Chapter & Readings R Essay Example for Free

Chapter Readings R Essay Chapter 9 readings this week is about experiments. The learning objectives in this chapter are the used for experimentation, advantages and disadvantages of the experiment method, seven steps of a well-planned experiment, internal and external validity with experiment research designs, and the three types of experiment designs and the variations of each. In chapter 9 experiments is defined as the studies involving intervention by the researcher beyond that required for measurement (McGraw-Hill Company). One of the advantages of experiments is that it comes the closest than any primary data collection to accomplish its goal. One of the foremost advantages is the ability of the researcher to manipulate the independent variable. The second advantage of the experiment is the contamination of extraneous variables being controlled way more effectively in other designs. This allows researchers to isolate the variable and evaluate the impact. The third is the convenience and cost experimentation that are superior to other methods (McGraw-Hill Company). The benefit of this is that it allows experiment opportunities in scheduling data collection and the flexibility in adjusting the variables. The disadvantages are the artificiality of the laboratory of the experimental method. Second are the samples of nonprobability can pose problems despite the random assignment. Conducting a well-executed experiment must have a complete series of activities in order to have a successful experiment. In chapter 9 Exhibit9-1 it gives researchers seven activities that a researcher must accomplished in order to have a successful research. Exhibit 9-1 1. Seven relevant variables. 2. Specify the treatment levels. 3. Control the experiment environment. 4. Choose the experimental design. 5. Select and assign the subjects. 6. Pilot test, revise, and test. 7. Analyze the data. Researchers are task to translate an amorphous problem that is being question or the hypothesis that is best state of the objectives the research (McGraw-Hill Company. The book mentioned that hypothesis is a relational state because it describes a relationship between two or more variables (McGraw-Hill Company). It also be operationalized, a term we used earlier in discussing how concepts are transformed into variables to make them measurable and subject to testing (McGraw-Hill Company). Researches challenges are: 1. Select variables that are the best operational representations of the original concepts. 2. Determine how many variables to test. 3. Select or design appropriate measures for them (McGraw-Hill Company). Controlling the experimental environment variables may appear in differences in age, gender, race, dress, communications competence, and many other characteristic (McGraw-Hill Company). Environmental Control is defined as holding contrast the physical environment of the experiment (McGraw-Hill Company). Other forms of experiment are the control of the subjects. Subjects that are that have no knowledge that they are receiving experimental treatment are said to be blind. Double blind is when the experimenters do not know of the treatment of the experiment group or the control group. Experiment design is unique in the experiment method. As it serves as a positional and statistical plan to designate its relationship between the experimental treatments and experimenters observations (McGraw-Hill Company). When conducting an experiment the researchers apply their knowledge in order to select the design that is best suited for the goals research. When analyzing data if must have adequate planning. Researchers have several measurements and instrument options with experiments (McGraw-Hill Company). Observational techniques and coding schemes. Paper-and-pencil tests. Self-report instruments with open-ended or closed questions. Scaling techniques Physiological measures (McGraw-Hill Company). Even though there are different types of validity the two major varieties that are considered are internal validity and external validity. Internal Validity among its many threats seven are consider: History Maturation Testing Instrumentation Selection Statistical regression Experimental mortality External validity among its threats the following are its interactive possibilities: Reactivity of testing on X. Interaction of Selections and X. Other reactive factors. References Author Donald R. Cooper, Pamela S, Schindler. 2011 McGraw-Hill Comapny

Hitchcock, The Artist :: essays research papers

