194620 Secondary victimisation Essay Example

194620 Secondary victimisation Essay Example 194620 Secondary victimisation Essay 194620 Secondary victimisation Essay ( 1 ) Critically discuss whether the commissariats for the support, protection, and aid of vulnerable and intimidated informants are an effectual manner of covering with secondary exploitation. ( 2 ) Should victims of serious offenses, such as colza and the household members of homicide victims have the right to legal representation during the test? If so, should they be entitled to such representation at all phases of the test, or merely at the condemning phase? Introductory Note Part ( 1 ) requires a reappraisal of the relevant primary UK statute law. The statutory commissariats that are discussed below are non intended as an thorough but instead a representative list in this respect. The relevant European Union statute law is besides considered in this context, given the possible linkage to UK procedural patterns by operation of theHuman Rights Act, and others. Unless otherwise specified, the footingsvictimandinformantare given separate consideration ; each term is sometimes used interchangeably in the academic literature where secondary victimization is critically analysed. Part ( 2 ) is examined by manner of a two phase analysis: one, the UK attack to victim legal representation at the declared facets of the condemnable test procedure is considered ; two, a comparative attack is adopted to contrast the cardinal characteristics of similar victim representation governments in Canada, Australia, and New Zealand. The United States was non selected because the condemnable processs in single American provinces has spawned a assortment of somewhat inconsistent attacks that render a comparing with UK pattern hard. As secondary exploitation is the common component for treatment in Parts ( 1 ) and ( 2 ) , the undermentioned definition of the term will be applied throughout the analysis. Secondary exploitationis defined as a circumstance or set of fortunes where a victim of offense ( or in limited fortunes, a household member of a offense victim ) sustains an enhanced degree of enduring due to the insensitiveness of either single individuals or a lawfully mandated procedure within the condemnable justness system, by virtuousness of the victim’s mandated engagement in the system. [ 1 ] The assorted elements of the definition are explored in item below ; secondary exploitation can happen at any occasion within the condemnable justness system continuum that is bounded by a victim’s initial contact with a individual in authorization as a consequence of the committee of a condemnable act, to any concluding contacts with the tribunal or other justness bureaus post strong belief or sentence. [ 2 ] The justness bureaus that have been examined most strictly as prospective culprits of secondary exploitation in the UK include the constabulary services, the Victim Service, the Crown Prosecution Service, defense mechanism advocate and the bench. The look ‘second wound’ is the redolent analogy that has been employed in the academic literature to depict secondary exploitation. [ 3 ] Institutional patterns and values that place the demands of the organisation above the demands of victims are implicated in the job. [ 4 ] An of import issue that is frequently overlooked in the academic interventions of secondary exploitation is the inalterable fact the all signifiers of exploitation have a deeply subjective constituent – there are grades and variableness to victim position. The civil wrong jurisprudence panacea refering the thin skulled complainant is correspondent here. Part ( 1 ) Vulnerable and easy intimidated people are a cardinal component to the map of the condemnable justness system. It is singular that given the prominence of exposure in every facet of offense as either committed or prosecuted that the condemnable justness system initiatives to convey comfort to the vulnerable within the procedure have been so comparatively recent in beginning. There are three basic groupings of UK condemnable justness statute law ( and back uping instance jurisprudence ) that impact upon secondary exploitation constructs. These may be set out in chronological manner relation to the advancement of a typical condemnable proceeding: The first class includes the bond commissariats that are centred upon theBail Act, 1976and its legion subsequent amendments [ 5 ] . These commissariats represent the first legal agencies available to restrict secondary exploitation. The UK condemnable justness system rests on the cardinal rule of the given of artlessness, a rule that is besides the operative footing of bond. Home Office statistics confirm that 55 per centum of all UK [ 6 ] bond orders contain conditions that require the accused to stay off from another individual, frequently the purported victim or a informant. The same statistical mention provinces that over 30 per centum of juveniles and about 10 per centum of grownup individuals breach their bond conditions [ 7 ] . Bail is an imperfect mechanism with which to forestall secondary exploitation in the signifier of prohibited contact with a culprit. The 2nd grouping of available statutory protections for vulnerable individuals are the assorted regulations regulating test processs. The Condemnable Procedure Rules set up a series of protocols to be followed where an accused individual moving on his or her ain behalf proposes to traverse analyze a kid informant or an alleged sexual assault victim of any age or gender. [ 8 ] The Rule prevents such individuals from carry oning their ain defense mechanism in this manner. In fortunes where the exposure or fright on the portion of the victim / informant is established as a fact at test, the combined consequence of the Particular Measures Directions [ 9 ] and the Consolidated Criminal Practice Direction [ 10 ] have created a farther series of procedural devices that are designed to protect the vulnerable participants. These steps include: A screen fashioned over the witness enclosure to allow the accused individual from physically doing oculus contact with the informant without impairing the ability of the accused to hear the informant and therefore do full reply and defense mechanism. [ 11 ] A unrecorded telecasting nexus between a secure room and the tribunal room, where the vulnerable informant and a designated informant support individual are positioned to take part in existent clip but through the distant agencies of closed circuit telecasting [ 12 ] The proviso of a witness’ grounds through an sanctioned intermediary [ 13 ] Evidence obtained by manner of a picture entering [ 14 ] The progress redaction of statements to be tendered by the Crown where the personal identifiers of the informant are removed The exclusion of the populace from the tribunal room ; publication bans with regard to the individuality or other personal specifics of the informant In sexual assault prosecutions in the UK, it is the line