Presidential Speech Essay

In Barrack Obama’s Second Inaugural Address he mentioned how he wants to improve the United States by having better education, having woman’s right, gay rights, virtue programs for the retired and disabled, the importance of tackling global warming, and immigration reform. In the speech he gave he talked about what brings this country together is not the race or beliefs of people but the idea articulated in the declaration of independence and how the founding fathers of this country did not mean to become deprived by the constitution and that patriotism was not the preserve of the right. After everything that has happened in this country we are recovering, our future is looking brighter. He wants to grow government in order to remake our country along his progressive vision. He also wants to increase our taxes instead of reforming medicare and social security. This speech is also about how the ones who died in the army or in 9/11 are the ones who have paid for our freedom we have in this country. Everyone in the United States is given a chance to succeed, no matter how poor they may be because they are an American and we are free and equal. This speech is also about how we should be aware of those who want to harm us and do bad and show courage and defend each other peacefully. He believes equal pay for women, equality under the law for gays,voting rights, immigration reforms and higher employments are the keys to further America’s journey towards its highest ideals. He promise to further the journey as part of his oath and asked for us to accomplish the same oath. He also promised to keep existing alliances strong, emphasized the end of wars and the economic recovery. Obama’s second Inaugural Address took place on the national day that celebrates the civil rights leader, Martin Luther king Jr. In his speech he had mention â€Å"we learned that no union founded on the principles of liberty and equality could survive half slave and half free.† Obama’s Inauguration theme was â€Å"Faith in America’s Future† which was about the 150th anniversary on Abraham Lincoln’s emancipation proclamation, this was when Abraham Lincoln announced slavery illegal and wanted equal rights for everyone. I think the speech Barrack Obama gave was good and bad at the same time  because he probably lost a lot of people when he mention the gay rights and immigration reform. But also gained some votes from the Hispanics and young adults because young people accept gay rights than most of the country. I think he does make a point in wanting to pass the pathway to legal status for undocumented immigrants instead of mass deportation because a lot of people come to the united states to find a better future for their children. Those immigrants see this country as a land of opportunity. Since Barrack Obama gave this speech, nothing has really occurred ,other than Obama’s residential order which is similar to the dream act. The people who qualify for this must be between the ages 12-35,arrived in the United States before the age of 16, lived in the United States for at least 5 years, and have graduated a highs school and obtained their diploma or GED. This allows a dreamer to get their work permit for two years, and a driver’s license. Even though immigration reforms are not passing and are having issues with it, it is moving forward.

Who Has Been the Biggest Influence in My Life

As such, I am charged with the constitutional duty, which I am resolved to carry out, of serving the interests of the members of all groups of our people and doing justice to every man. It is in this spirit that I now come before you. For in administering the affairs of this nation, you and I share the common responsibility of providing the leadership, the guidance and the service that a democratic government owes to the people.You and I must provide for their enjoyment of those basic requisites for decent living and of those adequate opportunities for the attainment of material prosperity and spiritual fulfillment. Only thus will they be able to stand in dignity and freedom in the community of nations. We assume our joint responsibilities at a time when the Nation is faced with many serious problems. The eyes of the world are focused on us, anxious to see how this new Government will face the difficulties confronting it.Our performance will be judged not only by our own people but a lso by the other nations of the world, not only by the present but also by posterity. Because of the impelling and serious problems facing the country today, I should like to depart from the traditional practice of my illustrious predecessors of delivering an all-embracing State of the Nation message. I shall not burden you now with all the details usually embodied in such a message, especially those related to the customary and routinary activities of the government.While it is recognized that such functions deserve equal and proper attention, I believe it would be more in keeping with the exigencies of the moment to submit, at the proper time and in the hour of need, such special messages to Congress on these matters as may be warranted by circumstances. In the interest of priority of purpose, therefore, I beg leave to submit for the consideration of this Congress only the most paramount problems of the Nation which, in my considered opinion, require immediate and preferential att ention. STATEMENT OF OUR MISSIONIn my inaugural address, I set forth the goals of our Administration in the coming years, as follows— 1. The solution of the problem of corruption; 2. The attainment of self-sufficiency in the staple food of our people, namely, rice and corn; 3. The creation of conditions that will provide more income to our people—income for those who have none and more income for those whose earnings are inadequate for their elemental needs; 4. The establishment of practices that will strengthen the moral fiber of our nation and reintroduce those values that would invigorate our democracy; and 5.The launching of a bold but well-formulated socio-economic program that shall place the country on the road to prosperity for all our people. This five-fold mission may be carried out by resolving two major problems, namely—the need for moral regeneration and the problem of economic growth. Democracy on Trial In the accomplishment of our mission, we have chosen the freedom of democracy as the context for the solution of our problems. Democracy is truly on trial along with us in our social and economic travails.By our success or failure in leading the Nation from the abyss of want to the plateau of abundance, not only ourselves but also our way of life will be judged. If we falter, we shall fail democracy as well as our people and thus bolster communism’s boast that it is a superior political system. But if we succeed in laying a dynamic and permanent base for justice and prosperity in this country, we shall vindicate not only ourselves but democracy itself. Therefore, I first invite your attention to the decadent state of our public morality.Our efforts to achieve the goal of economic and social fulfillment will be more effective and the results we obtain more permanent only if we can suffuse them with a pervasive moral regeneration. At my inauguration, I stated that I would seek to strengthen the nation’s moral fiber through formal modes of reform, enforcement of the laws and the exercise of the tremendous persuasive power of the Presidency in setting the personal example of honesty, uprightness and simple living.The enforcement of the law is solely the responsibility of the Executive Department, but I invite all to join the Executive in wielding the potent power of moral example, and I particularly urge the Congress to assist in conceiving those reforms that will contribute to a moral renaissance of our people. Let me, however, add that it is wasted effort to steep the young in virtue and morality only to let them realize as they grow up that their elders are neither moral nor virtuous.We -must, therefore, see to it that the practices allowed by law in government and business, in the professions and labor unions, in field and factory—in every area of national endeavor—conform as much as possible with the moral and the ethical. Such practices can be sustained and upheld only if we can at the same time create a sthrong public opinion that will actively approve them and vigilantly condemn the contrary. In our actions, we should not be guided only by what is legal. We must go beyond legality into the demands of morality. Our acts must not only be legal but must be moral as well.