Hitchcock, The Artist   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Shadow of a Doubt† was one of those movies I would flip right past if it happened to be on television. If I knew that it was a Hitchcock film, perhaps I’d pause for a few seconds to see if it looked scary. If it didn’t captivate me within those few seconds, I’d cruise right by until I found MTV. But, being somewhat forced to watch â€Å"Shadow of a Doubt† in class, I had no choice other than to buckle down and pay attention. I was pleasantly surprised. I expected some twists and turns, since it is an Alfred Hitchcock film. I didn’t expect the suspense or the romance. It was surprisingly entertaining in both plot and dialogue. I could tell by the many different film elements that this was a trademark Hitchcock film. â€Å"Shadow of a Doubt† is an Alfred Hitchcock work of art, because of its originality, openness to interpretation, and different approach to suspense.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"A work of art† is defined by Encarta Encyclopedia Online as â€Å"something made or done exceptionally well.† This film was unquestionably done well, if not exceptionally well. But, what does â€Å"done well† mean? I think it means that the work is completed fully with the best efforts of everyone involved. Not only is it fully researched, but meticulously planned and painstakingly designed. Therefore, the work in question is more like a child to those who created it, rather than a work of art. It contains their blood, sweat, and tears, and maybe a little insight into their minds. So, in the case of â€Å"Shadow of a Doubt† it is a work done well, by Alfred Hitchcock. Hitchcock was quoted in a 1998 review of â€Å"Shadow of a Doubt†, by Ted Prigge as saying â€Å"he enjoyed playing the audience like a piano.† Hitchcock did this almost effortlessly in this film (1). He had the ability to scare people, without shoving horror down their throats. It's what separated him from any other director of suspense: he knew the secret to scaring people was preying on real human emotions (1). His subtlety is what took â€Å"Shadow of a Doubt† from an everyday movie to an intricate thriller.   Ã‚  Ã‚  Ã‚  Ã‚  Movies of the past had a different approach to scaring the audience. In the 20th century, scary movies were more than entertainment. They were designed to lure the viewer into buying the action figures and tee shirts that the movie had spawned.

Speaking And Pronunciation Syllabus Education Essay

Syllabus design is an built-in portion of English linguistic communication instruction and as instructors seek develop linguistic communication proficiency in 2nd linguistic communication scholars they are expected to make constructions of larning which will enable the accomplishment of this enterprise. As such, this essay provides a justification for a course of study designed to be used in learning speech production and pronunciation to Libyan secondary pupils with Arabic as their first linguistic communication. Ideally, the syllabus marks to decide speech production and pronunciation jobs experienced by English linguistic communication scholars of Arabic descent. More frequently than non, Libyan and Arabic speech production pupils are merely exposed to larning English through formal instructions as explained by Rabab'ah ( 2003:181 ) . Following this, they are unable to to the full foster their speech production and pronunciation accomplishments which are best acquired through syne rgistic and communicative acquisition. As a consequence of the differences which are present between English and Arabic pronunciation, most of these scholars experiences jobs related to emphasis and modulation. However, the greatest hard present amongst Arabic scholars of English is their incapacity to pass on fluently and proficiently in English. It therefore becomes rather important to turn to these jobs by explicating an effectual course of study. The speech production and pronunciation course of study is hence aimed at developing English linguistic communication proficiency and particularly with focal point at developing expert eloquence which as asserted by Chambers ( 1997:536 ) , is the chief index of communicative proficiency. This purpose will at the terminal facilitate communicative and matter-of-fact competences which will let scholars to use the English linguistic communication suitably in their twenty-four hours to twenty-four hours interactions. The scholars targeted by this course of study have shown great enthusiasm for the acquisition of English speech production and pronunciation. Their motive is fuelled by the demand to interact and pass on with English talking tourers who usually frequent Libya. The scholars who are aged between 16 to 17 old ages possess limited capacities in speech production and pronunciation accomplishments as indicated by a nosologies trials carried out prior to the designing of the course of study. At the pre-intermediate degree, this course of study is ideal for them. Organization and Description of the Syllabus The course of study which focuses on developing speech production and pronunciation accomplishments is comprised of a sum of 12 Sessionss with each session amounting to one hr. As such, scholars will hold a sum of 12 hours of contact. There will be 16 Libyan scholars go toing the Sessionss at a linguistic communication centre located in Tripoli. The course of study is organized in such a manner as to reflect the subject, speech production and pronunciation focal point and the speech production activities for every session. In the first unit of the course of study the chief focal point is on talking where scholars will larn how to do questions and besides give information. In making so, they will besides integrate