Research Proposal Essay Example | Topics and Well Written Essays - 2500 words

Research Proposal - Essay Example However there is still uncertainty as to whether the healthcare providers feel comfortable using the electronic medical records (EMRs). Their perceptions and attitudes as concerns the use EMRs are unknown and therefore also difficult to know whether they are adapting to the transition or not. There are very few studies if any on these issues of perceptions and adoption. THEORETICAL FRAMEWORK LOSCIN’S TECHNOLOGICAL COMPETENCE MODEL Locsin’s model of technological competency as caring in nursing is a model that specifically integrates who nurses are as professional, with the modern technology they encounter at their work places. Locsin’s central premise is that the competent use of technology demonstrates caring in nursing. Since the contemporary nursing is believed to be a call to practice in a technologically mediated profession (Casterline 2006). The ultimate purpose of the technological competency in nursing is to acknowledge that wholeness of persons is a focu s of nursing and that various technological means can and should be used in nursing in order for nursing to realize wholeness of person more fully (Locsin & Purnell 2009). ... The theory is highly linked to the various statements of the research questions. The theory as applied to the use of EMR’s, health care providers can show they care about their clients or patients through the use of the EMRs to better synthesize the important health information about their patients. For example the nurse’s knowledge of the person as a whole human being improves the nursing process and ultimately patient care. Therefore through great organization and efficiency of the EMRs the nurse is able to use this t his or her advantage to know the patients more completely and thus provide quality care. The theory is linked to attitudes and perceptions such that if the health care providers perceive the EMR’s positively it will lead to â€Å"knowing† of the patient as a â€Å"whole† and this is important in improving health care delivery. If they know the patients and feel that the use of EMRs is good it means that they will easily adopt it for their continued use and in so doing improve patient health. RESEARCH QUESTIONS The research aims to answer the question: What are the attitudes and perceptions of health care providers as concerns the use of electronic record keeping in medical practice? A qualitative research is a kind of systematic empirical inquiry into meaning. This is because the research is ordered or planned, following specific rules that are defined by members of a given community. The research is grounded in the world of experiences that members of a given community have gone through. The research therefore intends to find out what people make sense of these experiences (Yin 2011). Therefore qualitative research involves a qualitative and

International Business Strategy in HR of the Chinese MNCs Dissertation

International Business Strategy in HR of the Chinese MNCs - Dissertation Example As the discussion stresses the MNCs have started dominating the world market and how they manage their personnel on an international scale is considered critical to the success of globalizing strategies. When firms operate across boundaries the organizational culture is secondary to the national culture.From this paper it is clear that most studies in international business focus on the success and failures of MNCs from developed countries in developing and emerging economies. However, in recent times MNCs from emerging economies such as India and China have also been making entry into developed as well as developing nations. The theories of internationalization are based on the MNCs from developed countries. These may not applicable to MNCs from emerging economies as they lack the expertise in best practices. They particularly face issues in HR management due to lack knowledge of cultural integration. This is because the MNCs from emerging markets come from a national, cultural and institutional background that differs from the developed country MNCs. This gives rise to the importance of understanding the cultural context and its contribution in the success and failure of the emerging MNCs.  Since the Chinese MNCs have been venturing overseas with the support of the government, it has been considered essential to evaluate how national cultures can make an impact on the HRM practices. Bunchapattanasakda and Wong (2011) contend that nations with comparative advantage would tend to transfer their home practices to their overseas subsidiaries but those with low comparative advantages may be forced to adopt the overseas practices. Several MNCs in Europe and the US were taken over by Chinese companies such as China Mobile and TCL but they failed to operate the takeovers successfully (Cao & Forrest, 2011). The main reason cited has been the lack of experience to handle the organization due to language and cultural barriers. The Chinese MNCs could not win the suppor t of the stakeholders due to limited global visibility. Networking and guanxi, typical of Chinese culture, did not appear to work in western business environments. Fan, Nyland and Zhu (2009) suggest evaluating the factors that drive the Chinese MNCs to integrate their operations globally. One of the main causes of failures that have emerged is the lack of knowledge in managing human resources by the Chinese managers. Xhang (2003)

Disabled People and the Rights to Social Citizenship Essay

Disabled People and the Rights to Social Citizenship - Essay Example The British government has proffered different definitions of a citizen as components of the various solutions proposed in respect of the extent social, economic and political problems and these solutions have affected the rights of individuals (Young, 1985). The Conservative government under John Major introduced a Citizen’s Charter in order to subject public services to market forces. Accordingly, citizens obtained the right to choose. This development in conjunction with privatization was considered to be the panacea for the ills of the inefficient public services. Citizenship can be perceived either by the individualist approach in which the nature of citizenship is determined by individual choice or the structuralist approach in which the determining factors are social and economic in nature. Further, â€Å"Choice-based theories are exemplified in their purest form by economics†¦. In this world, individuals seek to maximize their utility by obtaining the highest ret urn at the minimum cost from any course of action which they undertake† (Pattie, Seyd, and Whiteley, 2004, pp 138-139).Consequently, â€Å"Citizenship is a status bestowed on those who are full members of a community. [and who] †¦are equal with respect to the rights and duties with which the status is endowed† (Marshall, 1950, p. 28). These rights are of three kinds civil, political or social. The Civil rights are, â€Å"liberty of the person, freedom of speech, thought and faith, the right to own property and to conclude valid contracts, and the right to justice† (Marshall, 1950, p. 10). Political rights comprise of â€Å"the right to participate in the exercise of political power† and social rights are â€Å"the whole range from the right to a modicum of economic welfare and security to the right to share to the full in the social heritage.