Action Research Essay

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

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World Music ethnography proposal - Essay Example Fabio Bidini, Piano. 2005) Conductor Ignat Solzhenitsyn: Son of the celebrated Nobel Prize winner, Alexander Solzhenitsyn Ignat is to classical music what his father was to writing. He is now acknowledged to have a fully accomplished career, both as a conductor and as a piano artiste. His musical and heart rending compositions have won him international recognition and appreciation. (Ignat Solzhenitsyn: Conductor. Biography) This marvelous orchestra comprising of local Curtis graduates such as Music Director, Ignat Solzhenitsyn, and artistes from New York, conducts music concerts at the Perelman Theater housed within the Kimmel Center. (Philadelphia Nightlife. The Chamber Orchestra of Philadelphia) Philadelphia Nightlife. The Chamber Orchestra of Philadelphia. The New York Times. Accessed on 15 October 2007 from http://travel.nytimes.com/travel/guides/north-america/united-states/pennsylvania/philadelphia/attraction-detail.htmlvid=1154654657014

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Accounting - Assignment Example b) If we were to compare the 2013 Income Statement with the 2013 Statement, we would find that Helen Harris Handbags had a decline in profitability of  £69127. Various reasons can be outlined for this decline in profits. Some reasons can be identified through an Income Statement others may be issues affecting the business such as increase in competition, recession in the markets etc. However, looking at the Income statement alone, we can see a sharp increase in Marketing Expenses of the year 2013, as well as a slight fall in Total Sales. Other expenses have increased as well, but marginally. As total sales have fallen, inventory has gone up. The fall total Sales might be matter of concern for the business, especially since Marketing Expenses have increased. a) The Balance Sheet of a business is used to show the â€Å"net worth† of a company at a given point of time. (e-conomic(UK), 2014). It is particularly useful in monitoring the health of the company that is what the business owes and what it is owed. The Assets and Liabilities are the two main sections in a Balance Sheet and are always equal. The Balance Sheet is divided into two parts as mentioned above, and into various sub parts which include Fixed Assets, Working Capital, Current Assets, Equity or Shareholders Stake (which includes any profit/loss and drawings) b) In the case of Helen Harris Handbags, Inventory has increased, that has been the result of fall in Sales (discussed earlier). However, a matter of concern is a huge increase in Bank Overdrafts from 2012, in 2013. This tells us that business has increased its debts considerably since last year. There is an increase in the Debtors as well. a) The purpose of the Cash Flow Statement is to evaluate the cash inflows and outflows of a business during a financial period. (e-conomic(UK), 2014). The main avenues of Cash Inflows and Outflows can be described in

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Public Health - Essay Example surroundings and circumstances determine the health of people. Some of the factors used in the determination of health include genetic factors, educational level, income level and relationship with families and friends. The main determinants of health include social and economic environment, physical environment and the individual’s behaviors and characters. The increase in the income earning may increase the living standards; however, in some case people may fail to control their eating habits and end up acquiring diseases such as diabetes among others. The great gap between the gap between poor and rich increases the differences in health conditions. On the other hand, low education levels also contribute to the development of disease in the community. For instance, the lowly educated people may not be able to understand which kind of food to take at a given time. It becomes very difficult to create a harmonized healthy condition in the entire society because of the variatio n in the social factors (Kindig, 2015). In addition, people have different views and opinion regarding various health factors in the society. For example, some people may support abortion while other opposes the act and considers it an evil act. Such differences influence the efforts made to improve the population health.

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Chronic Eczema - Essay Example For instance, the methods of treating Chronic Eczema may change, hence rendering the previous routines useless. For example, a new method of diagnosing Chronic Eczema may be discovered, and hence taking of picture of the affected part by the patient and sending it to the Dermatologist becomes less useful. The technologies available to different patients are varied. The knowledge to make proper use of the technologies available to the patient are also not guaranteed. For instance, relying on the photos taken by the patient may not give a clear picture of the intensity of the infection, especially if the focus of the photos is not good. For this reason, relying on the patient’s technologies may impair the process of offering equitable health services. For equitability in health service delivery, practices such as diagnosis should be uniform across the patients. The virtual support hinders the patient from accessing quality services, which would be offered in the event of the patient visiting the GP and hospitals. It is likely that if the patient gets virtual support, he/ she doesn’t enjoy some of the services, which are difficult to implement in the online support

