Sport, Leisure and Coaching law Essay Example | Topics and Well Written Essays - 2250 words

Sport, Leisure and Coaching law - Essay Example by Lord Taylor on the Hillsborough disaster highlighed the role of building control as a major safety measure adopted for the safety of sports grounds. Moreover compulsory participation of other emergency services as well as likeminded intrested parties was also given priority. The important laws and regulations that were framed to ensure safety at sports grounds were Safety of sports grounds act 1975, Safety of sports grounds regulations 1987, Fire safety and safety of places of sports act 1987, Safety of places of sport regulations 1988, The football spectators act 1989, The environmental and safety information act 1988 etc. For ensuring the safety of sports grounds, the Safety of sports grounds act 1975 have given powers to the Secretary of state to issue special safety certificates or General safety certificate as an when required. As per the law the person who is responsible for the safety of the ground should apply to the concerned authority for getting such certificate. After receiving the application, the local autority decides whether the aplicant is qualified enough to receive the certificate. Normally the General certificate contains conditions that the authority fells necessary to implement safety at grounds. It includes management requirements, provisions for first aid, structural elements strength etc. For the preparation of the Safety certificate, it is utmost necessary to consider the following. First of all, a request for suitable drawings form the applicant should be made. Then a survey of the ground in detail should be made. It is also necessary to hold team safety meetings with emergency services for determining the overall requirements. Moreover consultation with experts in this field should be made. Another important step is to seek structural , electrical as well as mechanical certification. When the general certificate is issued, it is necessary to notify the concerned persons who are intrested. Moreover advertisements in accordance

Workplace Health, Safety & Welfare Coursework Example | Topics and Well Written Essays - 1000 words

Workplace Health, Safety & Welfare - Coursework Example The suitability of things to everyone is ensured by these regulations. This involves making parts of the workplace such as passageways, lavatories, stairs, particular doors, showers, and workstations accessible to those with disabilities. The major focus of workplace health, safety and welfare are on concerns such as the improvement of the work and its environment for conduciveness in relation to health and safety, the promotion ad maintenance of the health of workers and their capacity to work, and the development of cultures of work, working organizations in a direction supporting safety and health in the workplace as well as promoting an optimistic smooth operation and social climate which may eventually enhance their undertakings in terms of productivity. The working culture concept here means the reflection of an essential system of value that is adopted by the concerned undertaking. The mentioned culture if reflected in practice of the personnel policy, managerial system, train ing policies, principles of participation, and the quality management of the employee undertaking. Generally, the primary reasons why employers have no choice but to adopt the workplace safety, health and welfare regulations include: moral reasons like the unacceptability of placing the safety and health of people at risk, reasonable care duty owed to people, the attitude of society to the moral obligations, and making cases of morals to the senior management; legal reasons which may result into compensatory as a result of law effects, punitive, prevention of the effects of the law; and the economic reasons including both the indirect and direct costs that are associated with the safety... The paper describes the importance of all areas of work. The general guidance on workplace safety is applicable on particular subjects such as temperature, ventilation, cleanliness, lighting, workstations and seating, room dimensions, falling objects, floor conditions, translucent and transparent doors, windows, gates and walls, ventilators, escalators, skylights, washing facilities, and sanitary conveniences among other matters. The requirements under the regulations demand that the employers perform a general duty of ensuring that the health, safety and welfare of the employees at workplace are taken care of appropriately. Even people who control the non domestic premises carry a duty to people who use those premises even if they are not their employees. The health and safety regulations ensure all employers carry on their duties to protect the safety, health and welfare of everyone within and around the workplace as well as the provision of sufficient welfare facilities to the peo ple in the workplace. The set regulations see to it that all places of work meet the safety, health and welfare requirements of all the employees as well as those with disabilities. The suitability of things to everyone is ensured by these regulations. This involves making parts of the workplace such as passageways, lavatories, stairs, particular doors, showers, and workstations accessible to those with disabilities. The employers should perform various plans of action that ensure the principles of workplace safety, health and welfare are implemented.