of oppugning refering the anterior sexual history of the alleged victim that the accused is permitted to prosecute that frequently raises the more profound inquiries of secondary exploitation. The House of Lords inA, Roentgen[ 15 ] ruled that such inquiries were by and large allowable in a instance turning on the defense mechanism of consent ; the UK strong belief rate in sexual assault prosecutions is less than 10 per centum. [ 16 ] Such statistics beg the inquiry – is a individual a victim as a consequence of an act, or merely upon strong belief of the wrongdoer? The 3rd grouping of legislative commissariats directed at secondary exploitation applies to the station finding of fact / sentencing phase. Victim impact styled statements are admissible for the intents of condemning ; the positions of the victim, as expressed in unfastened tribunal or in composing have changing grades of impact upon the condemning procedure. Like bond conditions, condemning commissariats frequently provide a agency of legal protection for the victim through prohibitions sing contact from the accused. The blunt legalistic linguistic communication of all three types of commissariats does non adequately convey the ineluctable truth of the relationship between a victim of offense and the procedure – one time a individual becomes a victim and reports the happening, they are public belongings. [ 17 ] It is submitted that the victim asde facto‘public property’ and the primacy of the accused right to be presumed guiltless creates a fertile environment for secondary exploitation to boom. The justness system as it is presently constructed can neer neutralize the chance. Viewed from this position, Part ( 1 ) poses the incorrect inquiry – instead than see whether the support and aid rendered to victims and informants is appropriate, the analysis could get down with the proposition ‘what do victim / informantstrulydesire? ’ If the system were oriented to turn to a determineddemand, as opposed to legislatively expectingresult, the replies would be more enlightening. Stated another manner, the current UK system is geared to procure the engagement of the victims and informants who might otherwise baulk at being involved. The system is non designed to needfully supply them with satisfaction in the consequence. Given the primacy of the accused’s involvements within the justness system, the UK Victim Support system is unusually efficient and end directed. The chiefly voluntary construction of the service is alone among Commonwealth legal powers, where similar services are funded at least in portion by the same authorities responsible for the prosecution. [ 18 ] To return to the inquiry of what victims and informants truly want, modern academic commentaries may be distilled to this expression as an reply: Voice / Respect / Trust / Neutrality / Time to talk with the prosecution[ 19 ] Part ( 2 ) Art frequently imitates life ; the fictional barrister Horace Rumpole, whose clients neer plead guilty and for whom ‘the given of artlessness is the aureate yarn of English jurisprudence’ [ 20 ] , is an accurate imitation of the public perceptual experience of condemnable justness and the primary importance attached to the rights of the accused. So long as this involvement is the premier mover of the condemnable justness system, all other involvements including those of the victim will be secondary. As significantly, there is an built-in public involvement in the effectual and orderly control of the test procedure. This construct demands a centralized prosecution service, vested in the State. Assuming that the single rights of a victim or informant within the test procedure are free standing and non merely a sub-set of the State responsibility to direct prosecutions in the public involvement that includes victims, the right to act upon the procedure must hold bounds. The wide prosecutorial public involvement can non be embodied in the private involvements of a victim, no affair how obliging their fortunes or how vile the offense. The legal representation of a victim to actively direct or act upon the behavior of a public test would be the terminal of public condemnable justness. The cause of a peculiar victim would potentially supplant the rights of the accused. If the victim of an alleged serious offense had the right to private legal representation, irresolvable struggles would show themselves in the undermentioned cardinal countries of trail process: the power to traverse examine informant the possible that alternate theories of liability may be offered the chance of revoking prosecutions The rights of a victim, no affair how redolent, must give manner to the right of the broader public to drag equity, certainty and predictability. However, assorted victims’ rights advocators, peculiarly since the early 1990s, have taken a different tack, one where a victim has their ain built-in right to legal representation at every phase of the procedure to forestall farther exploitation by asseverating control over the procedure. Victims rights advocators have argued that a profound struggle of involvement arises when the prosecution represents both the populace involvements and those of the victim. This place was the drift to the emerging field of victim legal representation. The authoritative illustration is the determination of the prosecution to offer a supplication agreement to an accused that is unacceptable to the victim ; the victim can non supplant prosecutorial discretion. [ 21 ] It is further submitted that a Fuller scope of victim representations within the test procedure would function to rise, and non cut down the chance of secondary exploitation. Greater engagement and procedural visibleness would transport a corresponding greater figure of chances to re-live or otherwise addition behavior with an unwanted memory. The current system may be said to mistake on the side of restricting victim engagement ; but if it is assumed that the true involvement of victims in the condemnable procedure are accurately captured by the expression described at the decision of Part ( 1 ) [ 22 ] , the current duty upon the prosecution to maintain victim’s informed, to guarantee that a victim has a voice at the clip of sentence while understating secondary exploitation is a sensible attempt to accomplish the aims of victim engagement. Australian enterprises to forestall ‘re-victimisation’ follow a theoretical account approximately similar to the present UK procedure [ 23 ] . The cardinal facets of the Australian doctrine may be reduced to the undermentioned points: that the attempts to forestall rev-victimisation are victim driven within the over all prosecutorial construction that the attempts of victim services to back up victims are crystalline and adaptable to the demands of the single victim These doctrines are echoed in the victim services programmes established in Canada and New Zealand. [ 24 ] The differentiation between victim support and legal representation must besides be delineated. [ 