this in larning the pronunciation of long vowel sounds. The 2nd unit follows the same guidelines but the speech production focal point is directed towards speaking about others in a conversation while at the same clip familiarising oneself with the pronunciation of the shwa sound. While the speech production focal point for most Sessionss revolves around doing questions, giving information, doing remarks and explicating descriptions, pronunciation ‘s focal point is at groking the usage of vowels and consonants. Unit 6 utilizes descriptive undertakings in larning the usage of consonants /s/z/iz. Other elements of pronunciation are besides addressed with Unit 3 learning scholars how to associate words and sounds in sentences. Unit 4 marks to learn contracted address signifiers. Other phonological constituents such as modulation, falling and raising modulation are tackled in Unit 7. Word emphasis which is an of import facet of pronunciation is taught in Unit 8. Unit of measurements 11 and 12 accommodate assimilation and the pronunciation of the [ -ed ] signifier severally. The course of study ideally reflects its aims by supplying speech production activities for each session which are meant to supply scholars with an synergistic environment for tackling th eir speech production accomplishments. Evident in the course of study is the usage of synergistic activities throughout all Sessionss. These activities include pair work, function drama, treatments, group work, questionnaires and games. These activities fit the purpose of the course of study as they will give scholars ample pattern on their English communicating, speech production and pronunciation accomplishments. The sample lesson program for Unit 4 clearly indicates learning processs for this scholar centered course of study. Since the chief focal point is to transfuse talking accomplishments to scholars, the instructor is expected to use instruction methodological analysiss which mostly focus on the scholar ‘s acquisition demands. Indeed, functional purpose of the lesson is to enable scholars to seek and give information utilizing telephone devices while the phonological aims include larning how to use contracted address suitably. As indicated by Nunan ( 1998:26 ) , such a scholar centered course of studies can be implemented efficaciously by integrating ample communicative and synergistic undertakings. This is observed in the lesson program as scholars are invariably asked inquiries by the instructor ; they are besides involved in synergistic group work where they pattern colloquial accomplishments. The lesson program is besides realistic and made more effectual by the instructor â⠂¬Ëœs usage function drama undertakings and the usage of familiar content such as the engagement of hotels frequently done by tourers with whom these scholars would desire to interact with. In general, scholars will hold acquired equal speech production accomplishments which they can use in their day-to-day interactions with other English talkers. Talking besides accommodates the formation of relationships with others and the Libyan scholars will make so during their extremely synergistic speech production and pronunciation lesson. Follow up is an of import facet of instruction and acquisition. From the lesson programs guided by the course of study, scholars ‘ apprehension of the content is evaluated by the instructor during the assorted lessons. For case in Unit 4, scholars are expected to transport out group function drama undertakings as they examine their capacity to inquire and give information. The instructor ‘s function in this activity as in all other lesson activities is to interact with the scholars and point out countries which need rectifying. Oral accomplishments are likely to attest with the usage of such synergistic and prosecuting follow up activities as indicated in the course of study. Theoretical Justification of the Syllabus It is quite cardinal in the designing of such a course of study to organize a theoretical footing for its content. This factor provides intent for the course of study and besides provides a nexus between its design and pattern. This course of study chiefly targets the Libyan pupils ‘ capablenesss to pass on efficaciously with other English speech production persons. As such, the course of study must concentrate on bettering eloquence, rightness and intelligibility in their usage of the linguistic communication. Contrary to old aims of larning speech production and pronunciation which was to derive native like speech pattern, current purposes of larning pronunciation focal points on deriving intelligibility as observed by Tarone ( 2005 ) . It is therefore critical to see the rules of the communicative attack of linguistic communication larning utilised as a footing for the course of study. In this attack, the focal point is chiefly on communicating and the content being taught d epends on the scholar ‘s demands. Since the Arabic speech production Libyan learners seek to go better communicators, the course of study has accommodated legion speech production and synergistic undertakings and chances. Libyan scholars are