Unlike Lady Capulet Essay Example for Free

Unlike Lady Capulet Essay Lady Capulet does show genuine grief; she actually does care about Juliet. Lady Capulet does not cope well with her role; she does not provide qualities of an adequate mother towards Juliet. She does not show affection, love, time, or a have a friendship with Juliet. With these qualities she might have been able to help Juliet or even allow her to marry Romeo, but instead she forced Juliet away and did not cope with her role of being a good parent. A good parent would support their child whatever their decision as long as their child is happy and loved. Unlike Lady Capulet the Nurse does not force Juliet away. She shows her feelings and emotions towards Juliet, she is more of a mother towards Juliet than Lady Capulet. Unlike Lady Capulet she shows that she cares for Juliet.  Thou wast the prettiest babe that eer I nursed.  The Nurse cares for Juliet and loves her. She respects her more than Lord and Lady Capulet by calling her woman. She realises that Juliet is growing up and that she needs encouragement to do so. She gives her independence that Juliet requires. The Nurse treats Juliet like her own daughter and wants what is best for her, this is why she gives her independence and respect, as this is what she requires. However she does also give her restrictions, as she is not a woman yet. The Nurse realises and understands that Juliet is still not yet a woman and gives her guidance to give her a decent upbringing. The Nurse shows the qualities of an adequate parent throughout the play. She shows the audience that she constantly thinks of Juliet and loves her a lot. She shows he love towards Juliet because she has looked after Juliet throughout her whole life. The Nurse shows her love for Juliet through her actions as well. Then hie you hence to Friar Lawrences cell.  There stays a husband to make you a wife.  The Nurse tells Juliet that she can marry Romeo. The Nurse knows by letting this happen she has put her job on the line as the Montagues and the Capulets are rivals. She loves Juliet that much that she has put Juliet before her job; she loves Juliet and is almost like a mother. This shows the loyalty she carries for Juliet, like any good parent she supports Juliet whatever the matter. A good parent is always loyal to their child whatever the situation. Her loyalty is also with the Capulets aswell. O Tybalt best fried I had! O courteous Tybalt, honest gentleman,  that I should live to see the dead!  The Nurse has been with the Capulet family for fourteen years she has grown to love them even with their faults. With love there always come respect. She respects Juliet; with respect comes loyalty. It is the same loyalty that she has for the Capulet family that makes her betray Juliet. The Nurse after helping Juliet to marry Romeo, tells her to marry Paris. I think it is best you marry with the County.  O hes a lovely gentleman.  Here is where the Nurse and Lady Capulet share the same feelings both of them want the best for Juliet and the Nurse sees this as an easy option out as Romeo is banished and Paris is here with security for the future. She wants her to forget about Romeo. After all the hurt it has caused she thinks it is easier to marry Paris. Juliet feels isolated that the Nurse has betrayed her. The Nurse, she does not understand what Juliet feels when she tells Juliet to marry Paris; the Nurse is her confidante, she is Juliets last hope after her father demands she marries Paris. The Nurse does not take into consideration of Juliets viewpoint. Due to the inconsiderate thinking by the Nurse it leaves Juliet distressed and rejects the Nurse even though she does not want to. The Nurse has been a good parent throughout the play except for when she betrayed Juliet at the end of the play. Lord and Lady Capulet did not provide the qualities of a good parent so she went to go and seek these good qualities from the Nurse. The Nurse provided Juliet with a maternal friendship, gave constant affection, advice, time and was a good confidante. However she betrayed Juliet, leaving Juliet isolated. Romeo also needs to find another means of getting adequate parenting; he goes to Friar Lawrence for help. Friar Lawrence is a wise man, he is a suitable father figure for Romeo to look up to; unlike the Montagues he is respected by all and is a knowledgeable advisor. Friar Lawrence provides the care that is needed from a good parent.  Thats my good son, but where hast thou been then? Friar Lawrence is concerned about Romeo; here he is showing care for Romeo as a father would. All good parents show concern for their children. The concern shown by Friar Lawrence creates a friendship between them and it is a fatherly one. There is a good relationship between Friar Lawrence and Romeo because Friar Lawrence has spent most of his life with him, and knows everything he should about Romeo, whenever Romeo needs help he can go to Friar Lawrence because Romeo is not as close to Lord Montague than he is to Friar Lawrence so Romeo finds it easier to talk to Friar Lawrence when he needs help. Romeo and Friar Lawrence have develop trust in their relationship that is one reason why he finds it easier to go to Friar Lawrence rather than Lord Montague. To trust someone you must always care for him or her. With care coming from a parental figure the will always do what is right. Friar Lawrence does this. Taking thy part, hath rushd aside the law.  And turned that black word death to banishment.  This is dear mercy, and thou seest it not.  Friar Lawrence does what is right, he reprimands Romeo for thinking that death is better than banishment. He then also nurtures him. A good parent would show affection and love after telling off their child so that the child would be able to learn from their mistakes. He understands what Romeo is going through and puts himself in Romeos place and guides Romeo to what he should do. This portrays the Friar as an understanding parent, something that a parent should have to cope with their role. Due to Friar Lawrence understanding Romeos situation he is able to provide advice.