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Persuasive Thesis- Convince the adult reader to agree with your position on an issue you've recently debated. Work with your own ideas and experiences add no ou - Essay Example This enthusiasm is not shared by those of the religious right or the current presidential administration. This faction is opposed to embryonic stem cell research which they claim as immoral and characterize as devaluing human life, much the same as does abortion, drawing a link between the two. I suggest those who support federal funding of stem cell research are positioned on higher moral ground. Stem cells are basically the building block cells of a human being which are capable of becoming different types of tissue. The main objective for pursuing stem cell research is curing incapacitating ailments such as Parkinson’s, Alzheimer’s, spinal cord injuries, strokes and other various diseases. Embryonic stem cells possess the ability to restore defective or damaged tissues which would heal or regenerate organs which have been adversely affected by a degenerative disease. The moral dilemma that surrounds the prohibition of aborted fetuses is the idea of abortion itself. The Bush administration has made it very clear that it is opposed to legal abortions, in at least most circumstances, and has transferred this ideology to its prohibition of embryonic stem cell research. The concept of scientific study of the next stage of development, the fetus, which resulted from an abortion, is unthinkable. This ideology of the administration reflects the minority opinion which opposes abortion and also reflects the majority opinion that is opposed to aborted fetuses of consenting parents being used for experimentation. This reality has no basis in reason. Why would those who claim to be ‘pro-choice’ want to waste the aborted tissue? For that matter, why would pro-lifers want to witness what they believe is a living being tossed away in vain? At least its ‘life’ could have meant something to humanity in a very real way. Whatever moral or political position, the fact is, all these fetuses could have served

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The hot zone - Essay Example On New Year’s Eve, Mr. Monet suffers from the eyeball pain (Preston 9). The pain is one of the symptoms of the virus attack. Further, M. Preston interestingly emphasized Mother Nature’s outpouring of ailments unfavorably affects humans (Preston 3). The real life story focuses on some of society’s unsuccessful attempts to stop or cure certain ailments. The book shows the unstoppable Mother Nature’s Ebola virus, HIV (AIDS) as well as the marburgvirus virus types can avoidably kill many people (Preston 23). Finally, the book exposes to the world the dangers of incurable animal viruses. Further, the book interestingly shows the governments’ efforts to control Mother Nature’s virus attacks. The book discusses the government established the Reston Virginia to control the deadly viruses (Preston 94). The Virginia research included the coining of the deadly Reston virus. Specifically, Mr. R. Preston states U.S. funded Reston, Virginia research focused on the incurable viruses that transfer from animals to humans (Preston 105). Furthermore, the Preston story interestingly emphasized the discovery of the Ebola virus strain in the Reston Virginia medical research facility (Preston 94). The virus was called by another mutation name. Monet mentioned the MARV virus came from the Cave of Kitum (Preston 119). Kitum is strategically located in the remote outskirts of Kenya’s Mount Elgon. Moreover, another interesting topic of the book is hope. The author’s story plots indicate people can hope they can win over the incurable virus attacks. The book shows the nation’s allocating funds to find the virus cure or alleviate the symptoms for the currently incurable viruses. The U.S. government allocates funds for anti-virus researches. The government’s Center for Disease Control agency helps with the fight (Preston 20). The agency exerts extra efforts to research, control, and eradicate the increasing number of

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Grant Proposal - Essay Example Statistical data from WIC tell us that 50% of the new mothers in this area initiate breast feeding but only 14.5% maintain breast feeding (WIC). This implementation plan will put into place a peer to peer breastfeeding program. The aim would be to improve the numbers of maintained breast feeding mothers and infants. The program is a peer to peer (buddy program) to support mothers attempting to breast feed. As noted, many women initiate the attempt (50%) but those who manage to continue are only (14%). There are many reasons for this, some of which are lack of support, confusion, fear, and anxiety (Stube, 2009). The primary goal of this program would be to increase the numbers of women who are able to maintain breast feeding. Keeping mothers breast feeding at least the first few months could improve the health of both mother and infant (Stube, 2009). It has been shown through several recent studies that peer coaching improves the continuation of breast feeding. Hoddinott, Chalmers, and Pell (2006) supported the fact that in some areas this has increased up to 35%. This is further supported by a quasi experimental evaluation done by Olson, Haidir, and Vanggel et. al. (2010) in which they found that peer to peer counseling improved initiation by 27 points and increased duration by 3 week. In Bangaladesh Hollander showed that peer counseling increased breast feeding at five months by 70% and Shafer, Vogel, and Vigas (2009) showed in their randomized control trial, an increase of 6% initiation and 9% continuation in rural low income women. Referral Peer support is provided through a network of volunteers that are trained in the problems related to breast feeding as well as having been successful at breast feeding themselves. This training will be initiated through the WIC and LaLeche League International program to assure that the new mothers are getting the support that is needed. The idea is to choose a supporting peer that has the same culture and socioeconomic background as the mother to be supported. The new mother may be referred in several ways including WIC, Public Health, Food Stamps, physician, social services, self referral and others. Access Once the mother has been referred she is contacted by a peer and given information, including classes that she can attend that prepare her for the breast feeding process. This includes such procedures as needed to harden nipples, decreasing pain on initiation of breastfeeding. After childbirth, the provide nonmedical assistance as needed to reduce frustration and anxiety in the new mother who is attempting to breast feed. This includes the mother who goes back to work. Often, the transition from breastfeeding to pumping and bottle feeding is extremely difficult (Dennis, Hodnett, & Gallop, 2002). The peer who has been successful through this transition can help quite a lot in improving this transition, keeping the mother breast feeding for a longer period of time. This program would be based in the community clinics in each of these counties but the peers are available through the hospital setting as well as phone. Telephone counseling and support are available 4 times per day. Peer Training Peers will be expected to attend classes on basic breastfeeding management, nutrition, infant

