Why At-Risk Students Are in Such a Situation, Solutions Research Paper

Why At-Risk Students Are in Such a Situation, Solutions - Research Paper Example The issues expose students to severe conditions that make them terminate school, knowledge acquisition and furthering their careers. This latest trend is sending mixed signals to the world with scholars asserting that it may lead to a low supply of qualified human capital. This condition may also jeopardize innovation and creativity stalling the production of new items that meet the current technological needs of consumers. The scholars also assert that a high number of students who are not succeeding academically may expose society to high crime rates. This is because nations will generate several individuals who are not productive economically due to the lack of credible sources of income. The trend would also affect peace initiatives and general economic growth in various nations. This calls for the immediate development of a viable plan to mitigate issues that hinder students from attaining high academic achievements. These students need to receive proper career guidance and moti vation from teachers. They also need to be convinced to go to school and get valuable teachings on the benefits of education in their lives by key stakeholders in the education sector. Consequently, it is necessary to discuss challenges in the education sector while focusing on at risk. As noted by Lynn (1997), the number of students who are not successful academically is increasing. The increase is attributable to various complications that touch on social, economic, and political processes. These challenges hamper the capacity to record exemplary performance in diverse aspects. Firstly, poverty is a critical element that drives most learners away from school meaning that several students are performing dismally because they lack money to pay for their tuition expenses.

Art & Eight Different Kinds of Art Assignment Example | Topics and Well Written Essays - 1000 words

Art & Eight Different Kinds of Art - Assignment Example Examples of such art have also been stated for better understanding. Introduction Art has been in existence since time memorial and has played second nature to man since it’s expressed in various forms. From stone carvings and cave drawings in the Neanderthal days, to modern day art such like graffiti, art has truly evolved. We shall therefore be discussing the different meanings and eight different kinds of art to be precise. A conclusion on what art is based on the eight discussed areas and the future of art will then be drawn. Definition of Art According to George Dickie (1956), art in the classificatory sense is an abstract or a collection of pieces of which are meant for appreciation by a person or individuals acting on their own behalf or that of an institution. Monroe Beardsley's (1982) on the other hand defines artwork as either an arrangement of conditions anticipated to have the ability of affording an experience with marked aesthetic disposition or an arrangement be longing to a class or type of arrangements that is typically intended to have this capacity. But according to the definition by Levinson (1990), an artwork is an object that has been purposely projected for consideration in any way prior works were appropriately regarded. Painting As a form of art, painting refers to the artistic impression of images using colors that represent different abstract meanings. An example of a painting is The Mona Lisa painting by Leonardo Da Vinci. The painting has been conferred upon it a status because of its sentimental value and it’s deep hidden meaning that its artist intended to portray Sculpture This form of art is used to describe an artwork which has three dimensions, height, width and depth. Most sculptures are free standing but can be in relief where the form stands out from a flat background. Relief sculpture decorates the walls of many buildings.   Sculptures are conventionally made by  carving wood or stone, or by modeling clay and then casting into bronze. Modern sculptors however, have made use of the new technology and materials to construct artworks in many different media using techniques of gluing and welding, nailing or wiring. A good example of a sculpture is the statue of Liberty, in the United States of America. As a form of art, the statue of liberty has been conferred upon it a status as being the identifiable landmark that represents the freedom and democracy of the American people. Architectural Art This is a realistic, prosaic and philosophical art by which we organize and give form to space; it is a means through which sense is made of the world both in terms of space and physically. Different architects have diverse concepts of building designs. This form of art is visually stunning and also has an artistic feel that gives individuals pleasure in making use of them. For instance, great architectural buildings, other than being visually stunning, also offer comfort and ease of movement to u sers. An example of a stunning architectural building is the Burj Al Arab, in Dubai, such an architectural piece was designed not only to be the identifiable landmark of the region, but also make use of the open seas since it has been constructed within the seas of Dubai. Photography Photography is the process of capturing taking pictures and transforming them into visual images. Such images are often used to

Discuss the politics of Third World peasants. Examine the role the Research Paper