Terrorism and Homeland Security Essay Example for Free

Terrorism and Homeland Security Essay Left-wing extremists are highly idealistic. Their primary objective is to reform or destroy an existing system and replace it with a new and just society. Left-wing extremists possess a belief system that is often interpreted as a fanatical devotion to Marxist ideology. As a result, they use the doctrines of class warfare or national liberation as a justification for political violence. For left-wing extremists, taking up arms is a form of struggle against a despotic system, class or government. In addition, they view themselves as the messianic saviors of the poor and the oppressed. Studies of Marxist movements in the 21st century has revealed that in order to bring about their desired social change, left-wing extremists adopt a â€Å"vanguard strategy† (p. 223). This approach operates on the premise that revolutionary conditions are the results of a generalized climate of change that was developed over time. Revolutionary conditions rarely occur spontaneously – only a committed and disciplined revolutionary movement has the capacity to come up with it. The revolutionary movement (usually composed of disaffected young educated elite) creates revolutionary conditions by raising the political consciousness of the exploited class or group. In the context of leftist extremism, â€Å"political consciousness† refers to the belief that revolution is the best alternative to the corrupt status quo. As soon as the desired revolutionary conditions are attained, the revolutionary movement sees to it that these are maintained. In the process, the revolutionary movement becomes the â€Å"vanguard† of the subjugated class or group. The former â€Å"saves† them from a repressive system, as well as â€Å"protects† them from it. An example that illustrates the â€Å"vanguard strategy† is the Russian Vanguard of the Proletariat. Lenin and the Bolsheviks required the members of the Russian Communist Party to be the â€Å"vanguard of the proletariat† (p. 234). They were the â€Å"elite† who were expected to transform Russia into a Communist society by bringing about the revolution. They were to free the proletariat from the tyranny of the nobles by educating them on Marxist doctrines. Right-wing extremists, on the other hand, are very nostalgic. They affirm their superiority usually by looking back on past glories. In the process, right-wing extremists use these previous achievements as justifications for violence. For them, carnage is acceptable as long as it is used to maintain the purity of a religion, ethno-national group or an ideology. Right-wing extremists believe that they have the moral obligation to protect an ideal order that was â€Å"violated† or â€Å"destroyed† by â€Å"inferior† religious values or ethno-national interests. For them, the restoration of this ideal order is the only way to lasting peace and prosperity in society. Anyone who opposes must be eliminated through all possible means – even violence. Consequently, right-wing extremism is very prevalent in organizations that represent groups that have a distinctive identity, such as regional minorities and religious fundamentalists. Below are the common characteristics of right-wing organizations: a. Nationalism – The belief that only people of a specific nationality have the right to reside within a given country. Furthermore, these nationals likewise have the right to live in their country’s borders. b. Racism – The misconception that race is the main basis for all human traits and capabilities. c. Xenophobia – In the context of right-wing extremism, xenophobia is the fear of belief systems that deviate from the status quo. d. Antidemocracy – An aversion to the concept of pluralism in society. In order to achieve their goal homogeneity, right-wing extremists shun political activities that foster equality and democratic rule, such as popular elections. e. Strong State – Right-wing extremists advocate militarism under the guise of â€Å"protecting law and order. † For them, militarism is an effective means of eliminating â€Å"dissidents† (groups whom they deem â€Å"inferior†). References Martin, G. (2006). Understanding Terrorism: Challenges, Perspectives and Issues (2nd ed. ). Thousand Oaks: Sage Publications.

Implementing Curriculum Changes in the Classroom

Implementing Curriculum Changes in the Classroom Introduction Much research on curriculum development has been done in different fields of education. It has uncovered both successes and failures. Research on educational innovations reveals many problems which result in non-implementation of planned innovations. These include the problems of inadequate knowledge of implementation, and lack of awareness of the limitations of teachers and school administration, etc. (Pink 1989; Fullan 1992; Fullan and Hargreaves 1991). Recently, the literature in the field of ELT has reported innovations in the implementation of new teacher roles, new practices, new materials, etc. Most principles for innovation are derived from English-speaking countries and transferred throughout the world. For instance, the learner-centred, communicative approach which originated in British ELT has been recommended almost everywhere. Although some reports mention the success of such innovations, others have concluded that many problematic implementation issues emerge from a dir ect transfer, after it has been put into use worldwide, such as in China (Burnaby and Son 1989; Anderson 1993; Hui 1997), Indonesia (Tomlinson 1990), Greece (Karavas-Doukas 1995), Hong-Kong (Carless 1998), and Libya (Orafi 2008), etc. However, the knowledge and understanding of what is involved in effecting innovation in many projects has been investigated mostly by their change agents. Many ELT innovation projects reported in the professional literature are designed and examined by their authors as leading change agents, not by end users, i.e. teachers (e.g. Gray 1990; Jarvis 1992; Tomlinson 1990; Barmada 1994; Guariento 1997; Markee 1997, etc.). In those projects, the authors/reporters design, introduce, and monitor the process of implementation. To finding out how best to teach the four skills of listening, speaking, reading, and writing as well as grammar and vocabulary. The development of so many methods has been a response, according to Richards and Rodgers (2001:7-9), to the changes in the kind of proficiency (e.g. oral vs. written) that learners are thought to need. In the 1970s, in particular, there was a major shift to learners need for communicating in a