The community ecology of the organism Research Paper

The community ecology of the organism - Research Paper Example The community ecology of the organism Sea otters are keystone predators, whose presence has a far-reaching influence on the marine food web by affecting the populations of sea urchins, which indirectly affects the populations of kelp forests & other marine organisms. There has been a steep decline in sea otter populations due to water pollution and exploitation for furs. This has affected marine ecology adversely. It is therefore suggested that sea otters should be included in the endangered species list to protect them from further exploitation. This study focuses on the community ecology of sea otters and their impact on marine ecology. The need for their inclusion in the Endangered Species list and implications of such an intervention are also evaluated. Community ecology Sea otters predate on many herbivorous invertebrates, including sea urchins. Sea urchins feed on kelps, which are an important habitat for fishes and other marine organisms. A high population of sea urchins has an adverse effect on kelp forests. Sinc e sea otters predate upon sea urchins, their populations are kept in check. â€Å"This reduces the grazing pressure on kelp, facilitating macroalgal growth† (Laidre). Therefore, sea otters play an indirect, yet vital role in the preservation of kelp forests. This in turn protects kelp forests and other macroalgae, which would have otherwise been depleted due to grazing by sea urchins.in turn protects kelp forests and other macroalgae, which would have otherwise been depleted due to grazing by sea urchins. â€Å"Where sea otters abound so do lush kelp forests, and where sea otters are absent the habitat is typically deforested by hyperabundant sea urchins† (Soule et al 1240). The significance of this interaction can be wholly surmised only when the importance of kelp forests is understood. â€Å"Kelp forests are a source of food and habitat for dozens of other coastal species† (Soule et al 1240). Innumerable coastal marine organisms thrive on kelp forests, enhanc ing biodiversity of the region. Therefore, to maintain the diversity and richness of coastal marine ecology, sea otters should be preserved, who indirectly lead to the preservation of kelps. Impact of sea otters on community ecology The presence or absence of sea otters influences marine ecology at the community-level. Studies have shown that kelp forests enhance the underwater environment, providing a suitable habitat for fishes. The declining kelp beds in California in the mid 1900’s propelled the Kelp Habitat Improvement Project, whereby attempts were made to eliminate sea urchins that are primary predators of kelps. Studies showed that the elimination of sea otters during the 1800s from the Californian waters might be responsible for the dwindling numbers of kelp forests. Further studies have also shown that the population density of sea otters affects seaweed biodiversity too. In a study conducted in Alaska on three different bays, the Torch Bay, Deer Harbor and the Surg e Bay, it was found that â€Å"the presence of sea otters led to a decrease in the population of sea urchins, which led to an increase in the population of seaweeds† (â€Å"Interaction with kelps & sea otters†). In addition, it was also found that annual kelps predominated the areas where sea otters were present, and perennial kelps predominated in areas that had lesser sea otter populations (qtd. in â€Å"Interaction with kelps & sea otters†). As is evident, sea otters are vital for maintenance of kelp communities that are primary habitats of other coastal marine