The Kite Runner Essay Example for Free

The Kite Runner Essay When one makes the transition from child to adult, they must make the decision to either adopt the traits they have developed, or to see fault and change the problems before the time to do so has past. It takes strength to use the positive traits one possesses, and it takes even more strength to assess the negative traits and emancipate the positive ones. Alan Alda (American actor) once said that â€Å"You have to leave the city of your comfort and go into the wilderness of your intuition. What youll discover will be wonderful. What youll discover is yourself. † Before death, a person needs to break their boundaries, and find the security of knowing their identity, otherwise one could go through an entire life, learning all they could about life; but forgetting all about their self. Another key factor influencing our personality is our environment. A society constantly changing for the worse is no place for a person to grow or reside. In Khaled Hosseini’s â€Å"the Kite Runner†, Afghanistan is a place of ethnic differentiation, civil war and darkness. Amir, Baba, and Hassan’s identities, are all examples of different ways a person’s personality and conscience could develop in this oppressive time in Afghanistan’s history. Amir finds peace in who he is through great mental anguish and dangerous decisions, Baba’s weak traits are discovered, and Hassan manages to preserve his Good Samaritan lifestyle whilst fighting off the turmoil’s of being a Hazara boy. The Kite Runner focuses mainly on the themes of identity and self-actualization. Amir from the beginning of the novel was never perfect in the eyes of his father, Baba. During Rahim Khans visit early in the story, Amir overhears Baba speaking about how Amir is weak and disappointing, that â€Å"a boy who cannot stand up for himself becomes a man who cannot stand up for anything. †(24) This is an important quote, because it first introduces Amir’s most dominant trait through his childhood, his cowardice. Baba’s reluctance to praise Amir stems from Baba’s disbelief in his courage. Amir quite often was defended by Hassan in times of trouble, whether the cause was Assef or not. Then when it was Hassan who was in need, Amir was over shrouded by his fear. Amir had felt guilt until his arrival in Pakistan. â€Å"â€Å"That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years. † (1) Amir made the decision to save Sohrab from the Taliban (Assef) was the moment in his life, where he finally felt at peace. Saving Sohrab was his way of gaining up the courage to save Hassan. After the rescue of Sohrab, Amir’s conscience had cleared and he could finally live his life. Amir’s passion for literature was another example of his self-actualization. He would always read to Hassan, due to Hassan’s illiteracy. Amir wished in the future to pursue a degree in English, but this idea was hastily dismissed by Baba and Amir began growing to a man with even less confidence. Amir pondered the thoughts of his father resenting him, which at a young age is a terrible burden for him to hold. The evidence of this hate was displayed in Amir’s face, and as a young child, he is not intelligent enough to realize his father’s love, and it bothered him greatly. Rahim Khan seemed to be the only adult in Amir’s life who supported the idea of his future in literature. He would read, and show great interest in Amir’s story’s; as well as instill hope in Amir with positive feedback. Rahim Khan was the spark that ignited the ever burning flame of Amir’s literary passion. To the reader early on, Baba is the epitome of a man. He is introduced as a man that will stand up for his loved ones, whether it’s a life or death situation. He speaks of Amir like he has no courage whatsoever, which gives the reader some idea of how much Baba values doing the right thing. When Baba and Amir flee Kabul, Baba risks his life to prevent the rape of a woman he doesn’t even know. This drastic act of courage and compassion for his fellow man is inspiring and sets the moral bar for Baba very high. When Amir arrives in Pakistan, he is distraught at the news he hears from Rahim Khan regarding Hassan being his half-brother and Baba’s son. Amir now knows, that the pain he felt from Baba’s resentment was purely a byproduct of the pain Baba feels about Hassan. Baba’s character takes a moral blow in the view of the reader, and to many it never recovers. After hearing of the news, Amir’s betrayal of Hassan is now very reminiscent of his father’s; showing more similarity between them than known before. Amir now knows, Baba’s resentment, was him showing he is too weak to be known as the man who slept with a Hazara. Baba tells Amir in chapter 3 that â€Å"there is only one sin, only one. And that is theft. Every other sin is a variation of theft. †(19) it’s ironic that Baba says this because he stole Ali’s honor, Amir’s right to a brother, and Hassan’s identity. While all the drastic self-realization of the characters was taking place, Hassan, managed to keep his same and ideal identity. Hassan was righteous and strong, the ideal symbol of the Muslim Religion and every other; to be pure and good. Amir’s resentment towards Hassan after his rape by Assef did not faze Hassan a bit. Hassan was almost too pure to feel any remorse towards Amir, they grew up together, and Amir was his best friend. Even after Amir had lied to Baba to expel Ali and Hassan from their home, Hassan felt no different towards them. He cared for their home while they resided in America; he even stayed in his and Ali’s same hut rather than the house to show respect. His loyalties to Amir and Baba stayed faithful until his death in the very home that he was practically raised in. He said he was caring for it for a friend, and the Taliban called him a liar like all Hazara’s, and killed him in the streets, as well as his wife. Amir might have made different choices in his life had he not plotted to make Hassan and Ali leave, but amidst the cowardice shown by both Amir and Baba, appeared a boy with the morals of an angel. No one can live life without realizing their true identity, and as the story ends; the characters take with them new traits, good or bad. Amir realizes his purpose in life, and he saved a life in the process of discovery of his own identity. Baba is reviled to be similar to a great dam with a crack, viewed as great and powerful, but in turn; the final view of him is weaker than the original opinion of the reader. Hassan through turmoil, conflict, and resentment, stayed true to himself and stayed loyal till his death. One could learn all there is to know, but without knowing their true identity, it is a life not lived.