second language away from a focus on grammar and translation. This shift was crucial, especially for foreign language learners who leave school unable to use their foreign language in actual communication. So, FL countries adopted this shift to communication to satisfy their students needs for fluency. As English became a lingua franca by the 1990s it was seen as necessary to teach it for communication as it became the mostly taught foreign language worldwide (Gebhard, 2006; Carrick, 2007). The teaching of English as a second (ESL) or as a foreign language (EFL) started to become important after World War II. A great demand for English courses by immigrants, refugees, and foreign students took place in the United Kingdom, Canada, the United States, and Australia (Richards, 2001:23). When English was introduced in schools, it was first introduced at the secondary level in 1950s. But, since the application of the Communicative Approach/Communicative Language Teaching (CLT) in national curricula after the publication of Wilkinss book Notional Syllabuses (1976) educationalists/researchers in many countries have observed that students can not communicate as well as expected after leaving secondary school, with eight years of English, as they start their university study (e.g. Al-Mutawa, 1994; Tang, 2002). According to Al-Mutawa and Kailani (1998:I) English language has enjoyed a considerable role in the fields of business, industry, technology, politics, education, medicine and many other professional fields. According to Saleh, more attention is required from EFL teachers to students EFL teachers on teaching them how to communicate in the target language effectively. This requires that the traditional methods, the classroom learning activities and the learning environment have to be changed to correspond with the latest developments and changes in views on ELT represented by the communicative approach (2002:1). Because of the above reasons, English language syllabus of Libyan secondary schools has been changed lately as a response to these developments. The new English programme in Libyan secondary education aims to enable students to: i) achieve a reasonable proficiency in listening and speaking English at a sensible speed, reading simple texts with comprehension and writing about a simple subject or incident; ii) develop their interest in learning English so that they can learn effectively by themselves; and iii) improve their knowledge and have access to foreign culture (UNESCO 2002 reported in Al-Buseifi 2003:4). It has been investigated that some classroom teachers who teach EFL at secondary schools in Libya are traditional and not in harmony with the principles and objectives of the communicative approach upon which the new curriculum has been based. Teachers are faced with some difficulties in implementing the new curriculum. Therefore, some problems have been appeared, for example; teachers use their native language extensively and use only very little English during the lesson. Teachers talk a lot whereas students talk very little. Teachers need to be well trained. Class-time and size are not suitable. Appropriate materials and group-work activities are needed. This study aims to investigate some EFL teachers in Libyan secondary schools to determine the extent of their effectiveness in achieving the desirable objectives of the new curriculum. It specifically investigates and describes the following: How far does the new curriculum filter down into EFL classrooms in Libyan secondary schools? What are the methods that Libyan secondary school teachers use in teaching English as a foreign language? How do Libyan teachers implement the new curriculum (CLT) in teaching EFL? What difficulties may face Libyan teachers in implementing the CLT approach? To what extent are Libyan teachers qualified in communicative language teaching? Since the language curriculum of Libyan secondary schools has been changed lately and has been based on the communicative approach. The EFL teachers who teach this new curriculum should be based on the principles and objectives of the communicative approach. In fact, most Libyan EFL teachers got used to apply the Grammar Translation Method (GTM) with its traditional views and objectives, so they may encounter some difficulties when changing their method especially if they have not been previously trained. This topic is important to investigate because I have noted that it is still a controversial issue between researchers and teachers. The main emphasis is to know whether teachers are using the new curriculum in order to enhance the students basic knowledge of English and competence to use English for communication. In other words, it is to investigate EFL teachers at Libyan secondary schools to find out whether they have changed their method in parallel with the change in the curric ulum and how it is implemented. In order to achieve more understanding about these issues, this study attempts to discuss the curriculum innovation in Libya with reference to communicative language teaching which is implemented in the new curriculum. More attention is given to teachers, they are regarded as having the main role in any innovation. This study is divided into five chapters. In the first chapter, there will be the introduction, the research hypothesis, the research question, the purpose and the significance of the research. Chapter two will be focused on the literature review which include; definition of innovation, its theory and its aim. Background of the context, EFL in Libya, CLT, its development, and its principles. Some factors related to the adoption of the new curriculum (CLT), e g; teachers role, teacher student interaction, student-student interaction, teacher training, methods of teaching, materials and testing criteria. Third chapter will be the methodology. The methods of collecting data will be discussed, there will be a review of how data will be collected, who are the participants, how many, where, how, when, all these questions will be answered in this chapter. Chapter four will be about the results. The results will be discussed in chapter five. Conclusion and recommendations will be discussed i n chapter six. This study will provide an opportunity to enrich theory and practice of CLT in a non-native English speaking setting. It deals with an important issue in the field of teaching as a foreign language which is related to the teaching methods that is used by teachers. To achieve this purpose this research has been carried out. Literature Review Curriculum