Consulting Methodology Essay Example for Free

Consulting Methodology Essay Consultant Approach Quickly understanding problems, gathering relevant data, and synthesizing insightful results The Minto Pyramid Principle A set of rules that helps create groups in a way that is logical and structured. Groups help you communicate easily to others. Process that identifies issues, designs research, analysis, and communication Way of sorting data to compartmentalize complex details and organize info Only effective if you have a clear idea of what the issue or question is. Ideas should be top-down, with lower levels supporting upper levels. Avoid more than 3 categories (hard to remember). Sub-ideas = grouped as well. Consulting Process and Context Problem Definition Key issues are developed using a Situation-Complication-Question (SCQ) analysis The key issue is the client’s most pressing need.   A situation statement is a non-controversial description of stable conditions. A complication statement is what altered the stable situation and created the problem. The key question is the question implicitly raised by the complication statements. Step 1: Ask Probing Questions Get to the essence of the issue. Ask â€Å"Why?† and look for effects that may be masquerading as causes. Causal relationships can be very difficult to decipher. Take note of body language and subtext. Find evidence and document all of the answers. Step 2: Sort and Group Info Use the Pyramid Principle to join ideas. Start by grouping similar ideas. Then, summarize each group with a heading sentence. Sort each heading sentence into situation, complication, or question. Repeat these steps with all of the data. Step 3: Determine Key Objective There is only one key question. From the SCQ, determine the key question. It should be the natural question that is a logical progression from each of the complications. The overarching issue Framing the Key Question Can be as important as determining the question itself The form is dependent on what types of complications exist. Different frames will provide a different â€Å"lens† for the question. After determining the type, restate in a closed format; answered with YES or NO. Refrain from positioning one solution over another, unless complications explicitly require it. Make sure the question is broad enough (neither too specific nor too in-depth) to cover all of the relevant and related sub-questions Approach Issue Analysis Uses the Minto Pyramid Principle, which structures idea. Issues Analysis structures the analysis of a problem using questions. Issues Analysis is used to structure the questions that must be addressed to answer the key question. Step 1: Identify All Sub-Questions What other information is required to answer the key question. Use the closed question format and be stated in a positive-yes format. Step 2: Sort and Group Questions Use the Pyramid Principle to help connect questions. Step 3: Build the Issues Tree Reflect what your brain has already done and the work you’ve already completed. To begin, put the key question at the top of the tree. Underneath the key question, write down each of the heading questions at the same level. For each of the heading questions, add sub-questions at the next level. No need to have more than four levels of questions. Step 4: Test for MECE * There are 2 qualifications. ME = Mutually Exclusive and means questions are not similar to each other. CE = Collectively Exhaustive means you have covered all important questions and is comprehensive. Step 5: List Tasks for Getting Evidence Identifying the tasks that need to be completed to answer the sub-questions. At the lowest level of each part of the Issues Tree, determine what needs to be done to answer the lowest level question. If all of the lowest level questions can be answered, the questions above can also be answered, since each question is in a closed, positive-yes format. This means that work does not need to be repeated or added later on in the process. Work Plan Way to keep track of multiple projects. Knowing the scope of the work can help define (or redefine) content. Help clarify whether there are issues to address. Makes it easy to assign work. F our-step process: Rotate the Issues Tree Rotate the Issues Tree 90 degrees counterclockwise with the key issue on the left and as you move to the right, questions will get more and more detailed. On the far right will be the list of activities and tasks. Determine Resources Needed Establish the duration of each task and what will be needed and then assign. Align Work Plan with Resources Create a high-level work plan including designate resources. Include the individual tasks, which people are assigned to each task, and how long each task will take to complete. There are three basic elements of a work plan that determine scope: activities or tasks, resources, and a timing or project schedule. Define and Request Client Support Revisit important issues with the client. It will become clear what additional resources are needed and why. Because each resource is linked to an activity, and each activity is tied to an explicit question, requests for more time, people, or information are very easy to validate. Data Gathering and Analysis Primary and Secondary Research Equally important. Secondary is mining existing data. Important because it can be validated by multiple sources and supporting details. Beneficial because it uses different pieces of data to draw conclusions without emotional bias. Primary data gathered through interviews and is important because it includes nonverbal signals. Interview Techniques Not merely asking the right questions. 