The Influence Of Tests On Teaching Backwash

The Influence Of Tests On Teaching Backwash In the field of foreign language teaching and learning, there are two kinds of opposed views about the relationship between the language testing and the language teaching. One side is that the language testing should be known as the supplementary means for the language teaching. According to Davies (1968: 5), the good test should follow and ape the teaching. This is a point of controversy to most of researchers and teachers. The other side asserts that the relationship between teaching and testing is should regarded as partnership among each other. (Hughes, 2003: 3) That is commonly accepted among many scholars and teachers. Moreover, the language test is expected to support the good teaching and can be used as the corrective reflection and direction to the bad teaching. Furthermore, the influence of testing on teaching and learning is defined as backwash which can be either beneficial or harmful. (Hughes, 2003) Although, the test can impact the teaching on several aspects such as: c urriculum, materials, teaching method and content, attitude and behavior, and learning (Alderson Wall, 1993), the existence and the nature of the influence would be affected some elements such as: the teacher, the school, the test itself. (Spratt, 2005; Alderson Wall, 1993) Therefore, In addition, the existence and the nature of the backwash will be different in various teaching and testing context as well. (Alderson Wall, 1993) In the first part I show the complicated phenomenon of the language testing backwash in the language teaching generally. Specifically, there is a very close connection between the College English Test ¼Ã‹â€ CET ¼Ã¢â‚¬ °and college English teaching in China. (Gu, 2005; Li, 2009; Ceng, 1999; Shao, 2003) The CET is proved that it is an effective means of measurement for its result can accurately reflect the College English teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) With a great number of elements which can affect the CET and the college English teaching and learning, in second part of this essay I discuss the existence and the nature of the CET backwash. However, there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. In the last part of this essay, I will give some suggestion how to promote the beneficial backwash of the CET with the theory of foreign language acquisition. The influence of tests on teaching- backwash 1.1 Definition of Backwash The influence of testing on teaching and learning which can be either beneficial or harmful is defined as backwash (it is known as washback as well). (Bailey, 1996: 259; Buck, 1988: 17; Hughes, 2003: 1). According to Taylor (2005), the backwash of tests has affected on numerous aspects of educational processes for a long time. It could believe that language tests backwash has been influencing on language teaching and learning constantly. As Hughes (2003:1) points that the test which is regarded as a significant one could command all relative teaching and learning activities. Specifically, the term backwash has been regarded as the way in which tests influence on teaching such as: designs of curriculum, choices of teaching materials, and conductions of classes. (Hughes, 2003:2) Therefore, the testing is playing an important role in what is taught in teaching context and how it is underway. However, the backwash of language tests would be regarded as either positive or negative. When the testing exerts the beneficial influence on language teaching, it could enhance the good teachings and reflect the bad teaching correctively as well. And the testing can play the role in language teaching as a partner of that process, which is perceived as an accurate relationship between teaching and testing. (Hughes, 2003:2) Otherwise, when a tests content and testing techniques are aimed to assess the restricted language ability only such as some tests doesnt test learners necessary language abilities (listening, speaking, writing and reading) directly, it would exert the harmful influence on language teaching. (Hughes, 2003; Taylor, 2005). The negative backwash would mislead teachers and learners to concentrate on doing what is regarded as unnecessary for achieving high score, and narrow the teaching/learning context as well. (Alderson Wall, 1993; Taylor, 2005) Although language tes ts play a decisive role in language teaching and learning, the influence of them may show different results in different teaching and testing situation. 1.2 Factors influenced by the backwash The result of studies shows the backwash for several views of language teaching in classroom to a certain extent, such as: curriculum, materials, teaching method and content, attitude and behavior, and learning. (Spratt, 2005; Cheng, 1997) In the view of the curriculum, tests are always regarded as one of references for the change of curriculums. (Pearson, 1988) In addition, Alderson (1986) agrees that the innovation of language testing is considered as an influential factor which can cause the innovation of language curriculum. However, Vernon (1956) emphasizes that some teachers always overlook parts of curriculum which couldnt conduce to raise scores of tests directly for they concentrate on training test excessively. Besides the testing, there are many other factors such as the nature of course, the class size, stakes of tests, and schools could affect curriculum as well. (Alderson Wall, 1993; Lam, 1994; Lyon, 