Innovation It has been widely noted over many years that the low degree of success of educational innovations is mainly caused by the failure of the innovators who were unable to make use of the extensive theoretical literature on innovation (Havelock and Huberman 1977; Barmada 1994). They also did not adopt the appropriate innovation strategies (ibid.). Both White (1987) and Barmada (1994) identify two areas of expertise in which all innovators should be equipped: an understanding of innovation issues and expertise in the management of innovation. The Meaning Of Curricular Innovation It has been defined by Markee as following: â€Å"Curricular innovation is a managed process of development whose principal products are teaching and/or testing materials, methodological skills, and pedagogical values that are perceived as new by potential adopters† (1997: 46). According to Hall and Hewings, teachers roles are seen as implementers, and sometimes regarded as adopters, students are clients, and materials designers are suppliers (2001: 119). Curriculum Innovation Versus Theory: Vrooms expectancy theory (1964 in Morrison 1998) from business explains the instant effectiveness of the use of rewards and sanctions. Expectancy theory is based on the assumption that people will involve themselves in change if they expect it to bring about personal benefits (Morrison 1998:132). It is argued that the more benefits people perceive, the greater willingness they will have to be involved in the projects of change (ibid.). These perceived benefits, such as financial benefits, job security, and promotion opportunities, etc. are assumed to be an effective motivator to improve job performance. However, any change often requires additional time, energy, and finance, etc. If the adopters do not think the advantages of an innovation will outweigh its costs, it may not be easy to persuade them to accept it. From management theory point of view, and according to (Everard and Morris 1990), by addressing the â€Å"interrelated sensing systems†, we can understand how educati onal managers effect change. They are; policy making, development, controlling, liaising and doing (Markee 1997:49-51). Teachers do not see themselves having part in curriculum innovation, although the definition given above indicates that teachers have a primary role in innovation. This phenomena has been indicated by many researchers that â€Å"curricular innovation entails a mix of professional, academic, and administrative change† (e. g; Bowers 1983, 1987; Crocker 1984; Lee and VanPatten 1990; Straker-Cooke 1987; White 1988). â€Å"Managers must therefore enhance an organizations capacity to innovate through organization development† (Markee 1997: 51). It seems that teachers have many tasks particularly that related to their classrooms. Thus, all participants in language teaching should given part in innovation to be managed (ibid.). The New Curriculum (Clt) In Efl Countries: Attempts to introduce communicative language teaching (CLT) into EFL contexts on EFL countries own initiatives and through international aid projects have encouraged many innovations in L2 education. In general, such innovations have had a low degree of success (Brindley Hood, 1990), and implementing CLT worldwide has often faced difficulty (Anderson, 1993; Chick, 1996; Ellis, 1994, 1996; Gonzalez, 1985; Kirkpatrick, 1984; Sano, Takahashi, Yoneyama, 1984; Shamin, 1996; Ting, 1987; Valdes Jhones, 1991). Difficult as many EFL countries are still striving to introduce CLT hoping that it will improve their English teaching. Some researchers have strongly advocated the adoption of CLT in EFL countries and recognized the difficulties these countries face in adopting CLT (Li, 1984; Prabhu, 1987). Burnaby and Sun (1989) report that teachers in China found it difficult to use CLT. These difficulties include the context of the wider curriculum, traditional methods, class sizes and schedules, resources and equipment, the low status of teachers who teach communicative rather than analytical skills, and English teachers deficiencies in oral English and sociolinguistic and strategic competence. Andersons (1993) study of CLT in China reported such hurdles as a lack of properly trained teachers, a lack of appropriate texts and materials, students not being acclimatized to CLT, and difficulties in evaluating students taught by way of CLT. Sano et al. (1994) point out that the Japanese students they studied generally did not feel a pushing need to use English, so that the goal of communicative competence seemed too distant for them. All these difficulties seem to apply to Libyan context too. Karavas-Doukas (1995) gives a report in which the curriculum developers in Greece tried to implement the communicative approach to English teaching/learning using textbooks containing communicative components. However, Karavas-Doukas indicated that teachers lack of understanding of the methodological principles underlying the new materials was one of the impeding factors that finally let to the non-implementation of this innovation. The Greek teachers had changed to new materials, but they tended to implement the intended communicative activities as controlled grammar practice exercises and did not create the opportunities of real communication in their classroom. They did not realize the new role of teachers and students associated with the CLT approach, so they still acted as knowledge-transmitters, rather than facilitators (ibid.). Much research has been conducted discussing the communication problems encountered by Arab learners in most of the Arab countries; particularly in Libya. This fact has been clearly explained by many researchers, e. g. Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988), Wahba (1998), Saleh (2002) and Orafi (2008). The students in Jordan, for example, learn English in their home country where the native language is Arabic. The only way to learn English in Jordan is through formal instruction, i.e. in the classroom where language teachers are native speakers of Arabic. There are general screams about the extended degeneration of the standards of English proficiency of students among school teachers, university instructors and all who are involved with English language teaching. The results of the studies conducted in Jordan lead to the conclusion that the goals set by the Ministry of Education are desirous and have not yet been reached (Rababah, 2005:181). In Yamen, the situation is almost the same as in the other Arab countries. Abbad (1988) acknowledges the weakness of Yameni learners of English, and adds that â€Å"in spite of the low proficiency level in English of most applicants, they are accepted into the department.