25 ] The UK policy that provides for a ‘Witness Care Unit’ to move as ade factoaffair between victim / informants and the prosecution is besides employed in the other Commonwealth legal powers noted [ 26 ] . It is common to help victims with recommendations that the party seek independent advocate on issues such as condemnable hurt compensation applications or possible civil amendss actions, procedures that are related to but non an organic facet of condemnable prosecutions. [ 27 ] The Victims Rights contemplated by current UK pattern are chiefly informational, without promoting the victim to litigant position in the proceedings. There is a farther evidentiary trouble sing an extension of a victim’s right to legal representation in the test procedure. A cardinal procedural device in condemnable tests is exclusion of informants from the tribunal room to forestall the informant from hearing the other testimony and perchance orienting their ain grounds in response. While such regulations are non an Fe clad warrant of evidentiary pureness, it is submitted that the ability of the tribunal to except a prospective informant who is besides a victim with legal advocate in attending creates the possible visual aspect of exclusion while their designate is listening to the grounds on their behalf. The condemning circle has been employed as a justness tool by autochthonal peoples in North America and Australia for centuries prior to white colonisation. It is the lone mechanism in modern condemnable justness that establishes a victim on an equal terms with an accused individual within the test procedure. The CanadianCondemnable Codeprovides that in the instance of Aboriginal wrongdoers, the accused individual may be sentenced by agencies of the condemning circle as an option toCondemnable Codecountenances. [ 28 ] The condemning circle is likewise authorised in Australian jurisprudence. [ 29 ] The sentencing circle is comprised of representatives of the offender’s community, including the victim and other of their household or relations. While the test justice maintains the ultimate authorization over temperament, condemning circles allow a important chance for input to be obtained from both victims and the local community. There are no ‘prosecution’ or defence’ entries as to punishment ; in add-on to doing representations sing the wrongdoer and the appropriate countenance, a victim and local community members besides provide important input into both the footings of countenance and how the wrongdoer may be supervised within the community. [ 30 ] It is an sarcasm of modern condemnable justness that the philosophical foundation that has supported the building of luxuriant precautions of victim / informant involvements in UK condemnable tests might see the simpleness of native condemning tribunals as a theoretical account for true community based renewing justness. United kingdomLegislative acts Bail Act, 1976 Bail Amendment Act, 1993 Crime and Disorder Act, 1998 Condemnable Procedure Rules, Special Measures Directive Rule 29.1 Domestic Violence, Crime and Victims Act 2004 Human Rights Act, 1998 Youth Justice and Criminal Evidence Act 1999 United kingdomgovernments A, R v. [ 2001 ] UKHL 25 BailCrown Prosecution Servicehypertext transfer protocol: //www.cps.gov.uk/legal/section14/chapter_l.html ( Accessed April 9, 2007 ) Cornwell, David ( 2006 ) Criminal Punishment and Restorative Justice. London: Waterside Press Fenwick, Helen ( 1997 ) Procedural Rights of Victims of Crime: Public or Private Ordering of the Criminal Justice Process? Modern Law Review 60 ( 3 ) , 317–333 Mortimer, John ( 1988 ) ‘Rumpole and the Age of Miracles’ ( Penguin ) ‘Rebuilding Lifes – Supporting Victims of Crime’ Secretary of State for the Home Department, ( December, 2005 ) pp. 1-54 Victims and Witnesss ( 2007 )Crown Prosecution Servicehypertext transfer protocol: //www.cps.gov.uk/victims_witnesses/index.html ( Accessed April 9, 2007 ) Victim Support hypertext transfer protocol: //www.victimsupport.com/vs_england_wales/coping_with_crime/criminal_justice_system/index.php ( Accessed April 9, 2007 ) Youthful Wrongdoers and Child Witnesses ( 2007 )Crown Prosecution Service hypertext transfer protocol: //www.cps.gov.uk/legal/section4/index.html ( Accessed April 9, 2007 ) European Union European Forum for the Rights of Victims ( 2006 ) ‘The societal rights of victims of crime’ hypertext transfer protocol: //www.euvictimservices.org/EFVSDocs/social_rights.pdf ( Accessed April 9, 2007 ) Australia The Penalties and Sentences and Other Acts Amendment Bill, 2000 Patterson, Andrew ( 2005 )Preventing Re-Victimisation: The South Australian Experience hypertext transfer protocol: //www.aic.gov.au/publications/proceedings/27/paterson.pdf ( Accessed April 9, 2007 ) New Zealand Ministry of Justice / Restorative Justice ( 2006 ) hypertext transfer protocol: //www.justice.govt.nz/crrj/manual/module-3.html ( Accessed April 9, 2007 ) Canada An Act Respecting Victims of Crime Victims Bill of Rights, 1996 (Ontario ) Campbell, Rebecca and Sheela Raja(1999 )‘Secondary Victimization of Rape Victims: Penetrations from Mental Health Professionals Who Treat Survivors of Violence’Violence and Victims, V. 14 ( 3 ) R. v. Gladue [ 1999 ] 2 CNLR 252 ( SCC ) Wemmers, Jo-Anne and Katie Cyr ‘What equity means to offense victims: a societal psychological position on victim-offender mediation’Applied Psychology in Criminal Justice, 2006, 2 ( 2 ) Witness Protection Program Act, 1996 1

The Decline of Students Writing Skills Causes and Outcomes

The Decline of Students Writing Skills Causes and Outcomes The Decline of Students’ Writing Skills: Causes and Outcomes Writing is still the most common form of evaluating students’ achievements. You must write term papers, coursework, theses, and dissertations to prove that the teachers effort did not go to waste, and that you can acquire knowledge on your own. But something did go to waste, as more and more teachers begin to realize that they spend more time fixing grammar mistakes than focusing on the information related to topic of the work. So, what happened? If the problem keeps getting worse, maybe it’s high time to get to the bottom of it and find out the reasons for weak writing skills. Statistics on Student Writing Skills Numerous studies have been taken involving writing skills of grade-school to college age students. Annual reports from the National Center for Education Statistics show that the SAT mean scores in writing have dropped from 497 to 484 in 9 years (2006 – 2015). It’s already bad that the score is decreasing, but it also never stayed the same two years in a row during this period. Therefore, we can assume that the SAT result in writing will continue to decrease at the same rate. The same statistics show that SAT reading scores have also decreased in the same way. This also contributes to poor writing skills, particularly where analyzing and synthesizing sources is required. Causes of Students Poor Writing Skills Many teachers think that the