1996; Read Hayes, 2003; Watanabe, 1996) Therefore, it can conclude that in various teaching and testing situation, the backwash for the curriculum will show in different ways, and backwash may not exist in some situations at all yet. (Spratt, 2005) The aspect of backwash for teaching materials, many researches point that the revision of language testing can cause the innovation of language teaching materials usage as well. (Alderson Lyons, 1996; Watanabe, 2000) In addition, some studies point that when the language test gets closer the backwash for the selection of language teaching materials is greater. (Alderson Wall, 1993; Lumley Stoneman, 2000; Alderson Lyons, 1996) Besides, we cant neglect that the aim of choosing and using some teaching materials is to improve relevant language abilities and some is to enhance testing techniques merely. (Spratt, 2005) Consequently, tests can impact the usage of teaching materials, but is not the main factor to determine it. For the view of teaching methods and content, Spratt (2005) sports that tests especially high-stakes tests can affect the implementation of teaching activities and the choosing of teaching contents. For example, the study of TOEFL from Alderson and Lyons (1996) indicates that teachers teaching techniques and classroom activities have a great many difference between TOEFL and non- TOEFL classes. Moreover, high-stakes tests would let teachers to spend lots of class time in simulating tasks of tests or promoting techniques and strategies of tests. (Shohamy, 1996) However, some researches find that some teachers believes students efficient language skills play the most important role in passing language tests. (Watanabe, 2000) Therefore, it could conclude that testing is not the only factor to lead the variety of teaching methods which is related to the diversity of teachers and teaching contexts as well. In the aspects of attitude and behavior, Pearson (1988) points that testing has impacts which are both in positive and negative side on attitudes, behavior, and motivation among teachers, students, and parents. For instance, students always recognize that tests let them study hard for achieving high scores, however they also worried about testing cannot reflect their all learning aspects accurately. (Cheng, 1998) Furthermore, some teachers think that testing is a proper way to ensure whether aims of syllabus have been achieved. (Morris, 1972) Nevertheless, testing always soaks students, teachers, and parents in the atmosphere of anxiety and fear, as all of them worried about the result of tests. (Shohamy, 1996) Under this kind of pressure, students couldnt play their normal level; at the same time teachers would do whatever can help their students to achieve higher scores. (Alderson Wall, 1993; Spratt, 2005) The connotation for considering the backwash for learning is to discuss whether language testing can make students learn more and better. (Wall, 2000) Studies with mentioning students learning strategies and performance point that in the particular testing context students test scores would have at least ten percent improvements through several months of related conduction for testing preparation. However, we are not sure whether these finding can be applied to other learning and testing context. (Smith, 1991) Moreover, Andrew (2002) emphasize that after preparing the oral part of language tests some students just could achieve testing strategies and learn formulaic expression by rote but couldnt interact meaningfully or appropriately yet. 1.3 Factors affect the backwash The teacher, the school and the exam itself are known as the influential elements which can affect the occurrence and the nature of the backwash. (Spratt, 2005; Alderson Wall, 1993) Above all, the most important factor which can affect the backwash is the teacher. Specifically, all of teachers belief about teaching and testing, teachers attitudes towards the test, teachers educational level and experience, and teachers own personality will impact whether backwash exists and it is beneficial or harmful. (Smith, 1991; Alderson Wall, 1993; Alderson Lyons, 1996; Watanabe, 1996; Shohamy, 1996, Spratt, 2005) Moreover, the size of school, the education philosophy of school, and the attitude towards tests of schools administrator are regarded as the factors which can influence the backwash. (Watanabe, 2000; Smith, 1991; Read Hayes, 2003) According to Alderson and Wall (1993), schools can curb the appearance of the backwash and affect its nature even for communicative tests. In addition, test itself would be able to impact the existence and the quality of backwash. (Spratt, 2005; Alderson Wall, 1993) Morrow (1986) asserts that the language test which can measure candidates ability of language application can be considered as a qualified test with powerful and beneficial backwash. In summary, language testing can exert influence on language teaching and learning indeed, but it will present as either positive or negative. As the backwash can impact lots of aspects of language teaching and learning process; the existence, the nature, and the deep of it must be diverse in different views. Moreover, the backwash is also affected by some elements, so its nature must be independent in different teaching or testing context neither. Therefore, the backwash will be shown in extremely different states in different teaching and testing context. Even though in a particular situation, each aspect of the backwash must be different neither. 