Discuss the politics of Third World peasants. Examine the role the Chinese peasants played during the Revolution, and their pres - Research Paper Example (Kataoka 1974, p. 297) Historians, however, are not quick to deny the role played by the peasant revolutions in the political development of China. The reason for this is that out of all the weaknesses of the peasantry in waging their wars, they are considered invaluable in the success of the Communist Party in its campaign against the Nationalist KMT from 1927 to 1949. Mao has recognized the potential force of the sheer number of the peasants and with the fact that they constitute the bulk of Chinese population during the Civil War period. Under the tutelage of his mentor Li Dazhao, Mao have actually started his campaign for social change with his attempts at organizing peasants as early as 1922 and that he would further be impressed by the effect of peasant revolution as he witnessed the protest and insurrection of more than a million peasants in the province of Hunan in the late 1926. (Grasso, Corrin and Kort 2009, p. 103) Together with some comrades, Mao has studied the dynamics of these peasant uprisings and worked hard to win them into the revolution’s fold. His experiences with the peasantry and the developments triggered by peasant insurrections that he has witnessed led Mao to the conclusion that if his Marxist campaign is to succeed, he must tap and harness this mass, which, in his opinion, when given momentum could rise like a mighty storm, a force that no one can hold back. The problem, however, was that the Marxist ideology, mandates that the central revolutionary role should be taken by the working class. This became problematic for a time because using the peasants would mean diverting from the ideal Marxist ideology. A series of setbacks finally shook things up and transformed the Communist Party’s stand with regards to the peasantry. For instance, in 1927, the Nationalist government launched the dreaded White Terror that nearly decimated the CCP. Mao and his comrades were driven to the countryside and finally worked with the peasa nts. His argument is that the peasants are important and that the proletariat should lead them instead of criticizing and opposing them. With the peasantry, Mao was able to steer the Chinese Communist Party (CCP) into a stronger force because the peasants helped him secure a physical base. Mao’s relationship with the peasants revealed interesting insights about this class and the variables that led them to rise and join revolutions. As previously mentioned, there is a widespread belief among scholars, even contemporary proletarian officers, that the peasants cannot lead themselves and are good at following leaders outside their class. In a way, this demonstrates the dependency theory, wherein a weaker or poorer class is exploited for the perpetuation of a higher or more dominant class and its causes. Mao and his comrades have sufficiently studied the peasantry in such a way that they have successfully established mechanisms of control to keep the peasant’s dependence. The Communist Party operated with low finances and so it cannot offer material things for support. However, they have an extremely good organizational capability and that the peasantry saw

The Impact of using New Technology in Art Exhibitions Dissertation

The Impact of using New Technology in Art Exhibitions - Dissertation Example The traditional exhibition industry has been altered with the addition of technological dynamics. Technology in this field has not only enhanced the emotional expression of art but also made networking more efficient. It has affected the way viewers observe and appreciate art and exhibitions. It has even widened the spectrum of viewers by creating the interest of more and more people. Advancements in technology offer many benefits to the museum industry but these benefits are accompanied by challenges as well. The plans of Minsheng Art Museum can shed some light on the impact of modern technology on its business. This impact may not necessarily be for the best and this will be analyzed later in the paper. Technology has greatly influenced our lifestyle and will continue to do so in the future; therefore, its impact cannot be ignored. Minsheng Art Museum has introduced several innovative methods in its business of exhibitions. These technological methods involve the use of Ipad, Itouc h and Iphone and their relevant applications. Moreover, the museum’s management has initiated contact with Apple to promote its business and Apple has orally assured its support. This cooperation will give birth to a fully digital art gallery that will include guidance system, app client software, on-line exhibitions and virtual exhibitions. This plan is still in the early stages therefore the precise details are unavailable. However, the museum has already started using official micro-blogging. The idea of using the cellular technology springs from the growing interactive relationship between the audience and their high-tech cell phones. The experience of art galleries and exhibitions can be encompassed in this user-phone interaction and that it how it will be promoted among cellular users. Cell phones have become more personal in nature in this modern day and age. Moreover, they do not just serve the purpose of establishing contact with fellow humans. Cell phones have now e ntered a whole new era where they have become high-tech machines. These machines hold great importance to their holders as they represent their personalities. Cell phones have become so advanced that they can even serve the purpose of a mini computer. All of these attributes make cell phones the ideal candidate to promote art and history. Museums have the opportunity to use this technology to provide their audience with a virtual experience of what they have to offer. Apple products have become extremely popular among the youth as it offers a wide range of applications. These applications present a great opportunity to exhibition curators. Museums can use these applications to spread their message. This message in turn promotes the museum and attracts more people. The museum has resorted to the use of online social media for marketing as well. Facebook and twitter could not be used in China so that is why the museum uses Weibo which is an online social media website like Facebook. T he museum promotes its exhibitions through Weibo. This is similar to the use â€Å"What’s app† in Iphone. Iphone or Ipod applications can be used as navigator for the exhibition. This technology is already available in Iphone but the key is to know how to use it to promote this business. These applications can serve their purpose by helping the audience make up their opinion about the exhibition. The museum can provide information on the content of the exhibition on such Iphone applications. This was the audience can