main reason for poor writing is social media. Student paper writing seems to have shrunk to 140 characters in Twitter. But if you think about it, shouldnt these 140 characters teach young people how to express their thoughts concisely? Maybe the problem is not in the communication services that they use, but rather because they were never taught how to think and write properly. Actually, the basis of the problem lies in the limited skill set students get from secondary and high school education. They were not taught what they are required straight after entering college. Most of the time, high school students dont get to do anything more than argue an opinion in their essays. Analyzing and synthesizing information are neglected. Another point to consider is that more and more students are becoming reticent about sharing something personal, including their point of view on an essay topic. Possible Outcomes and Solutions Poor writing skills influence both employers and their prospective employees. Employers waste hundreds of dollars on training; that is, when they can attract applicants. If you’ve ever searched the job market, you’ve seen the error-filled job descriptions. Those vacancies are certainly not too appealing. On the other hand, if you’re a student looking for a job, writing skills are essential in writing a believable resume or cover letter. And in the future work place, you’ll have to write reports, business letters, and maybe even press-releases. This means you have to be prepared before you even start searching for a job. Writing is a way to communicate your thoughts, feelings and opinions. It’s an essential skill in everyday life, as well. Grade school should be the place to lay the basis for such skills. Considering that students come to colleges and universities unprepared, the grade school system should be altered to raise interest in writing and to develop the basic required knowledge for literacy. In the end, students should be encouraged to write rather than criticized. It’s one thing to evaluate grammar and structure, but if students feel like their personal opinions are evaluated, they’ll be hesitant to express them. Unfortunately, this is what grade school education is lacking today – freedom of expression.

Video critique Assignment Example | Topics and Well Written Essays - 500 words

Video critique - Assignment Example stand why these drug cartels spend large sums of money in hiring huge numbers of men and buying weapons that would help to safeguard the drugs, the reporter highlights the economic value the drugs have to the cartels. It is estimated that the drug lords amass billions of dollars every year from drug trafficking. The reporter mentions the role that the police department plays in trying to deal with gangs in the country. Police use either excessive force or are reluctant to fight the drug scourge, and this is well-detailed in the documentary. Some interviewers reveal that police are reluctant to assist in cases involving the citizens and the different gangs, and this has led to a lot of suffering to families whose relatives are innocently murdered by the gangs. One of the strengths possessed by the video is that the reporter has tried obtaining information from the key players in the drug syndicate, which is the police, citizens and some drug dealers. Going to the mountainous parts of the country where the drugs are planted with army troops is also a strength of the video as from it; an individual can tell how dangerous it is for people to access the place. Any information given by the common person is the most reliable as they represent the whole society and the reporter’s decision to interview the local people is a strength of the video. From the interviews, it is clear that the financial gain is the main reason people get into the drug syndicate. A major limitation of the video is the reporter’s choice to concentrate only on one town where the drug lord is highly respected and loved. The drug lord either buys or threatens the people of the city and this makes them become very loyal to him and his group members. It would have been better for the reporter to go to the other towns and cities that are not run financially with money got from the drug business as people may not be speaking so highly of the drug lord. It is easy for an individual to discern that

Regulatory Requirements Essay Example | Topics and Well Written Essays - 250 words

Regulatory Requirements - Essay Example vidual to be allowed to fly the unmanned aircraft, they need to undergo private pilots training, acquire an operator’s license, have authorization from FAA and also have a bit of experience in unmanned aircrafts due to the work they carry out. This process of certification is determined by the FAA. UAS pilots are more educated and require more experience in flying because the kind of work they carry out is official (research, survey and even law enforcement) unlike the operators who only fly for recreational purposes and hence only require basic flying skills and an operator’s certificate. A UAS pilot requires pilot certification on top of the operator’s certificate and should be approved by FAA. Both the UAS pilot and the operator require basic flying skills and a certificate before they can allowed to fly despite them having different chores. An operator does not however require skills to operate the radio-controlled model. On the other hand, a UAS pilot requires a private license of a pilot, aviation knowledge and even skills specific to flying the unmanned aircraft. An operator is regulated to fly only model aircrafts and not any other aircraft that has more power or is more complicated than that as they lack skills. They are mandated to only carry passengers requiring educational or recreation trips and nothing else. As for the UAS pilots, they take their orders from FAA and should fly only on areas that are unpopulated unless given special approval by the

Motivation And Vocabulary Learning