2. The backwash for College English Test (CET) in college English teaching across China 2.1 Introduction of CET in China The College English Test (CET) is a national unified test which is sponsored by High Education Department of the Minister of Education of China and administrated by The National College English Testing Committee. (CET Testing Committee) After completing the English foundation course in the second school year, all of university students across China are permitted to participate in this test. (Yang, 2000) There is national wide range of stakeholders (teachers, students, and administrators) involved in this test. In other words, the CET can be regarded as a high-stakes test. Besides, it is proved that the CET is an effective means of measurement for its result can accurately reflect the CE teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) As the high status and reputation of this test, passing the CET-4 is regarded as a qualification to obtain the B.A degree among the majority of Chinese universities. Therefore, there is an extremely close relationship between the CET and the College English teaching and learning indeed. Furthermore, the results of many researches show that the CET can exert beneficial washback on The CE teaching and learning. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, the execution of College English Teaching Syllabus has been promoted in CE teaching and learning by the CET. (Gu, 2005) However, there is harmful influence on CE teaching and learning from the implementation of CET as well. (Li, 2009; Gu, 2005; Shao, 2003) Excessive using of coaching materials makes classroom teaching be confined for preparing the test, which results textbooks cant be completed ideally. (Gu, 2005) The washback of CET on CE teaching and learning is either positive or negative and will be discussed specifically as follows. 2.2 The positive backwash of the CET We have discussed that the teacher, the school, and the test itself are the main elements which can affect the existence and the nature of washback on language teaching and learning above. Practically, as the CET is a high-stakes test, it makes all of administrators, teachers, and students to think highly of it. (Hughes, 2003) Moreover, one of the CETs aims is to promote the implementation of College English Curriculum Requirements in College English teaching and learning. (CET Testing Committee) In other words, to think highly of the CET among participants could be seem as to attach importance to College English teaching and learning. Therefore, one of the positive wahback of the CET is that it can guarantee the basic stage of implementation of college classroom English teaching. Moreover, according to the validation study of the CET (Yang Weir, 1998) shows that the CET is a highly reliable and valid test with rational design and can measure non-English majors English proficiency exactly and objectively at the tertiary level across China. So it can guarantee that the CET can provide the sensible feedback to assist college English teachers and students to promote their teaching and learning. The most important factor to warrant the positive washback is the design of question forms. (Gu, 2005; Li, 2009) Specifically, in order to fully reflect the importance of listening ability, the part of listening comprehension occupies a considerable proportion in the CET. Besides, the question forms contain not only the objective choice but also the subjective dictation with relatively diversity. Moreover, the selection of subject includes both narrative passages and dialogues with strong practicability. As reading is one of the main resources to achieve the information for people, training reading ability play a significant important role in college English teaching requirements. For meeting this demand, the CET has appreciable amount of reading tests with rational question form design. All of the selected reading texts are in the form of discourse. For the great percentage of listening and reading in CET, both teachers and students think highly of promoting these two kinds of abili ties actively. Furthermore, as the productivity and practicability of these parts of tasks, teachers pay more attention to use of authentic teaching materials. (Gu, 2005; Shao, 2003) By this way, students applied language abilities can be developed essentially. Gradually, with the abilities development, students confidence and interesting on learning English has been enhanced as finding themselves can read original English discourse and understand English radio and TV programs days after days. Therefore, the other positive washback of the CET is that it can innovate college English teaching and promote college teaching and learning level across China. Tests of writing and speaking are the most important means to measure whether students have the ability of language application (Hughes, 2003). As the writing part in the CET, it sets the tasks and selects the samples as expression of attitude and information with all students familiar topic to evaluate students communicative applied ability in written English. (Gu, 2005; Shao, 2003) It guides a clear direction for teachers teaching and students learning so that they can understand the centre of college English teaching and learning of non-English major has converted from knowledge of language to language itself. In other word, this kind of washback makes both teachers and students pay more attention on training of language application. For the speaking test of CET is optional, which means a student must get an exact higher score in the written part of the CET (more than 560 points in the CET-4 and more than 530 in the CET-6) who can be permitted to participate in the oral part of th e CET. (Li, 2009; Gu, 2005; Shao, 2003) In order to achieve the opportunity to take part in speaking test, most of students eager to get the highest possible scores in written part. At the same time, it motivates students study hard. As it is regarded as extrinsic motivation which is not as good as the intrinsic one but is better than nothing. (Alderson Wall, 1993) With achieving higher scores, students integrated language abilities have been improved efficiently. Above all, the part of speaking of the CET exerts the beneficial washback on college English teaching and learning as they enhance the initiative of students. 2.3 The negative washback of the CET However, as the students performance of the CET is an important symbol of English teaching quality in each college and also the focus of competition among them in China, the results of the CET are given undue importance. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, in the fourth semester teachers just use the CET-oriented materials completely such as various simulated tests and the former CET papers to prepare the CET which is coming in June without any active classroom activity among students. They believe that test-oriented materials can help students to familiarize the test format and train their time management skill so that enhance the passing rate. (Gu, 2005) Using them as teaching materials in classrooms is inappropriate, as the CET is just the measurement not the purpose of college English teaching. Therefore, on the aspect of English teaching time distribution, there has been a phenomenon that the regular teaching time has been compressed and the curriculum has been distor ted among a great many of universities. Moreover, as the part of speaking in the CET is still optional until now, it must let teachers and students neglect to promote the oral ability during the period of test preparation. In this teaching environment, students are forced to face a lot of papers practice and the inevitable appearance of students dummy English have become increasingly unusual. Finally, students integrated applied abilities haven been promoted adequately with the lack of productive language skills training. Moreover, the score and the certificate have the considerable influence on opportunity of students future learning and job. (Li, 2009; Gu, 2005; Shao, 2003) It potentially makes some students regard achieving the CET Certificate as their final goal of learning English during their undergraduate study period. Consequently, after passing the CET, lots of non-English major students dont attach importance on English learning any more with this shallow attitude. Therefore, the CET cant motivate students to learn English intrinsically. On the aspect of test itself, it restricts students real language ability and interactive language ability. According to Krashen (1982), the most effective way for people to acquire language is achieving comprehensible input. Only this kind of language input which is slightly higher than learners current level can help learners obtain the better learning effect. As excessive emphasis on the initiative of the CET, the objectivity and impartiality of the score, the stability of the test level, the most of question forms of the CET are the multiple choices. (Li, 2002) Hence, students stray from the right path of learning English with the neglect of the cultivation about real language input and communicative ability training to concentrate on grammar, lexical analysis, testing skills unduly. In summary, the CET itself does exert the certain influence on the college English teaching in China. However, the research (Gu, 2005) shows that some schools and some classes which use textbooks and other teaching materials creatively have the better performance and higher scores in the CET. Therefore, the effects of the CET are much less than other elements such as the attitudes of schools, teachers, and students towards the CET; teachers teaching level; teachers academic level; teaching methods; and students initiative. The CET is just a very small part of the whole college English teaching system. Besides, as there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. Promote the beneficial washback of the CET As there is a close relationship between the CET and the college English teaching indeed, the CET not only can but also should exert beneficial backwash on college English teaching. Therefore, we attempt to find out the way how we can achieve as more backwash as possible. The possible suggestion will be argued as follows: Aim to college teaching syllabi, adopt a large number of direct language testing Direct language testing means testing communicative language skills directly with using as many authentic texts and tasks as possible. (Hughes, 2003) Using direct language testing can measure students skills what we would like to foster efficiently and promote the implementation of related practice for those skills sufficiently during the regular teaching time. (Bachman, 2000) Therefore, in the CET using a great many direct language testing so that test whether students have the effective communicative language ability in the certain context. In this way, we would be able to encourage students to practice those interactive language skills as much as possible. Consequently, we can obtain the beneficial backwash from the CET to college English teaching in China as figure 1 shows. Sample tasks of writing test as much authentically and practicably as possible Adding numerous authentic and practicable tasks in writing test can promote the unpredictable of the CET. In addition, the creativity of teaching and learning can be developed rather than concentrate on what they can predict. (Hughes, 2003) Consequently, students expression ability in written English can be promoted exactly. 3.3 Give the same importance to speaking test as others Change the part of speaking in the CET to be compulsory rather than optional. Some research shows that Chinese college students oral ability is the weakest one among others. (Ceng, 1999) According to that, promoting their oral ability must be enforced. Testing the abilities which you want to incent can achieve the beneficial backwash of test sufficiently. (Hughes, 2003) Therefore, adding the oral part in the whole CET compulsorily can motivate teachers and students to promote this skill consciously. 3.4 Provide assistance to teachers in order to adapt the new test pattern Introduction of a new pattern of the test may lead many teachers feel they dont adapt it. (Hughes, 2003) Transfer the CET from grammar and vocabulary oriented to be more communicative would make a large number of teachers feel they are not familiar to enhance students communicative skills. Therefore, essential training and assistance for teachers could avoid imbalance and chaos to support the help to teaching. 