Statistics in Business Essay Example for Free

Statistics in Business Essay What is statistics? Statistics is collecting, measuring, analyzing, and communicating data. There are two types of statistics, descriptive statistics and inferential statistics (Lind, Marchal, Wathen, 2011). Statistics are applied in different situations. This paper will describe the role statistics has in making business decisions. This paper will also provide examples of situations in which statistics are applied. Types of Statistics Lind, Marchal, and Wathen define statistics as â€Å"The science of collecting, organizing, presenting, analyzing, and interpreting data to assist in making more effective decisions (Lind, et al. , 2011, p. 5). In statistics there are two types, descriptive and inferential statistics. First, descriptive statistics is the informative organization, summarization, and presentation of data. The second type of statistics is inferential statistics. Inferential statistics is also called statistical inference, is â€Å"the methods used to estimate a property of a population on the basis of a sample† (Lind, et al., 2011 p. 7). Statistic Examples One example of statistics in a situation is when starting a weight loss program. To measure the progress of the weight loss over time the individual would measure their weight on the same day and time every week then plot the results on a chart for six months. Another example is in baseball. In baseball a batter statistics is used to see the probability of hitting certain types of the pitches and rather the batter can hit a homerun. A third example is when network channels use inferential statistics to determine when to cancel a program. The networks gather data samples of the viewers’ preferences. The ratings of the viewers’ program preference are in turn used to determine which programs are canceled. Conclusion In conclusion, statics was defined as the collection, measurement, analysis, and communication of data. The two types of statistics, descriptive and inferential statistics were also defined. Finally, three examples weight loss measurement, baseball hits, and program ratings were presented to provide situations were statistics were applied.