observed to hold troubles in articulating [ -ed ] signifiers and besides the plural signifiers /s/z/iz. Following this analysis, it is important for the course of study to integrate communicative chances for them to pattern the pronunciation of these sounds. Indeed as Brinton, Goodwin and Celce-Murcia ( 1996:8 ) assert that such methodological analysiss like listening and copying and phonic preparation are rather effectual in learning pronunciation. These techniques are reflected in the course of study as scholars are encouraged to accommodate the instructor ‘s competent pronunciation by copying and so practising pronunciations during the lesson activities. In add-on, Libyan scholars will profit amply from the interactive linguistic communication they will larn whose accent as described by Richards ( 1990 ) is to let the creative activity of positive interactions between persons and this is reflected in the course of study as it focus on subjects aimed at le ting scholars to do little talk, questions, give regards and do new brushs. The above communicative attack which has been used in the course of study incorporates undertakings which will enable scholars to incorporate both eloquence and truth in their speech production. Indeed as postulated by Ellis ( 2003 ) , the usage of such undertakings like descriptions and narrations which are dominant in the course of study non merely allows scholars to pattern linguistic communication usage but besides sums to complex and accurate usage of the linguistic communication. Talking truth is besides said to emerge from the usage of unwritten communicating undertakings as described by Lynch ( 2007:317 ) who argues that when scholars cooperate in placing their speech production mistakes and rectifying them they are able to derive assurance in the mark linguistic communication and even strive to talk the linguistic communication suitably. This factor implies that as Libyan scholars who experience troubles in utilizing contracted address will happen it helpful to engaged in un dertakings which encourage both the scholars and the instructor to rectify their mistakes and besides steer them towards avoiding the unneeded usage of long words and sentences. The Syllabus and Pragmatic Competence The mark of the course of study is non merely to develop communicative competency in scholars but besides matter-of-fact competency. Matter-of-fact competency trades chiefly on the utterance degree of linguistic communication and with factors which allow native talkers to use the mark linguistic communication in societal interactions uninhibited. Harmonizing to Rueda ( 2006: 170 ) there are many facets of matter-of-fact competency which can be facilitated during schoolroom direction which means that the course of study needs to actively integrate such sole instructions. For scholars to derive this signifier of competency, they must possess the ability use the mark linguistic communication for different intents. Besides, scholars must get the ability to grok a talker ‘s purposes and have a bid of the linguistic communication regulations utilized in making signifiers of discourse. Explicit direction in the instruction of English to the Arabic speech production pupils is rather ne cessary. Such direction is expected to expose scholars to the accurate English linguistic communication input as observed in the course of study where scholars are provided with relevant speech production and pronunciation contents. Besides as seen in the course of study, it is important to make chances for the pattern of the matter-of-fact cognition that scholars have acquired during the learning procedure. Arabic talking scholars frequently experience jobs in understanding intended significances in discourse chiefly because they are unable to hold on the usage and significances of modulation and word emphasis. Harmonizing to Smith and Swan ( 2001:198 ) the unpredictable nature of English word emphasis eludes most Arabic talkers and instructors need to fit them with accomplishments for observing alterations in significances brought approximately by English word emphasis. As this is important to deriving matter-of-fact competency, the course of study has incorporated these facets as scholars engage in larning undertakings which enable them to separate between falling and raising modulation and the several implied significances. Chapman ( 2007:10 ) points out that the instruction of modulation in an synergistic environment will let scholars to understand how native talkers of English construe them. While trying to learn the Libyan pupils English and promote matter-of-fact competency, it is of import to see the function of top- down and bottom-up abilities. In order to accomplish the acquisition of these accomplishments, learning schemes need to see the differences which exist between linguistic communications and guarantee that scholars utilize these differences in larning the mark linguistic communication and that their native linguistic communication competency does non impede their mark linguistic communication acquisition. For case as illustrated by Chang, El-Ashry, Leclere and Palmer ( 2007:8 ) negative