4 step process. Plan Interview and Define Objectives Important to know three things about finding the appropriate source for an interview: Who knows the answer to the questions? Who is willing to answer the questions? And who will be a credible source? Contact a large number of people. Call back if a subject is unavailable; it is more effective than leaving a message. Allow for additional time. Conduct background research on interviewees. Prepare a Script Execute the Interview Introduction: introduce self and state the purpose of the interview. Core: ask the questions you’ve prepared. Closing: Thank the interviewee and allow for them to ask questions. Record and Summarize Findings and Recommendations Presentations Convert the Issues Tree to an Outline Replace Each Question with a Statement Build the Presentation Slides Each phrase that answers a question will be the top line of the slide and findings will take up the rest of the slide. At the end of the presentation slide, repeat the first slide of the key issue and heading questions with an answer to reiterate the primary message When to disclose the â€Å"answer†? Can provide answer at the beginning of the presentation so that the audience is immediately aware. Or hold the answer until the end so the conclusion seems inevitable. Answer at the beginning when the audience already understands the situation, agreement is likely, and the audience is impatient. Answer at the end when the audience is unfamiliar with the facts, the conclusions are controversial, and the audience is detail-oriented and story-motivated. Ensures agreement and make the conclusion viewed as objective and inevitable. Framework and Tools Client Profiling Tool used to rapidly get up to speed with new clients. First step is understanding the client’s strategic direction, which is classified as either goals or objectives. Objectives are broad and describe general direction, are intangible, abstract, non-measurable. Goals are narrower and specific, concrete, tangible, measurable, with deadlines. Scope of the project is important in outlining what work your team will and won’t be expected to complete. To create the scope, you need to think carefully about what sorts of opportunities and threats the client is facing. Understand what the client is and isn’t willing to do. Business and Customers: start with examining the basic client business, the geographic area, financial status, recent news. Examine the value chain to analyze what the client does. Use the buying criteria to understand how customers interact with what the client is offering. The buying criteria are a number of things about a product that impact if the customer will choose it. Anything that is essential in order to have customers is called a â€Å"must have†. If a feature is something that changes a customer’s mind is called â€Å"differentiating†. Features that are interesting but may not be willing to pay for are called â€Å"nice to have†. Marketing Mix: help determine the best combination of marketing for customer awareness and loyalty. Called The Four P’s: Product, Place, Promotion, Price. The Boston Consulting Group (BCG) Matrix: analyzes how product investment should be managed. Stars need added investment to maintain and can be potentially bring added profit. Question Marks may need more investment to succeed or should be divested. Dogs should be divested to invest in more profitable markets. Cows make excellent margins and don’t need more investment. Sources of Competitive Advantage: 3 types: Scale advantage means being larger than most competitors and manifests when a company creates standard products and can come from different sources like cost leadership, efficiency, economies of scale, market share, etc. Differentiation advantage is when the company has a premium because of value that is created by products that are unique. Creates an industry environment or imperfect competition in favor of client (example: Apple). Unique Access advantage is when the company reaches customers that others can’t or has resources others don’t; leads to price premium and imperfect competition. Macro and Industry Insight Need to understand the environment the client is working in. Generate insight around which forces drive client behavior. PESTEL analysis: examines the macro forces and trends beyond the immediate competitive landscape. Quick reference for drivers. 5 Forces Analysis: Porter is an MECE way to approach any industry and provide a quick litmus test for attractiveness. 5 forces are: supplier power, buyer power, threat of substitutes, barriers to entry and competitive rivalry. Magnitude and direction of each force will indicate attractiveness. If buyer power is high the result for the firms is negative and the industry is less attractive. If supplier power is high, the result for the firms is negative and the industry is less attractive. If competitive rivalry is high the result for each firm is negative and the industry is less attractive. If threat of substitutes is high, the result for each firm is negative and the industry is less attractive. If threat of new entrants is high (in other words, there are many barriers to entry) the force’s impact is dependent on what type of player the client is. If the client is an established player, having high barriers to entry is a positive force. If the client is a potential new entrant, high barriers to entry are negative and the industry is less attractive to enter, but more attractive to stay in. SWOT: only tool for examining a company directly. Competitor Analysis Usual and unusual competitors. Usual competitors are easy to recognize; they have a similar offering and/or target a similar market to serve the same needs. Unusual competitors are harder to find and come from lots of different sources; any competitor that is not usual. Professional Behavior and Ethics Maintaining Professionalism The goal of being a Trusted Advisor is to do business ethically, lawfully and collaboratively through an unwavering dedication to the highest standards of professional conduct. The ability to behave professionally establishes credibility in the client’s eyes. Exhibiting Interpersonal Skills Establishing and Honoring Agreements Successfully establishing and honoring agreements gives consultants integrity Take Action To integrate these skills into your daily routine, find a list of action items to start first thing on Monday morning. Practice sorting and grouping the elements of your daily e-mails, do an SCQ and issues analysis for a company you find interesting, and work hard to demonstrate integrity and credibility in any work that you do.