Motivation And Vocabulary Learning In current time the demand of learning English is rising tremendously due to lingua franca nature of this language in EFL context which refers to student who study English in non-English language society and ESL who study English in an environment that their mother tongue is English; therefore, so many attention has been given to this field because of economical and educational purposes. Back in the days, during methods era and especially in learning-centered methods the lack of explicit focus on grammar cause the vocabulary to gain an important role. They believe that vocabulary cause better comprehension and with this achievement there will be a language development (Kumaravadivelu, 2008). Although with death of method, this component of language is not dead yet, and it still has an important role in current classes with different styles of teaching. In Richards and Renandya (2002) the importance of this fact has been expressed as in the past , vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching (p.255). 1. a. the problems that students have in different tasks Many linguists define language as a sign system (Hudson, 2000), which consist of lexicon and grammar. According to Hudson, lexicon refers to mental dictionary. And we have different approaches on vocabulary learning that we will study them in detail on following sections. One of them is Lexical approach, in this approach the focus and emphasis is not on the grammar, syntax and structure but on the lexis or word and word combinations (Richards Rodgers, 2006). Most of these approaches and methods isolating words from the context and teach them explicitly as a single unit or compound (prefabricated) unit, but the problem will come up when the learner wants to use it; they can not place it appropriately in correct situations. For example the word reticent means quiet but the place and the context of using this word is not in the supermarket rather it is in the academic places such as university and college; an English learner will memorize this word and use it when she/he wants to talk to a native sales person or in imaginary role play activity with out awareness of authentic use of it that will cause low motivation. Because when the native speakers feel the lack of language competency they will avoid continuing the conversation. Other problems that can be find in the realm of vocabulary learning / teaching is the use of complicated words by the teacher in the classes which are not appropriate for the students in basic or intermediate levels. According to my own experience and observation, so many EFL classes experience this atmosphere which makes the learners anxious. One of the main reasons for that is the practice of teachers themselves, when a teacher with good general knowledge of English teaches an intermediate students for a year he /she will lose some of his knowledge according to lack of practice then they will bring that practice into their classes. The supervisor of that institute was happy and when the question has been asked about this problem he mentioned Krashens i + 1 hypothesis, but he didnt bring into consideration the level of 1 is not determined yet and how harmful it can be for learners. The mentioned problems make the learners overwhelmed and bewildered on how, when and where to use the words. Should they use the writing words (the words that are usually used in writing) in the speaking tasks or use the speaking words in the writing tasks? This will cause debilitative anxiety and low self-efficacy which refers to external factors. The word self-efficacy is defined in Williams and Burden (1997) as students beliefs about their capabilities to apply effectively the knowledge and skills they already possess and thereby learn new cognitive skill (p.129). When the learners are confused and can not recognize which word to select or when to use the special word, they will refer it to task difficulty (Williams Burden, 1997).This low self-efficacy will cause low motivation (which will be studied in detail in the Body of this paper), and when the learners are not motivated they give up practicing and they think that the task is hard but in reality the absence of practice which is due to low motivation caused that. And when this happen, it not only influence their vocabulary knowledge but also it plays a significant role on other four skills, because when the knowledge of vocabulary is low, the comprehension will be low so the pr oduction. Richards and Renandya (2002) express vocabulary is core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write (p.255). Also in their book they mentioned with out the good knowledge of vocabulary and strategies for learning new vocabulary, learners can not progress in the way that their capabilities are and this will cause low motivation then they wont participate in learning opportunities around them such as listening to news, watching movies, listening to the native speaker and using the language in different context(Richards and Renandya ,2002). 1. b. passive and active vocabulary learning There are generally two types of vocabulary in mind, passive and active (Heaton, 1990). By passive vocabulary he refers to reading and listening words (comprehensive). Hunt and Beglar in the book of Richards Renandya (2002) classify it as incidental learning in the long run, most words in both first and second languages are probably learned incidentally, through extensive reading and listening (p.259). We may read so many articles, books, newspapers and texts included different classes of words but it is not possible to use those words in our speaking and writing (production). The emphasis is on speaking because during the utterance we have less time for processing the new words and the speaker tries to use safe words which have been proved before. The other group is active vocabulary. In this group we have writing and speaking words (productive) that refers to the word we use in our speaking and writing so the classification is listening: passive/spoken, reading: passive/written, speaking: active/spoken and writing: active/written(Heaton , 1990, P.51). It is worth mentioning that the amount of words that we comprehended is much larger than the words that we produced.in the research of Oxford Crookall (1990) declared that spoken vocabulary is often smaller than written vocabulary, which is in turn generally smaller than receptive vocabulary (p.23).from that statement they conclude that proficiency in speaking is more difficult for the student to achieve than writing and writing is harder than reading and listening ( Oxford Crookall, 1990). According to my own experience, one of my classes memorized and practiced the 504 essential words but they hardly used those words in their production. The ideal goal for the learners is shifting from passive knowledge of vocabulary to active knowledge of vocabulary and create an atmosphere for better fluency with the activated vocabulary .for the fluency Richards renandya (2002) suggest that fluency is partly depends on developing sight vocabulary through extensive reading and studying high-frequency vocabulary(p.262) and also they expressed that fluency is cyclic use of already known words so the students can produce an utterance without hesitation(Richards and renandya,2002). To achieve these goal different variables should be taken into consideration such as time, books, methods of teaching, students back ground knowledge and so on. Mentioned variables will effect the learners motivation. For example in that class if the time and duration had been extended the result would have been different. Students could use those words so they didnt think about the hardness of the task (external, task difficulty) and they could have higher self- efficacy and better motivation. And they could realize that vocabulary learning is a formidable and complex life-long task (Stahl Nagy, 2006). There is a mutual relationship between motivation and vocabulary learning so when the learners are motivated they will learn more vocabulary and when they learn more vocabulary they will be more motivated, like a cycle. 