3.5 Reduce the status of the CET The figure 2 shows the relationship between the CET and the college English teaching and learning currently. Therefore, if make the provision that is changing the CET from the compulsive test to be the optional test during undergraduate study. Besides, abolish all unreasonable regulations which stipulate CET certificate is one of qualifications to obtain the B.A degree. This is the basic condition to reform college English teaching with getting rid of test-oriented education. We could achieve the positive backwash of the CET to establish more harmonious relationship (which is shown in figure 3) between the CET and the college English teaching in China. To summarize, the innovation of the CET to be more communicative, more practicable, more productive would be able to promote the beneficial backwash of it to influence college English teaching across China energetically. Conclusion The present essay has discussed the relationship between the language testing and language teaching and learning from generally to specifically. The effect of the language testing is defined as backwash to impact several views of language teaching and learning. In a certain teaching and testing context, the backwash of CET has been known as to affect the implementation of the college English teaching curriculum; the using teaching materials; the teaching method and content; the administers, the teachers, and the students attitudes towards college English teaching and learning. Additionally, as there are some elements affect the deep and the nature of the CET backwash, it presents either beneficial or harmfully in different aspects of the college English teaching across China. Finally, with some theories of language testing and foreign language acquisition this essay have illustrate some proposals how to achieve as more beneficial backwash of the CET as possible. However, as the importance of communicative college English teaching is a growing concern, the demands of the productivity, the practicability, and the communicability of the CET have been received greater attention in China. Therefore, it needs to invest more and research to enhance the quality of the CET so that promote the beneficial backwash of it to cooperate with the college language teaching and learning perfectly.

Intimacy in A Streetcar Named Desire, by Tennessee Williams Essay

Intimacy Tennessee Williams used his life experiences to write many successful plays. One of his most successful plays is A Streetcar Named Desire. In this play Williams relates the characters closely to his father, mother, and sister. William’s father was a gambler, a drunk, and very aggressive. Williams’s mother was a Southern Bell and looked down upon people that were not like her, and his sister was suffering from psychological disorders. Stanley is like William’s father, Blanche is like William’s mother and sister, and Allan, Blanche’s dead husband, is like Tennessee Williams. Suchitra Choudhury says that â€Å"Tennessee Williams’ plays are acknowledged to be substantially constituted of violence and victimization. . . . Williams’s plays very often end in what seems to be victimization.† The play A Streetcar Named Desire is a classic example of violence and victimization. Stanley is very violent and Blanche is the victim, her past h aunting her in the present. Throughout the play we see how Blanche evolves into what seems to be a psychotic breakdown at the end. We see how the need for intimacy ultimately causes her to become psychotic. Blanche struggles with the death of her husband Allan, and as a result she is constantly trying to create a reality of what she believes life should be like. How does the past affect Blanche in the present? Blanche strives to deny the past and build a new life for herself, one that she perceives to be what she deserves. Blanche’s promiscuity in Laurel is the result of her constant search for intimacy, not just sex. Blanche struggles with guilt that it is her fault her husband Allan commits suicide. Even though Stella and Stanley and even Eunice and Steve have what she thinks are horrible relatio... ...n, Leonard. The Tragic Downfall of Blanche Dubois, Modern Drama, Vol. 10, No. 2, December, 1967, pp. 24957. http://galenet.galegroup.com.ezproxy.maconstate.edu/servlet/LitRC?locID=maco12153&ADVST2=NA&srchtp=adv&c=6&stab=512&ASB2=AND&DT=Criticism_select&ADVSF2=tennessee+williams&docNum=H1100001574&ADVSF1=a+streetcar+named+desire&ADVST1=TW&bConts=514&vrsn=3&ASB1=AND&ste=74&tbst=asrch&tab=2&ADVST3=NA Choudhury, Suchitra. A Streetcar Named Desire. Great Neck Publishing http://proxygsu-mac1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=25997558&site=ehost-live">Literary Contexts in Plays: Tennessee Williams' "A Streetcar Named Desire". Williams, Tennessee. A streetcar Named Desire. The Norton Introduction to Literature. 9th Edition. Alison Booth, J. Paul Hunter, Kelly J. Mays Ed. NewYork. W. W. Norton, 2005 (1539-1602)

Banning Books Essay

Teenagers are reading more books than ever now, and some people say that we have Harry Potter to thank. But surrounding teen books is the ‘myth’ of book banning. Some may think that only old books were banned, and that they are now back on the shelves of schools and libraries around the country. This is not so. Not only have old classics such as The Catcher in the Rye by J. D. Salinger been banned, but newer books are being challenged as well. The controversy of book banning stems from the pursuit of knowledge. Though Hitler did many bad things in his lifetime schools still teach about the Holocaust, and yet now parents are requesting that their children do not learn what certain books have to offer in the way of knowledge. But some parents do not stop there. Books are being taken off school shelves, depriving all students instead of just one. Can one person influence a whole school or town? Is this even fair to everyone involved? The answer is no. Book banning should be illegal because reading a book is an individual choice, some books are banned without much thought, and sometimes books are banned without all parties involved reading it. People recommend books to each other all the time, but reading books is another matter. Sure, a friend may say that a