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud

Annotated Bibliography: Drug Delivery Mechanisms

Annotated Bibliography: Drug Delivery Mechanisms LITERATURE REVIEW Nyol et al., had presented thesis on among all dosage forms tablet is the most popular dosage form existing today because of its convenience of self administration, compactness and easy manufacturing; sometimes immediate onset of action is required than conventional therapy in many cases. So that to overcome these drawbacks, immediate release dosage form has emerged as alternative oral dosage forms. Immediate drug release dosage forms disintegrate rapidly after administration with enhanced rate of dissolution tablets .The objective of this work was to explain about immediate release tablets. P. Rohini et al., Developed oral disintegrating tablets of Rosuvastatin by superdisintegrants addition method by direct compression technique using sodium starch glycolate, croscarmellose sodium, lycoat Rs 720 and cross povidone in different concentrations. All the formulations were evaluated for disintegration, hardness, friability, dug content and dissolution study. The best release formulation was compared with the marketed product of Rosuvastatin. Bheemeswara rao k et Al., The objective of this study was to develop immediate release film coated tablets of Rosuvastatin by wet granulation method. Different formulations were made by using various concentrations of superdisintegrants ployplasdon XL-10 and granulating fluids like water, isopropyl alcohol and butyl hydroxyl toluene. Opadry pink was used as film coating material. The prepared tablets were evaluated for the physical characteristics, invitro dissolution and stability. Mayank Bansal., et.al.Zaltoprofen is a nont concentran-steroidal anti-inflammatory drug (NSAIDs) with powerful analgesic action on inflammatory pain. The purpose of this research work was to formulate an immediate release tablet of Zaltoprofen for the treatment of pain and inflammation, by using superdisintegratnts such as Croscarmellose sodium and different grades of microcrystalline cellulose. Immediate release tablets of Zaltoprofen were prepared by direct compression method using superdisintegratnts such as Croscarmellose sodium and different grades of microcrystalline cellulose in different ratios. Sodium starch glycolate was added to aid disintegration. Murdochet al., 2005 :( Escitalopram (Cipralex ®, Lexaproâ„ ¢), the activeS-enantiomers of the racemic selective serotonin reuptake inhibitor (SSRI) citalopram (RS-citalopram), is a highly selective inhibitor of the serotonin transporter protein. It possesses a rapid onset of antidepressant activity, and is an effective and generally well tolerated treatment for moderate-to-severe major depressive disorder (MDD). Pooled analyses from an extensive clinical trial database suggest that escitalopram is consistently more effective than citalopram in moderate-to-severe MDD. Mishra DN et al., 2005: Formulated rapid disintegrating oral tablets of valdecoxib using super disintegrating agents such as crosspovidone, croscarmellose sodium, sodium starch glycolate. The results showed rapid disintegration with use of cross caramellose sodium at low concentrations.   Chaudhari PD et al., 2005: Formulated fast dissolving tablets of famotidine by using croscaramellose sodium and crospovidone as superdisintegrants. Famotidine was initially masked for its bitter taste by preparing solid dispersion with eudragit E100. Compressed tablets containing different concentrations of super disintegrants showed disintegration time between 11 to 26 seconds. Invitro release was about 92% to 1005 at the end of 12 minutes. Schreimer T et al., 2005: Investigated about the mechanism of immediate drug release from solid oral dosage forms. They found that starch and cellulose substances favoured the matrix disintegration and the generation of effective dissolution surface of the drug substances. They developed a mathematical model suitable for the characterization and optimization of immediate drug release by the choice and modification of excipients. Stanifort John N et al., 2004: Studied that microcrystalline cellulose excipients having improved compressibility whether utilized in direct compression, dry granulation or wet granulation and possess excellent disintegration and dissolution properties when exposed to gastrointestinal fluid. Emily R et al., 2004: Citalopram, a selective serotonin reuptake inhibitor, is used as a neuroendocrine probe in human subjects to assess serotonin function as reflected in prolactin and plasma cortisol release. Citalopram is a racemic mixture of equal proportions of the S(+) and R(−) enantiomers. Inhibition of serotonin reuptake and, consequently, antidepressant activity is associated, almost exclusively, with the S(+) enantiomers (â€Å"escitalopram†). Shirwaikar A et al., 2004: Carried out formulation of fast dissolving tablets of granisetron hydrochloride using super disintegrants by direct compression method, formulation containing crospovidone and croscarmellose sodium displayed shortest disintegration time compared to other disintegrants. Shimizu T et al., 2003: Performed the formulation study of lansaprazole fast disintegrating tablet by MCC, low substituted hydroxyl propylcellulose and cross povidone as binders and disintegrants respectively. Formulation showed rapid disintegration of tablets in mouth (not more than 30 seconds). Larry Augsburger L et al., 2002: Studied about characterization and functions of super disintegrants. In recent years, several newer disintegrants have been developed called superdisintegrants and these disintegrants may be organized into three classes based on their chemical structure (such as SSG, crospovidone and croscaramellose sodium). It was concluded that these would be used at lower levels than starch and any possible adverse effect on fluidity would be minimized.   Bi YX et al., 1999: Evaluated rapidly disintegrating tablets prepared by direct compression method using excipients MCC, lactose, croscaramellose sodium and erythritol. Within the optimal region, the minimum tensile strength was 5kg/cm2 while the maximum disintegration time was 15 seconds. The method described here was useful for the preparation of rapidly disintegrating tablets. Chetan N. Yeole et al., Formulated and evaluated paroxetine immediate release tablets. Paroxetine is a selective serotonine reuptake inhibitor (SSRI) used in treatment of depression. Paroxetine immediate release tablet have been prepared by direct compression method. Effect of various fillers and disintegrants were also explored. MCC and DI-Tab were used as directly compressible fillers. In order to obtain acceptable product several trials were conducted. Various pharmacopoeial evaluations of the formulations were conducted including weight variation, hardness, friability, disintegration time and dissolution. Final selection of formulation was done on pharmaceutical equivalence of developed formulation to that of marketed one. Rishikesh et.al. Studied Immediate Release Drug Delivery Systems. Oral administration is the most popular route for the systemic effects due to its ease of ingestion, pain, avoidance, versatility and most importantly patient compliance. Tablets or capsules are most popular among all dosage forms existing today because of its convenience of self administration, compactness and easy manufacturing; however in many cases immediate onset of action is required than conventional therapy. By using MCC, DI-TAB, CCS, SSG like excipients we will achieve the immediate release. Syed azeem.et.al Studied immediate Release Drug Delivery Systems. Tablet is the most popular among all dosage forms existing today because of its convenience of self administration, compactness and easy manufacturing; however in many cases immediate onset of action is required than conventional therapy. To overcome these drawbacks, immediate release pharmaceutical dosage form has emerged as alternative oral dosage forms. There are novel types of dosage forms that act very quickly after administration. The basic approach used in development tablets is the use of superdisintegrants like Cross linked carboxy methyl cellulose, Sodium starch glycolate, Poly vinyl pyrrolidone etc. which provide instantaneous disintegration of tablet after administration. Immediate release liquid dosage forms and parenteral dosage form have also been introduced for treating patients.