1. C. absence of enough review of related literature About the title of this paper there are only very few information, studies and review of related literature. the reason for that is scholars and researchers usually consider vocabulary as part of reading skill , Deng (2010) declare motivation for vocabulary learning is different from motivation for reading , so the motivation of vocabulary should be studied separately (p.4). 2. Body There are six categories in the dimensions of vocabulary learning: help-seeking, morphology, context, dictionary use, spelling and phonology (Deng, 2010). The help-seeking is very important in the process of vocabulary learning among EFL students. When the learners dont t know the meaning of the word they will ask for it from the other peer or authority such as teachers or parents (this will be analyzed in detail in the vocabulary learning strategies). Research on this field show that students usually use this strategy rather than checking dictionary because it is easier and to the point, but it has down side too, using dictionary is a skill and when they get use to it they are exposed to more vocabulary learning and authentic pronunciation. In Richards renandya (2002) the importance of dictionary is declared through bilingual dictionaries have been found to result in vocabulary learning (p.263); they also proposed the advantages of bilingual dictionaries over monolingual one. .help-seeking shows that the students are concern about their studies so they have facilitative anxiety. When they realize the meaning, they will be more motiva ted due to understanding the concept of the text. The second category for vocabulary learning is morphology. Hudson (2000) defines morphology as concern the classes of morphemes, and their occurrence in sentences and combination as words (p.8). We can study morphemes in two ways, based on meaning and based on the form with in two subparts, grammatical and lexical morphemes (Hudson, 2000). Study has shown that the student awareness on this division and the characteristic of each grammatical and lexical morpheme such as concreteness, frequency, open-set membership will help them to overcome the difficulty of the task .as an example, when the learners can distinguish between stem, root, suffix and prefix they not only will realize the meaning and function of that word but also they can use this technique to overcome some other hard and complicated task in the realm of vocabulary learning. In this situation learners become more self- actualized in result they will consider themselves as part of the process and they dont rely on external factors (luck, difficulty of the task) so they will have a higher motivation. Williams Burden (1997) declare that the greater the value that individuals attached to the accomplishment or involvement in an activity the more highly motivated they will be both to engage in it initially and later to put sustained effort into succeeding in the activity(p.125). In fact, many examinations have been taken in the morphology and motivation realm, Deng (2010) examined the motivation of morphological knowledge by measuring students motivation to notice and manipulate word parts that contribute to word meanings (p.11). The result of this study shows the significant relationship between motivation and morphological awareness. Another factor which causes lack of motivation is accessibility to morphemes in our lexicon. Lexicon is mental dictionary of the morphemes and signs (Hudson, 2000). Access to morpheme in our lexicon occurs by rhyme, initial sound, and synonym, rough opposite, semantic features, context of occurrence, part of speech and spelling( Hudson, 2000, p.74). Another way for Vocabulary learning is learning the word with in text itself. Contextualization occurs when the unknown meaning of the word is guessed by the reader according to other words and phrases. Contextual use refers to understanding word meanings by scrutinizing surrounding context, including preceding or succeeding phrases and sentences that provide syntactic and semantic cues (Deng, 2010, P.11), it is worth mentioning that this technique is more suitable for advanced learners because vocabulary learning includes learning collocations, associations, and related morphological as well as grammatical patterns ; considering all these elements for guessing the meaning is not possible for basic learners(Richards renandya, 2003). This is very useful technique for the learners to enhance their self-efficacy as well. When they realize that they do not need to know the meaning of all the words to overcome the test or task difficulty, they will see an open window of opportunity for l earning. On the other hand Kelly (1990) declared that unless the context is very constrained, which is relatively rare occurrence or unless there is a relationship with the known word identifiable on the basis of form and supported by context, there is little chance of guessing the correct meaning (p.203). We can learn and access the vocabulary in lexicon with phonology and phonological process. In phonological process the learner can keep the word in the mind by the sound of it and also can have an access to the lexicon by the same application. The Other type is spelling, Deng (2010) presents that spelling is specified as sub category of students motivation in vocabulary learning because spelling helps to learn new vocabulary (p.11). Spelling influences conceptualizations of vocabulary learning (Ehri Wilce, 1986). Through the spelling vocabulary l the image of the words can be established in the mind better than when the spelling is not known and this gives the learner stronger self -esteem. Richards Renandya (2002) express that language -focused instruction includes focusing on the pronunciation and spelling of words; deliberately learning the meaning of a word; memorizing collocations, phrases or sentences containing a word and being corrected for incorrect use of words(p.270). 