A Study Of Indian Space Technology Environmental Sciences Essay

A Study Of Indian Space Technology Environmental Sciences Essay India has an impressive array of achievements in the development of space technology for various applications. From a humble beginning with a small RH 75 rocket in the sixties to the successful launch of PSLV-D2 with 804 kg IRS-P2 in October, 1994, the Indian space programme has made remarkable progress through a well integrated, self-reliant programme. Eight Indian satellites are now in various stages of operation in the space. These are INSAT-1D, INSAT-2A, INSAT-2B, INSAT-2C, SROSS-C2, IRS-1B, IRS-P2 and IRS-1C. IRS-P3 when launched during 1996 will be the ninth satellite in the series. 1995 was an eventful year for the Department of Space. INSAT-2C was successfully launched on December 7, 1995. It has got Ku-band and more powerful transponders to provide mobile satellite services and business communication. The launch of IRS-1C from Russia on December 28 was also successful. It has many advanced features providing better spatial resolution, additional special bands, stereoscopic imaging, wide field coverage and more frequent revisit capabilities. Indias position in world space programmes has gone up after the establishment of United Nations Asia Pacific Regional Centre for Space Education in India. The Indian National Committee for Space Research (INCOSPAR) was formed by the Department of Atomic Energy in 1962 . The same year the work on establishing Thumba Equatorial Rocket Launching Station (TERLS) was started. While the year 1965 saw the establishment of Space Science And Technology Centre, Thumba, the Satellite Telecommunication Centre was set up at Ahmedabad in 1967 . The first sounding rocket was launched from TERLS on November 21, 1963. The TERLS was dedicated to the United Nations on February 2, 1968 . The Indian Space Research Organisation (ISRO) was formed under Department Of Atomic Energy on August 15, 1969. The Government of India set up the Space Commission and the Department of Space (DOS) in 1972. In the seventies Indian Space Programme was formally organised in a self-reliant manner. Now the scope of space programme ranges from development of Space Launch Systems, sophisticated satellites, their operation in the orbit, to the conducting of extensive application-oriented research and execution of different missions. The Indian Space Research Organisation (ISRO) plays a key role in the planning and execution of National Space activities. MAJOR ACHIEVEMENTS The Indian space programme, having the objective of providing space-based services to the nation in a self-reliant manner, crossed an important milestone when the 283 tonne, 44 metre tall, Polar Satellite Launch Vehicle (PSLV-D2), launched on October 15, 1994, successfully accomplished its mission by placing the 804 kg Indian remote sensing satellite, IRS-P2, in the intended polar sun-synchronous orbit. India has, thus, joined the exclusive group of just six nations in the world to achieve this multi-disciplinary, technologically complex feat. Even as PSLV-D2 unequivocally demonstrated Indias capability to launch indigenously built remote sensing satellites from within the country, the mission has also proved, in flight, a number of systems which will be employed in the Geosynchronous Satellite Launch Vehicle (GSLV), thus, bringing the country closer to achieve the capability for launching INSAT class of communication satellites as well. During 1995 the INSAT-2C and IRS-1C have been launched successfully and commissioned in orbit . The next development flight of the vehicle PSLV-D3 is scheduled in 1996. The fourth developmental flight of the Augmented Satellite Launch Vehicle (ASLV-D4) successfully achieved its mission on May 4, 1994 by placing the 113 kg SROSS-C2 scientific satellite in a near-earth orbit. With this success, all the objectives of ASLV project, including proving, in flight, a number of complex vehicle systems employed for PSLV and GSLV, have been fully realised. Considerable progress has also been made in the development of GSLV with a number of advanced technologies having been qualified and fabrication of most of the vehicle hardware initiated. The successful development and qualification of the silicon phenolic throat for the GSLV liquid propellant engine is another significant achievement. The L-40 liquid propulsion stage of GSLV is now getting ready for qualification . SCOPE OF SPACE PROGRAMMES Space programme continues to support space science research in the country. The National Mesosphere Stratosphere Troposphere Radar Facility (NMRF) near Tirupati, has been fully operationalised with the commissioning of the remaining part of the antenna array and associated transmitters for measurements in the Mesospheric region. It is a versatile facility for the atmospheric scientists. Sounding rockets and balloon flights continue to be undertaken for several space science experiments. The detection of a few Gamma-ray bursts by SROSS-C satellite has given further fillip to such experiments. Space Science research encompasses a wide spectrum of activities including study of cosmic rays, astronomical investigation using space and ground-based systems, study of meteorites and lunar samples and physical observations of sun. Another major branch of activity relates to the study of earths atmospheric system through rockets, balloons and orbiting space systems. REMOTE SENSING APPLICATIONS The remote sensing applications using IRS have proliferated into almost every facet of national development. The data is now used regularly for agricultural crop acreage and yield estimation, drought monitoring and assessment, flood mapping, land use and land cover mapping, wasteland management, water resources management, ocean/marine resources survey and management, mineral prospecting, forest resources survey and management, etc. We have surpassed many developed nations in putting into use the satellite based remote sensing data. For example, IRS data is used for pre-harvest acreage and production estimation of all major Indian crops like wheat, rice and sorghum. Estimates of production of cotton, oil seeds, mulberry, etc. are also made using satellite data. The data from IRS satellites is used for soil mapping, grassland mapping, forest survey, land use/land cover mapping, locating underground water resources, estimation of snow cover and snow melt/run-off, monitoring water level in reservoirs, environment monitoring, etc. The data has been extensively used for flood mapping and identifying flood-risk zones and for forecasting drought conditions. Satellite remote sensing is now used for identifying potential fish zones helping the fishermen in the coastal areas to increase the catch. Twenty two states have established remote sensing applications centres, which are carrying out several application projects of relevance to their regions, besides participating in national level projects. The Department of Space is helping state remote sensing centres through review of progress , conducting regional workshops, providing funds on case- by- case basis and providing research and development support. Indian Remote Sensing (IRS) Satellite The launch of the first operational Indian Remote Sensing satellite, IRS-1A on March 17, 1988, on board a Soviet Vostok rocket, ushered in a new era in the countrys resources survey and management system. The second satellite in the series, IRS-1B, identical to IRS-1A, was launched on August 29, 1991. IRS-1A and IRS-1B have become the mainstay of the National Natural Resources Management System (NNRMS) for effectively managing the countrys natural resources. IRS-P2, launched by Indias PSLV on October 15,1994 has joined IRS-1A and IRS-1B in enhancing the remote sensing services. IRS-1C has also been successfully launched on December 28, 1995 on board a Molniya rocket of Russia. Satellite images have been used to study the earthquake in Maharashtra during September 1993, Satellite data shows three major lineaments intersecting just south of the Latur-Killari village and this trijunction of lineaments appear to coincide with the epicentre of the earthquake. Based on the nature and extent of damage to various structures as observed in the field and the information provided by the District Collectors, the isoseismal intensity contours have been drawn. Application