† This is what happens in most of the Arab university. English language departments accept high school graduates without understanding their proficiency level and whether or not they will be able to administrate a program of English studies. Therefore, Arab learners of English find it difficult to communicate freely in the target language. This may be due to the learning environment which some umpire to be inappropriate for learning a foreign language. This is obvious in Jordan where the formal language of communication is Arabic (Rababah, 2005:182). What happen with other countries can be applied on Libyan context, because the situation is almost the same. According to Saleh (2002) and Orafi (2008), although the new curriculum is introduced in Libya since 2000, the students in Libya still cannot communicate in English or express themselves. They cannot speak English freely inside and outside schools as well. Therefore, they cannot use English in real life situation. ELT In Libya: In the 1980s the focus of English language teaching in Libya was on grammar and reading comprehension. Lessons were characterized by oral drills, memorization of vocabulary, and reading aloud. Arabic was widely used in English lessons by teachers and students. During the late 1980s, as a result of political tensions between Libya and the West, the teaching of English was banned from schools and universities across the country. In the 1990s, this status changed to the positive and new curriculum was introduced in 2000 (Orafi, 2008: 244). The new curriculum recommends that †³English be used as much as possible by the teacher and students in the classroom, as the aim is for the students to communicate effectively and fluently with each other and to make talking in English a regular activity†³ (ibid:245). It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning. New classroom techniques and activities were needed, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required. The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying ideas, creativity, questioning is all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that (Orafi 2008). The teachers role is largely that of transmitting information in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of students. They are ruled by the demands of society, with its dependence on examination success for gaining access to over crowed and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life is largely absent (Al-Buseifi, 2003). Although improving the educational system is a priority for the education authorities in Libya, the educational programmes still suffer from shortages in facilities such as computers, laboratories, and information networks, a lack of qualified teachers, and the use of traditional methods of teaching (Khalifa, 2002). This could be due to the fact that the central focus is on increasing the quantity of schools and institutes rather than improving the quality of teaching and learning outcomes. The Situation In Libyan Secondary Schools According to Orafi (2008), ‘the main problem at present of education in Libya is the quality of education. The need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity education. In fact, this problem is not the problem of Libyan education only but is a problem common to many developing countries. Classrooms in Libyan secondary schools are regarded crowed. Most of classes are consisted of at least thirty students. Every student has his own seat from the beginning of the year to the end of it. It is difficult for teachers to go freely through the class. Also it is not easy to work in groups, and to deal with all the students. This problem has been discussed by Richards (1996:146) who states that; †¦the majority of large class teachers created, within their large class, a smaller class of students in the front only. They seemed happy to teach this ‘smaller class of students in the front and ignored the students at the back†¦ There is frequently not enough equipment and facilities at some schools (e.g. computers and laboratories). Classes are often large with an inadequate supply of teachers. ‘The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year (Orafi 2008:243). English Textbooks In Libyan Secondary Schools (3rd Year) The textbook comprises of; subject book, skills book and work book. The materials are organized into two semesters; 12 units per semester, with 22 lessons in each unit. The lessons are divided between the three student books as follows: subject book; 10 lessons per unit, skills book; 9 lessons per unit, and work book; 3 lessons per unit. Subject Book; the main purpose of this book is presenting information and related vocabulary. The main purpose of the reading and listening texts in the Subject Book is to impart knowledge about the subject concerned and present associated vocabulary. The final two lessons in the Subject Book present one or more pieces of writing. Skills Book; the main purpose of the Skills Book is presentation and practice in the four skills. Workbook; its purpose is written consolidation of grammar points from the Skills Book. Students are often referred back to the Skills Book to find examples or to check their answers. Occasionally, vocabulary items are also practiced in the Workbook, and there are sometimes pair work and role-play activities (Phillips et al 2002). Implementing innovation as organizational development: The concept of innovation as organizational development is well described in Markees two-in-one innovation: primary innovation and secondary innovation (1997). Markee relates the dimension of organizational development to ‘secondary innovations in contrast to ‘primary innovations, i.e. changes in teaching (and/or testing materials), methodological skills, and pedagogical vales (ibid: 53). In the dimension of primary innovations, innovation intending to introduce new materials, new teaching procedure, new teaching roles or technology, etc. will also involve changes in skills and values. Markee argues that primary innovations cannot be achieved without the implementation of secondary innovations. Markee exemplifies the notion of two-in-one innovations in a project conducted in an American university. This project not only introduced the task-based syllabus into classroom, but also implemented administrative and academic innovations for organizational development. For instan ce, by means of the