2. a. types of motivation and vocabulary learning So far we realized that how motivation is related to the vocabulary learning. In this section, we consider types of motivation and the relationship with vocabulary learning. Motivation refers to goal-directed behavior (Masgoret and Gardner, 2003, p.128). It has been studied in different psychological schools of thought such as behaviorist view, cognitivist view and social constructivist view. In behaviorist point of view the concept of motivation is tied to rewards and external factors. Although the behaviorist point of view has been rejected but it can not be fully rejected; some times it plays an important role in vocabulary leaning. The external feedback that learners get will motivate them to continue the vocabulary learning tasks. Some scholars emphasis on the effect of feedback the effort students put into their work outside of class needs to be acknowledged with sufficient feedback to make them feel that the effort was worthwhile in moving them toward their goal (capturing and directing, 1997, p.4 ).so by giving them immediate feedback they will be more motivated in expansion of vocabulary learning. And, William and Burden (1997) declared that behavioral psychologist were the first to recognize the power of feedback as a motivating influence (p. 134). Other perspectives such as achievement motivation can be helpful in vocabulary learning. But it has two phases, one when the learner is highly motivated to accomplish the vocabulary task for external factors such as achieving the first place in the class or for their parents satisfaction. The second phase which is debilitative refers to the situations when the learner avoids participating in the task due to stressful nature of that activity. In result, we can see that the early psychologist approaches toward motivation is simple and deficient. Although there are not enough review of literature in the area of vocabulary learning and motivation but it can be studied in the Gardners integrative and instrumenta l orientation. Masgoret and Gardner (2003) Define integrative orientation as integration refers to an openness to identify, at least in part, with another language community (p.126). In integrative orientation the EFL learners want to be part of the English language community, and they want to integrate themselves with the English culture. This type of orientation is highly related to vocabulary learning. When learners want to be part of the community and they are highly motivated, they should speak or write in the manner that native speaker does. This will cause the learner to focus on expansion of vocabulary, besides using the words in appropriate place as mentioned on the introduction part of this paper. Also Masgoret and Gardener emphasis the adaption of word sounds, pronunciations, word orders, and other behavioral and cognitive features (Masgoret and Gardner, 2003). There are six variables included in the measure of integrative motivation which the main component, consists of attitude, interests and integrative orientation (William Burden, 1997). Attitudes toward the learning situation refer to the individuals reaction to anything associated with the immediate context in which the language is taught (Masgoret and Gardner, 2003, p.127).also Deng which is one of the main references of this paper, investigates motivation particularly attitude in vocabulary learning and defines it as evaluating a particular entity with some degree of favor or disfavor (Deng, 2010, p.8). Sometimes the students are not interested in the target language group but they can be open to all groups (Masgort and Gardner, 2003); in the case of interest, they make themselves involved in vocabulary learning and participate in different tasks which cause further learning. The other type is instrumental orientation; which has less effect on the vocabulary learning compare to integrative orientation. When the learners want to overcome the difficulty of the text, task or exam for achieving a passing mark, financial rewards, furthering a career or gaining promotion they usually have instrumental orientation (William Burden, 1997). This kind of motivation is applicable to vocabulary learning too. When the learners want to get passing mark on an English test they should study appropriate vocabulary for achieving that goal and it is only and only for that purpose. The other approaches toward motivation are cognitive and social constructivist. In cognitive psychologist approach, the most important part is the choice that learners have on their actions (William and Burden, 1997). And in the social constructivist perspectives , the motivation is because of social factors so when one person is motivated, he/she will continue to achieve the goal and the way they are satisfied is different from person to person( William Burden, 1997). There are other perspectives to motivation, intrinsic and extrinsic. In the researches on the vocabulary learning both intrinsic and extrinsic motivations play an important role. But intrinsic motivation which in William and Burden (1997) book has been defined as experience of doing something that generates interest and enjoyment, and the reason for performing the activity lies within the activity itself (p.123) is very important for the vocabulary learning. Because the learners are interested in the task or vocabular y learning, so they try more to get their goals, and they wont give up easily. 2. b. the complexity of words Some times the complexity of words may cause lack of motivation and because there is a mutual relationship between them, it may cause the student to give up the learning. According to Nagy and Scott there are five aspects of vocabulary complexity the first one is incremental- knowing which Deng (2010) defines it as knowing a word is not a matter of all- or- nothing, but incremental process based on small scales (p.9). So it means that the vocabulary knowledge is additive. The learner shouldnt be overwhelmed and unmotivated due to complex nature of vocabulary learning; when they see that they can add to their base knowledge. The second one is multidimensionality-word that consists of grammar, conceptual meaning and morphology which has been explained in the previous sections. Polysemy -words that Yule (1985) defines it as two or more words with the same form and related meanings (p.107). Also yule gives a good example of run that can relate to person or water. When the learner face t his complexity he/she can be bewildered, to avoid this ambiguity different strategies are needed that will be discussed in the following section. The other type is interrelatedness words that Deng explain it with the example of understanding the word bread which is related to understanding of other related words such as powder and wheat (Deng, 2010). And the last one is heterogeneity-word that refers to word class. For example some words are abstract like love and some words are concrete like chair, understanding these two level words are different and the abstract words may cause anxiety among EFL learner and especially between younger ages. Another perspective to words is the division of word knowledge to receptive and productive. Richards Renandya (2002) define the receptive knowledge as one of the aspects of knowledge through reading and listening, and productive knowledge means being able to use in speaking and writing (p.261). The concept of word knowledge is closely related to the passive and active vocabulary. Zhong in his research explain the concept of receptive-productive word as the mastery level of vocabulary knowledge reflected in the learners comprehension and production abilities (p.118) and also in the same paper he demonstrate progressive process of learning a word. The reason that I brought these parts of word and vocabulary learning in to this paper is that in conclusion part we will see there is a mutual relation between learning vocabulary and motivation. According to Zhong the first dimension is partial -precise dimension, it shows the knowledge moves from recognition to vague understanding of the meaning and later to the mastery of precise comprehension (p.118). The second is depth dimension which is the quality of knowing word and the last dimension is receptive and productive dimension. 