using CALL. Meanwhile, 7 of them did not have the confidence in using CALL. As for female respondents, there were also 27 of them who had high level of confidence in using CALL. Meanwhile, there were 6 female respondents who did not have the confidence in using CALL. So, the level of confidence between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL. Chapter 5: Discussions The research showed that the respondents’ preferred platforms of technology in learning English is Facebook. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). They claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. This research also proved that students find technology helpful in boosting  their confidence in learning English. They felt confident to use tape recorder in listening class. This result contradicts with the previous research done by Abeer H. Malkawi (2010). According to her research, the dependence on tape recorder to learn English language skills is low. The author believes that these statistics are disappointing as the percentage of those using tape recorder should be higher since this method is easy to use, has low cost to own, and it can be easy moved from one place to another. Moreover, using the tape recorder can help students record their own statements and hear again. It is unfortunate that the methods of radio and tape recorder are not well-used although they have so many benefits in helping students improve their listening comprehension. The presence of a teacher in a classroom is considered among the most important. Besides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts with the previous research done by Lenka Temerovà ¡ (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. The respondents also agreed that chatting using social network helps them to write better in English. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). According to the researchers, students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. The findings also suggested that there is a slight difference between male and female students’ confidence level in using CALL. There was more number of male respondents who disagreed that they had confidence in using CALL. This was contradicted with the previous study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 6: Conclusion In conclusion, CALL is proven to be helpful in boosting students’ confidence level in learning English. Although this research was limited by the small convenience sample and time constraint, the information about the use of CALL could be important for educators who develop educational programs also for students to perform better in English language. The findings of this study suggest that additional works needs to be done on to replicate and extend the study on CALL and students’ confidence level in learning English in other schools. Even if the current finding was stronger, it would be difficult to generalize the finding to other schools. References Cheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), p.2. Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender, and computer experience upon computer attitudes. Educational Research, 39(2), pp. 123-133. Dashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses: Iranian EFL teachers’ Attitudes and Perspectives. Jalt Call Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214. Kung, S. C. (2002). A framework for successful key-pal programs in language learning. CALL- EJ Online, 3(2). Retrieved March 7, 2014, from http://www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.htm Lee, K.W. (2000). English teachers’ barriers to the use of Computer assisted language learning. The Internet TESL Journal, Retrieved June 25, 2006, from http://www.4english.cn/englishstudy/xz/thesis/barrir Maizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academic self-confidence and cognitive performance among engineering students. Academia.edu Share Research. Rost, M. (2002). New Technologies in Language Education: Opportunities for Professional Growth. Retrieved March 7, 2014 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf Robertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). Enhancement of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80(5). Sanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http://dzs.ffzg.unizg.hr/text/call.pdf Sieler, A. (1998). Self-confidence. Retrieved March 15, 2014,from http://www.newfieldaus.com Stevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http://www.csulb.edu Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press. Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability.Educational Technology & Society, 14 (3), pp. 118– 129. Xu, L. W. (n.d.). Using CALL to Enhance the Confidence of Foreign Language Learners. p.8. Action Research Essay The English Language dominates a higher prestige in the Philippines just as it enjoys a higher part in the Philippine Education System. Thus, authentic English Language teaching and learning environment should be given a full blast attention naturally and effectively. In this age of globalization, where society is being transformed and is transformed by technology, so too are innovative ways in teaching and learning the English subject. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased. These learners are full of hopes and dreams to learn the language of the world that every English subject is accountable for. Yet, he/she needs not to be idealist to expect that by the end of the academic year, learners will be great English speakers, readers, spellers, writers and listeners. There may be some variables that may hamper the learning process however this should not block the goal of English teacher to bring the English language in the open. Furthermore, the spread of English as instructional language and the emergence of technology as a fast learning channel should be mutually enforced. Indeed, technology has revolutionized the teaching of the English subject, as the last few decades have affirmed the role of English as â€Å"Lingua Franca† which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the challenge to lead an action in finding out the most effective way to create a better if not the best intervention material in teaching English subject so as to improve the performance of the students. MULTIMEDIA TECHNOLOGY is the answer. The researcher believes that the ability to incorporate educational opportunities that multimedia technology promises will tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is utilized for the upliftment of modern styles. It somehow satisfies both visual and auditory sense of the students. With the spread and development of English around the world, it has been learned and used by more and more learners. Nonetheless, multimedia technology applies interactive computer elements such as graphics, text, video, sound and animation to deliver a message. On the wings of change the use of multimedia technology should be a must for English teachers because in using such, pictures and images enrich the content of the subject matter. Through the whole interactive process, it can be visibly experienced that using multimedia is effective in nurturing students in learning the English subject at the same time enhances the teacher’s interest in teaching English. As Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, vivid pictures, pleasant sounds which to a large extent overcomes the lack of authentic language environment and arouses students intense in learning the English subject. By far English teachers should already give walls to traditional teaching as it only gives the class monotony and boredom. They should try something new and different, something that captivates pupils’ attention and interest and that is MULTIMEDIA TECHNOLOGY. Come to think of this, traditional English teaching allows the teacher spend time on writing the vital language points and important information on the chalkboard. While, with the use of MULTIMEDIA TECHNOLOGY, the class becomes more attentive, more active and the teacher just uses the button and keyboard to show significant content in a few seconds. Moreover with the same courseware, the English teacher does not need to write some notes several times in different classes, hence saving time and energy. The researcher observes that pupils tend to be preoccupied with things not connected with the English subject, thus affecting their performance. Nonetheless, the pupils lack learning competencies especially in their grammar skills, noting details, sequencing events, and getting the main idea from a selection being read. Hence, MULTIMEDIA TECHNOLOGY is highly suggested as it increases students motivation to learn. (WanZek et. Al. 2008). With the above literature, the researcher aims to find out the effectivity of multimedia technology in improving the performance of Grade Six section 5 pupils of Mandaluyong Elementary School. Statement of the Problem This action research seeks to find out the effectiveness of multimedia technology as an intervention tool in improving the performance of Grade Six-5 pupils of Mandaluyong Elementary School. Specifically, the study aims to answer the following questions: 1. What is the extent of performance of Grade Six section 5 pupils before and after the use of multimedia technology? 2. Is there a significant difference between the extent of performance of Grade Six section 8 pupils in their English class before and after the use of multimedia technology? Significance of the Study The primordial objective of this study is to provide complete, balanced and modern concepts on the effective use of multimedia technology. Essentially, the researcher believes that result of this study will be significant to the following people: To the Pupils – they will be the direct recipients of the study, they will be more enthusiastic in the English subject upon experiencing multimedia technology in the classroom. To the English Teachers – they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereby improving their skills and strategies in teaching English. To the School Administrators – this study will be of great help as it will create a milleu of awareness about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject. To the Future Researchers – this will serve as a springboard for further research activities on the use of multimedia technology with the purpose of using it to s Conceptual Framework The use of multimedia technology is one effective tool in teaching English. It has to be affirmed that it really enhances pupils comprehension on the subject matter thus improving their performance. Expert and scholars say that multimedia assisted instruction certainly improve learning motivation and attention of learners increases interactivity, satisfies individualized demand and monitors the learning condition of the learner. The researcher will make use of a flow chart that will serve as his road map in coming out with the desired result. It will describe how he will introduce the use of multimedia technology as an intervention material in improving the performance of students in English. The flow chart shows how the result of pre-test will serve as a guiding factor for the researcher to think of the multimedia technology. From this, the improved performance of the pupils should be visibly reflected in their post test. Figure 1 shows the conceptual framework of the study.