development of communication channels (e.g. staff meetings, seminars, and orientations, etc.), participants at all levels obtained a complete understanding of the innovation. By means of the development of the teaching programs, teachers were well trained and became better informed. The outcomes showed that the administrative and academic development not only facilitated the implementation of the new syllabus, but also brought about organizational development. Development of the institutional change capacity is largely neglected due to ‘lack of awareness of the limitations of teacher and school administration or knowledge about how to implement the project (Pink 1989 in Fullan 1992). Through the process of organizational development, the implementers, including the management and teachers, focus on the processes and contents of change, learning to develop the capacity to implement change as organizational development. Only when the management and teachers a re assisted to build up their change capacity, is there an opportunity for ‘change as organizational development (Morrison 1998). 5. The curriculum innovation and the role of the teacher Rodgers in Richards (2001:104-105) discussing implementation of a communicative syllabus in Malaysia points out that: While the curriculum innovation has been failed in some places, it has been succeeded in others (i.e. Malaysia). In Malaysia the situation is different and the new curriculum has been managed to achieve its goal, because in Malaysia all the concern parts are shared in innovation (Richards 2001: 104-105). It is clear that these parts should be included in any decision for innovation. In Libya no one of these has taken part in the innovation, except the decision makers (Orafi 2008 :245). In England according to Woods and Jeffrey (2002:25) teachers have seen their role reduced to a list of â€Å"competencies and performativities†. This has produced teacher uncertainly as their role as professional has been reduced to that of a technician. In Libya, the teacher is often seen in similar terms, teachers in Libya do not usually influence curriculum change; it is the responsibility of the government to do so. Teachers must merely understand the requirement of students, know the syllab us, and be able to use appropriate teaching methods. Another important responsibility of the teacher is to help students to process new material in meaningful ways in order to encourage its storage in long-term memory in such a way that it is understood and is related to previous knowledge. However, the aim is that the learner makes sense of life and can use and apply knowledge in meaningful ways (Hussein, 2006). Orafi (2008) investigated teachers practices and beliefs in relation to curriculum innovations in English language teaching in Libya. The study was conducted with five Libyan secondary school teachers using classroom observation and interviews. He concluded that there was a mismatch between the teachers practice in the classroom and the principles of the curriculum because of the influence of their beliefs. 6. Methods of teaching EFL in Libyan secondary schools English is taught with the sole aim of passing exams and moving to the next stage. The learning process is largely viewed as mechanical habit formation. That is, the teaching process is dominated by teacher questions, the selection of students to respond, and the demonstration of examples on the board for students to imitate and repeat chorally. Some Libyan teachers still doubt the value of communicative activities because they believe that vocabulary and grammar rules must be the starting point in learning any foreign language, unlike when acquiring a first language. They think that students should be provided with large amounts of vocabulary and grammar rules to be memorized, and then they can start thinking of introducing various activities to practice the language (Al-Buseifi, 2003). These beliefs reflect their practice in class, where traditional methods of teaching such as the grammar translation method and the audio-lingual method are dominant (Orafi, 2008). Because the new cu rriculum is based on the CLT, I should turn to give sight on the CLT approach: 7. Communicative Language Teaching Communicative Language Teaching has had a major influence on language curriculum development. First, curriculum development has become much more complex. Whereas twenty or thirty years ago, the point of departure for curriculum development tended to be restricted to the identification of the learners current level of proficiency, with the development of communicative language teaching and the insight that curricula should reflect learners communicative needs and learning preferences. (Nunan 1996:20) Communication between student and student influences many ways. It can enhance or hinder learning. Students learn from communication through discussion or by talking about tasks. Communication can take place between a teacher and students. Therefore, appropriate communication skills are required, by keeping in mind the sensitivity to students, their level of understanding and judgement (Dillon and Maguire in Sussan 2005:105). What Is Communicative Language Teaching? CLT has been defined by Canale and Swain (1980:33) who point that: With respect to teaching methodology, it is crucial that classroom activities reflect, in the most optimally direct manner, those communication activities that the learner is most likely to engage in†¦ Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine communication such as its basis in social interaction, the relative creativity and unpredictability of utterances, its purposefulness and goal-orientation, and its authenticity. Communicative language teaching (CLT) is typically seen as an approach to language teaching (Richards and Rodgers2001). It is based on the theory that the main purpose of language use is communication. With the aim of developing learners communicative competence (Hymes 1971). In other words, its goal is to make use of real-life situations that requires communication. What Is Communicative Competence? Communicative competence is defined as the capability to discuss and command apposite social behaviours, and it needs the active commitment of the learner in the construction of the target language (Canale and Swain 1980; Celce-Murcia et al 1995; Hymes 1972). Four dimensions of communicative competence are recognized; the knowledge of grammar and vocabulary (Linguistic competence); the capability to say the apposite thing in a confident social situation (sociolinguistic