2. c. vocabulary learning strategies In order to simplify the complexity of the word and vocabulary learning that has a significant role on student anxiety and motivation, some strategies are needed. When the learners are motivated they will seek some ways for better understanding of the text or making use of these strategies for longer retention of words. For this purpose in Richards and Renandya there is a great emphasis on these strategies for inferring words from context as well as those which can help learner retain the meaning (RichardsRenandya,2002). There are different categorizations for vocabulary learning strategies according to different researchers. Oxford Crookall divided the techniques for vocabulary learning in to four categories decontextualizing technique that extract the word from the context completely which help the learners remember how the word is used as a part of language; semi- contextualizing in this technique the new word is related to the learners already known word but still they are not part of the context; the third one is contextualizing technique that the word will be studied in communicative context; and the last one is adaptable that reinforce other techniques (Oxford Crookall , 1990). Decontextualizing technique consists of word lists that are divided into unpaired list and paired list, flashcards and conventional dictionary use; semi contextualizing which is consisted of words grouping ,visual imaginary ,key word ,physical sensation and semantic mapping; contextualizing technique that is processed with in the four skills in general English proficiency; and the last one , adaptable technique which they use structured reviewing (Oxford Crookall, 1990). In the Asgaris research, the division is based on Schmitt classification, and he divides it in discovery strategies and consolidation strategies with five sub- categories consists of determination, social, memory ,cognitive and metacognitive strategies ( Asgari,2010). In the research that has been done by Asgari, she tries to related the learning strategies to vocabulary learning ,although it is acceptable but more specification is needed , because a specific classification for vocabulary learning strategies has been given. Other strategies which are related to learning in general term, can be associated to vocabulary learning as well , such as circumlocution when we describe the unknown word for the listener ; using prefabricated pattern , word coinage , approximation and so on (William Burden, 1997).the mentioned techniques are part of the compensatory strategy, which is crucial for learner productive vocabulary knowledge. When they use this type of strategy they will continue the production and this will cause low anxiety and high degree of motivation. 3. Conclusion So far different aspects of motivation and vocabulary learning have been investigated, the problems that EFL learners have in the classes and generally as the process of learning the second or foreign language beside the kinds of motivation and kinds of words. Also different strategies have been mentioned to compensate the above problems. The reason for this division is first there is not enough literature on this specific subject and second from my own understanding there are mutual relationship between vocabulary learning and motivation. By that I mean when the learners are motivated they will learn vocabulary better and when they learn a word they will be more motivated. So the reason for bringing all the above problems, kinds and strategies is that they are like a chain and they are related to each other. Deng in his research found no difference between male and female in motivation for vocabulary learning and he found a significant relationship between vocabulary learning and mo tivation (Deng, 2010).and also Fernandez Terrazas (2012) in their research found that there is a significant positive relationship between the level of motivation and receptive vocabulary tests grade (p.49). so by considering the level of motivation we can improve vocabulary learning among the EFL learners.

Compiler Design Phases

Lexical Analysis: * Stream of characters in the source program is grouped into meaningful sequences called lexemes. Tokens are produced for each lexeme. A token is an abstract symbol generated during lexical analysis. * Generally, a token has an attribute value attached to it. It denotes the position of the variable in a symbol table. A symbol table is a table which stores information about an identifier and is referred at various stages of compilation. Syntax Analysis: * The syntax analyzer checks each line of the code and spots every tiny mistake that the programmer has committed while typing the code. The compiler follows a detailed procedure using the tokens creates by the lexical analyzer and creates a tree-like structure called the syntax tree. * The syntax analyzer checks whether the order of tokens conform to the rules of the programming language. Unmatched parenthesis, missing semicolons are some of the errors detected in this phase. * If there are no errors in the code, the syntax analyser successfully constructs a syntax tree which is later used by the semantic analyser. Semantic Analysis: * â€Å"Semantic† by definition is concerned with meanings.A semantic analyser is mainly concerned with what the program means and how it executes. * Type checking is an important aspect of semantic analysis where each operator should be compatible with its operands. Intermediate Code Generation * A compiler may construct intermediate representations while converting a source program to a target program. * The representation should be easy to convert into a target language. It is then passed onto the second phase of compiler design: the synthesis phase. This phase involves the actual construction of target program and includes code optimisation and code generation.Code Optimization * As the name suggests, this phase aims at optimising the target code. * The code can be optimised in terms of time taken to execute, length of the code, memory utilised or any ot her criteria. Code Generation * Target code is generated at this phase using the intermediate representation of the source program. * The machine instructions perform the same tasks as the intermediate code. Registers are allocated to variables in the program. * This has to be done carefully so as to avoid any clashes or repeated assignments. Various algorithms have been formulated to generate the most efficient machine code.

The Idiots Guide to Essay Topics for English Revealed

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