transportations can happen in the acquisition of English vowels by Arabic talkers due to the bing difference in the writing system of both linguistic communications. While vowels are found in the English alphabet and each of them stand foring multiple phonemes, Arabic talkers express their long vowels utilizing letters which represent individual phonemes. This contrast need s to be clearly addressed in the instruction of English long vowels to Arabic scholars. McCarthy and O'Keeffe ( 2004:26 ) ascertain that the usage of spoken principal has become rather of import in the instruction of speech production. Corpus in the instruction of Arabic talkers provides a native illustration of the usage of the mark linguistic communication and efficaciously assists scholars in look intoing their competency. The usage of written texts and recordings in the mark linguistic communication is demonstrated in the course of study and lesson program and promises to heighten eloquence and pronunciation. In learning matter-of-fact competency in Arabic scholars of English, there are assorted underlying premises which include the fact that the act of speech production is tantamount to executing speech Acts of the Apostless, that there are peculiar address Acts of the Apostless used by all linguistic communications and that there are differences in how talkers of different linguistic communications do things and in when they do them. The elaborate course of study has accommodated a huge scope of address Acts of the Apostless as scholars are taught how to transport out assorted colloquial undertakings. Besides, the usage of communicative activities like group work and function drama provides an effectual manner of leaving matter-of-fact competency. Decision From the above treatment, it is apparent that syllabus design is a complex and affecting undertaking. The analyzed course of study will efficaciously transform the speech production and pronunciation capablenesss of the targeted Libyan pupils. Greatly motivated to derive communicative competency in English, the scholars will profit from a communicative instruction attack which is besides learner centered. In add-on, this attack makes it easy to get matter-of-fact competency every bit good. The course of study has incorporated assorted countries in speech production and pronunciation which are considered to be debatable amongst Arabic talking 2nd linguistic communication scholars. As such, the surveies of contracted address, modulation, word emphasis, [ -ed ] signifier application, long vowels and plural signifiers of /s/z/iz/ have been incorporated. Other facets of significance which have been addressed include the usage of spoken principal and the top-down, bottom-up abilities in sc holars. In kernel, this course of study has the capacity to act upon the accomplishment of the larning aims desired by the Libyan pupils.

Board Diversity As An Effective Corporate Governance

Board Diversity as an Effective Corporate Governance Tool in a Developing Economy: Challenges and Prospects. NAME: BASSEY EDIDIONG OFFIONG The thesis will examine the effect of board diversity as a critical factor for ensuring effective corporate governance among public companies across the globe. The motivation for the research came on the backdrop of the approval of the European Commission proposal by the European Parliament to improve the gender balance in company boards last year which calls to question what are the developing countries doing. It is hoped that at the end of this research, the study would contribute significantly to the Literature on Corporate governance exploring the issue of diversity (especially gender) in†¦show more content†¦5. Do secondary forms of Diversity have an overall effect on the profitability of the company? Background and motivation According to Cox â€Å"Diversity is the variation of social and Cultural identities among people existing together in a defined employment or market setting† Primary categories of diversity include gender, race, ethnicity, age etc. Secondary categories of diversity include education, experience, marital status, beliefs, and backgrounds. The Nigerian Code of Corporate governance states that the Board should be of a sufficient size relative to the scale and complexity of the company’s operations and be composed in such a way as to ensure diversity of experience without compromising independence, compatibility, integrity and availability of members to attend meetings. From this clause, it is quite clear that not much has been put in terms of legislation by the Nigerian government to ensure diversity in the boardrooms as compared to their foreign counterparts who have established legislation on gender diversity. They are usually in form of quota such as Norway, or comply and explain requirements e.g. Australia. Although the Millennium development goals advocates gender equality to be accomplished by 2015, many developing countries including Nigeria still fall short of the mark. In Nigeria, for example, there are places where women and girls have no voice with women having no say in decisions that concern them such as marriage, business