of IRS Satellites In Agriculture What do the Satellite people know about agriculture? Officials in Agriculture Departments used to ask. Recently the Karnataka State Remote Sensing Technology Utilisation Centre (KSRSTUC) has given a befitting reply. It has wrapped up a satellite data-based study of Kolar Districts Gudibanda Taluka and prepared an action plan to turn the rocky, rain-starved and drought-prone environs into an agricultural oasis. It is a tiny example of the unique Integrated Mission for Sustainable Development (IMSD) which has been launched in 157 districts of our country. Now farmers of India have growing interest in harvesting the miracles of the IRS series of Remote Sensing Satellites. IMSD aims at generating locale-specific prescriptions for development at micro-level using integrated analysis of the thematic maps generated using data from IRS Satellite, meteorological data and socio-economic information. Several States like Karnataka have set up their own Remote Sensing Application Centres. Efforts are being made to introduce courses on remote sensing in school and university curricula. INSAT Revolutionises Telecommunication And Media Indian National Satellite System (INSAT) besides revolutionising the telecommunication and TV broadcast scenario in our country, has improved the weather forecasting and is providing advance warning on disasters. About 150 telecommunication terminals are today operating under the INSAT network providing more than 4,000 two-way telephone channels along about 170 routes. Telegraphy services have been provided in the north-eastern region covering most of the inaccessible rural areas. The National Informatics Centre has set up over 600 micro-terminals. Many business houses now use the INSAT system for their corporate communication. The two indigenously built multipurpose satellites, INSAT-2A launched in July 1992 and INSAT-2B launched in July 1993, as well as, INSAT-1D, the last of the INSAT-1 series of satellites launched in 1990, continue to perform well in orbit providing vital services for telecommunications, television broadcasting, meteorology, disaster warning and distress detection. The successful launch of INSAT 2C on December 7, 1995 from Kourou, French Guyana and its commissioning in the orbit has added to INSAT series. It will provide mobile satellite services and business communication through newly introduced Ku-band transponders. More powerful C-band transponders for television programme will reach beyond the Indian boundaries. The work on the follow-on satellites in this series 2D and 2E has progressed further and are slated for launch in 1996-97 and 1997-98 respectively. These satellites will have additional spectral channel and improved coverage for meteorological payload. INSAT has brought about a rapid expansion of the TV network in our country covering over 65 per cent of the land mass and over 80 per cent of our population. National TV network, regional services and metro channels have already become operational. The INSAT network is extensively being used for educational purposes such as countrywide classrooms conducted by the University Grants Commission for two hours every day primarily meant for the university and college students, educational television programmes broadcast in the local languages for the benefit of the rural population and curriculum-based lectures broadcast by the Indira Gandhi National Open University. It is also used in continuing education for industrial workers, training of bank employees, training of block and village level extension agricultural workers and farmers, etc. INSAT is helping us in improving weather forecasts by providing high resolution radio-metric imageries. More than a hundred unattended meteorological data collection platforms relay weather information through INSAT to a central meteorological data processing centre. INSAT is also providing disaster warning receivers installed along the cyclone-prone east coast of the country. These disaster warning systems have enabled evacuation of thousands of people well in advance of impending cyclones. OTHER SATELLITES Aryabhatta Aryabhatta, the first Indian satellite, was launched on April 19, 1975, by the erstwhile USSR Intercosmos rocket into a near -earth orbit. Bhaskara Bhaskara-III , launched on June 7, 1979 and November 20, 1981, respectively, by the Intercosmos rockets of the erstwhile USSR, were experimental earth observation satellites. APPLE APPLE (Ariane Passenger Payload Experiment), an experimental communication satellite, was launched on June 19, 1981 by the Ariane launch vehicle of the European Space Agency (ESA). Rohini Series Two Stretched Rohini Series satellites, SROSS C and SROSS-C2, were launched successfully by Indias Augmented Satellite Launch Vehicle (ASLV) on its third and fourth developmental missions (ASLV-D3 and ASLV-D4) on May 20, 1992, and May 4, 1994, respectively. Both the satellites carried identical scientific payloads, namely, Retarding Potential Analyser and Gamma Ray Burst experiment. SITE Satellite Instructional Television Experiment (SITE), hailed as one of the largest experiments of its kind, was conducted during 1975-76 using USAs Application Technology Satellite (ATS-6). It demonstrated the potential of satellite technology as an effective mass communication media. STEP Satellite Telecommunication Experiment Project (STEP), conducted during 1977-79 using the Franco-German satellite. Symphonie, provided experience in the operation of a geo-stationary satellite system for domestic telecommunication and in designing and building ground infrastructure. LAUNCH VEHICLES SLV Indias capability in the launch vehicle technology was first demonstrated through the successful launch of SLV-3 in July 1980, which placed a 40 kg Rohini satellite into a near-earth orbit. Two more launches of SLV-3 were conducted in May 1981 and April 1983 with the Rohini satellites. ASLV The Augmented Satellite Launch Vehicle (ASLV) was successfully launched twice from Sriharikota Range (SHAR) on May 20, 1992 and May 4, 1994, respectively. These were the third and fourth developmental launches (ASLV-D3 and ASLV-D4). They injected the SROSS-C and SROSS-C2 (Stretched Rohini Satellite Series) satellite, respectively into a near-earth orbit. PSLV D 2- A Total Success The 280 tonne, 44 m tall, Polar Satellite Launch Vehicle, PSLV, is capable of putting 1,000 kg class remote sensing satellite into 900 km polar sun-synchronous orbit. The first developmental flight of PSLV took place on September 20, 1993. Though it could not place the IRS-1E satellite, on board, into the intended polar orbit, the flight proved, in flight, almost all the vehicle systems, including the propulsion systems. The second launch of PSLV-D2 on October 15,1994 was a total success. Cryogenic Project The Government has approved the indigenous Cryogenic Upper State Project during April, 1994 following the renegotiation of the Cryogenic technology contract with Russia. GSLV With the operationalisation of GSLV towards the end of the century, ISRO will achieve self-reliance in launch vehicle technology for launching all its scientific remote sensing and geo-stationary satellites. PSLVD-3 PSLV D-3 will be launched during 1996. After this 3 PSLV continuation flights have been planned at the rate of one flight a year. SPACE PROGRAMME ENTERS WORLD MARKET There has been a significant progress in the commercial exploitation of the space capabilities developed by the country. The Antrix Corporation Ltd. established in September 1992, has shown promising results by securing orders for the study of satellite communication system for INMARSAT, providing training to ARABSAT and Korean engineers and for the supply of space hardware for Brazilian space agency. Space based remote sensing technology has drawn the attention of world market. US company EOSAT Co. has entered into a commercial contact with Antrix Corporation of the Space Department to receive and market data from IRS Satellites. Several other contracts have been bagged for supply of space hardware and services. Cooperative agreements have been signed with the Ukrainian National Space Agency and the Russian Space Agency. A high-level United Nations experts team has selected India for the setting up of a UN Centre for Space Science and Technology Education which will cater to the needs of the region.