book is good but that doesn’t mean that you will read it. But by banning books schools and libraries are taking away the choice to read the book whether it was recommended or not. While some people think that foul language in books is a perfectly logical reason to take them off the shelves not everyone shares this idea. But if libraries and schools only hear one group’s side of the story they are more likely to ban the book. The process of banning a book seems at first to be simple. A parent (probably the most common case) goes to their child’s school and gets a form with several boxes to check off: â€Å"Do not assign this book to my child. Withdraw it from all students as well as my child. Send it back to the proper department for reevaluation. † And then: What do you object to in this book? What material do you recommend to replace this book? Sounds rather easy, right? And then there’s the vote. In some cases those voting on the outcome haven’t read the book. If the book is banned what example are schools setting for the students? They are basically saying that it is alright to take knowledge, no matter what it is, away from someone or several people. Would it be right to not teach anyone about Hitler? Would everyone support lessons about wars and discrimination being removed? Most likely not. But when books are banned that is what schools are doing, they are taking away something that was never theirs in the first place. They are labeling something inappropriate based on their beliefs or the beliefs of one person. And this is undermining the individual’s choice to read the book. And sometimes they seem to not realize what they are even doing. If you look up why some books have been banned in the past it’s likely that you will find some pretty crazy reasons. The Catcher in the Rye by J. D. Salinger was banned by one group of parents because they thought it would turn their kids into communists. The Lord of the Flies by William Golding was challenged because it demoted humankind to the level of animals. 1984 by George Orwell was banned because it was pro-communist. The Lord of the Rings by JRR Tolkien was banned for being ‘satanic. ‘ More recently the book The Bermudez Triangle by Maureen Johnson is being challenged in an Oklahoma school for being inappropriate for teenagers. According to the mother of a student at the school the book has â€Å"Homosexual content, unprotected sex, underage drinking, and reckless promiscuity† and that is why the book should be banned. Though these can all be viewed as appropriate reasons to ban a book those who took this claim seriously seem not to have connected all the clues. The book in question does have homosexual content, as does the real world that teens live in everyday, but there is not sex in the book, unprotected or not. The mother also states that the book â€Å"has no moral fiber† which is not true. The Bermudez Triangle is the story of three girls and their friendship when two get into a relationship together. No moral fiber? But instead of taking these things into account, the book was removed from the shelves. This case could turn into countless others all over the United States and it needs to be stopped. Taking away a book without even assessing the reasons to see if they make sense when applied to the book is lazy and unfair to the author and those who want to read the book. Taking a book off the shelves because several or all parties involved want to is a bad thing, but what if only one person objected to the book? How is that fair to the rest of the people it affects? If one person said they didn’t want to go to a movie but five others wanted to what would happen? If one person didn’t want someone to be president in the United States but the majority did what would happen? The outcomes of these two situations are relatively the same in general because the United States is based on Democracy. But what if the situation was this: What if one person thought a book was inappropriate for children and the rest had never read the book but still had to decide? What would happen? In some cases those voting on the book’s banning (usually the principle of the school, the Director of Human Resources and the Director of Instruction) have not even read the book. And what position does this put the book in? A bad one, that’s for sure. If only one person has read the book and are complaining about it then what are the others to think? That the book should be banned of course! This is by no means fair to students, the author, or any other patrons of the library. It is blindly stealing knowledge from others and not acknowledging it. It is, in essence, like teaching that Martin Luther King Jr. was a bad person because he held marches but not telling why he was holding marches because you don’t even know. It is informing someone (or misinforming someone) because you have no idea what you are talking about, which is better known as lying. The Bill of Rights says â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press;† Banning books is certainly not keeping with this statement. Freedom of the press includes books, and taking books off the shelves is therefore prohibiting the reading of them. This makes book banning against the Bill of Rights and unconstitutional. If the United States keeps book banning legal the country is going against its very own fiber – that people have certain rights, that the press has rights, and that this freedom is important. A parent keeping their own child from reading something is their decision, but to deprive their child of reading for their education is not in any way wise or good, and keeping other students and children from reading books is just as bad. Book banning should be illegal because reading is an individual’s decision, banning books is often done without much thought or reason, and sometimes book banning is done unfairly because those voting on the book’s banning have not read the book in question. Teaching children to steal is thought of as wrong, and a country built on freedom should not permit any stealing, much less the stealing on knowledge.