competence); the capability to begin, insert, add to, and extent a conversation, and the capability to do this in a regular and logical manner (discourse competence); the capability to communicate effectively and recover difficulties caused by communication collapse (strategic competence) (Richards and Rodgers 2001:160). Terms usually used to point to aspects of CLT contain ‘process oriented, ‘task-based, ‘group work and discussion and ‘learner-centred teaching. Communicative Language Teaching points to both processes and goals in classroom learning (Savignon, 2002:162). Berns (1990:104) states that in CLT; Language teaching is based on a view of language as communication, that is, language is seen as a social tool which speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. Obviously we can notice that CLT can be seen as a way of teaching in which the application of communicative activities and the foreign language attempts to advance students competence of knowing and sharing different knowledge. It centres on the aspect that learning is assisted in a purposeful, real situation where activities are achieved with the teachers directions. The definitions also hint that in order to carry out CLT successfully particularly in the EFL context; we are as EFL teachers need to improve our communicative competence, and need to have knowledge about the culture of the foreign language in order to teach the students. Our English proficiency, beliefs, attitudes will affect the implementation of CLT. Background Of CLT Communicative language teaching came into existence in the 1970s as a result of Hymes (1972), the work of the Council of Europe (Halliday 1975, the writings of Wilkins 1972, 1976, and Van EK Alexander (1980). Wilkinss document (1975) where he defined notions i.e. concepts such as time and place, and communicative functions such as requesting or apologizing, which was developed into the book National Syllabuses (Wilkins, 1976), influenced the development of CLT (see Mitchell, 1994; Richards and Rodgers, 2001; Howatt and Widdowson, 2004). CLTs roots can ultimately be traced back to Chomskys criticism of structural linguistic theory (1966). Chomskys ideas about linguistic competence, the innate knowledge of the linguistic system of the language, called Audio Lingual Method (ALM) into question based on the idea that lea

Nick Carraway as Narrator of F. Scott Fitzgerald’s The Great Gatsby Ess

The Role of Nick Carraway as Narrator of The Great Gatsby      Ã‚  In The Great Gatsby F. Scott Fitzgerald presents a specific portrait of American society during the roaring twenties and tells the story of a man who rises from the gutter to great riches. This man, Jay Gatsby, does not realize that his new wealth cannot give him the privileges of class and status. Nick Carraway who is from a prominent mid-western family tells the story. Nick presents himself as a reliable narrator, when actually several events in the novel prove he is an unreliable narrator. Although Nick Carraway may be an unreliable narrator, he is the best narrator for the novel because he creates the correct effect.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nick Carraway wants the reader to think his upbringing gave him the moral character to observe others and not pass judgment on them. If this were true he would be a reliable narrator. A hint to Nick's true moral character is given on the first page of the novel when he misunderstands his father's advice. His father said, "Whenever you feel like criticizing anyone just remember that all the people in this world haven't had the advantages you've had." Clearly his father was telling him of the importance of not criticizing others, but Nick interprets this as a judgment on others (Donaldson 131). This shows how Nick's upbringing has actually made him a judgmental snob toward others. He is not partial; he judges and condemns nearly every character in the novel. He says Tom Buchanan has "Straw hair, a hard mouth, a supercilious manner, and a cruel body with which he pushes people around." Daisy Buchanan is described as insincere and snobbishly t hinks she "has been everywhere, and seen everything and done everything." Myrtle Wilson is sai... ...ich distorts everything. Nick is partial to Jay Gatsby because Gatsby has the guts to chase after his dreams. Gatsby represents the American dream; he rose up from the gutter to fabulous wealth and gets the chance to pursue the girl he loves.   He will never be able to have her though because he does not have the same class or status as Daisy.    Works Cited Daley, Linda. The Great Gatsby Website. 16 July 2000.  Ã‚   <http://www.geocities.com/andrew_dilling/ Donaldson, Scott. "Fresh Approaches." Critical Essays on F. Scott Fitzgerald's The Great Gatsby.   New York: G.K. Hall and Co. 1984. 131-32. Fitzgerald, F. Scott. The Great Gatsby.  Ã‚   New York: Simon and Schuster, 1992. 34. Taylor, Douglas. " Using a Dramatic Narrator to Present a Bifocal View." Readings on The Great Gatsby. Ed. Katie de Koster. San Diego: The Greenhaven Press, 1998. 147 - 51.

Rumors Essay -- essays research papers

Rumor   Ã‚  Ã‚  Ã‚  Ã‚  Rumors can be passed easily and are spread on an everyday basis. A rumor is like gossip; some of it true or untrue, and it is passed around by word of mouth. Most rumors start off being true, then when it is being passed from one person to the other, it starts becoming untrue because some people forget details, add new information in, or just change the whole story around. In the rumor experiment conducted in class, a story was told to one person out of four. The first person had to repeat the same story to the next person who of course was waiting outside of the classroom, until it got to the fourth person. The story that the fourth person ended up with was extremely dissimilar from what was initially told to the first person. This is a prime example of how rumors change while they are being said from one person to the other.   Ã‚  Ã‚  Ã‚  Ã‚  There were two rumors in the experiment conducted for the rumor assignment. Both rumors were very different in context but both proved the same thing in the end. Rumor number one was first told to the first individual who was standing outside of the classroom with three other students. Person one listened as the professor said the rumor, and then they had to remember it, and tell the next person (person two) outside the classroom this rumor. The central theme of rumor one was there were two men on the subway who started arguing while many people watched near by.   Ã‚  Ã‚   ...