ESP Methodology And Syllabus

ESP Methodology And Syllabus It is debatable whether ESP has a distinctive methodology and syllabus. This paper argues that methodology and syllabus design in English Language Teaching (ELT) andESP differ little and that it is not possible to say whether general ELT has borrowed ideas for methodology from ESP or whether ESP has borrowed ideas from general ELT. two characteristic features of ESP methodology are identified: ESP can base activities on students specialism, and ESP activities can have a truly authentic purpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what characterizes ESP methodology is the use of tasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

Reflection on Japanese Earthquake

After watching the news about the catastrophic earthquake in Japan these days, I was overwhelmed with a range of emotions: anxiety, depression, grief, confusion and shock. Like a lot of people, I was stunned by percussive images of the ruins of buildings and the bodies of casualties. I felt sorry for the dead. Meanwhile, I was deeply touched by those survived. Instead of being thrown into panic, the Japanese faced up to the catastrophe with dispassion and composure. Although their homes were destroyed and their relatives were violently torn away, they still evacuated orderly and stood calmly in a queue to get reliefs. However, the case in china is just the other way around. Some Chinese people seem to be keyed up. Many articles concerning this earthquake can be found on the internet, a majority of which are radical. These people said: It serves Japan right. If only the island country sunk and disappeared forever. Admittedly, as Chinese, I felt repugnance for Japan. However, as descendents of the country with a history of thousands of years, we should reach out our friendly hand and let the world know that we Chinese are a civilized and well educated nation. If we merely stand by or even loot a burning house, we are no better than those Japanese invaders. From my point of view, we are all world citizens living in this global village and international community. In the face of natural disaster, we human beings are vulnerable. No one is powerful enough to escape. We can do nothing but pull together to go through. Therefore, we should relate to those wretches with sympathy and love instead of being narrow-minded and ultranationalistic. Japanese people are innocent. Let’s care for them with tolerant and generous hearts and help them out of the difficulty.

Chinese Revolution Of 1911 Essay - 1743 Words

Introduction The early 20th century was a dense time for China. Before 1950, it had already experienced two revolutions (one in 1911 and one in 1949) and a civil war. From these events, a new China rose; governed not by its traditional Imperial system, but under the iron grip of communism. While the Chinese Communist Revolution is the most well known, in order to more clearly understand the series of events that took place and their causes, one must go deeper. The conditions that made the communist revolution possible were set up in the in the prior revolution and beyond. Leading to Revolution The Chinese Revolution of 1911 is arguably more important than the Communist Revolution because it did more to change the structure of China. This†¦show more content†¦The landlords served also as officials and ruled over peasants. These decrepit systems, along with their aging technologies and military, was enough for many to call for reform. While the Qing made a few desperate attempts at constitutional reform, including modernizing the military and the decentralization of power, it could not quell the fires of revolution that had already been burning in everyone’s minds. The Chinese Revolution of 1911 From the outcry of revolt arose a number of men ready to lead. Kang Youwei and Liang Qichao came out representing those in favor of putting a constitutional monarchy in place. Perhaps the notable of these leaders, however, is Sun Yat-sen. Born in 1866, Sun was raised in Hawaii and later graduated with a medical degree. In time, his political ambitions got the best of him however; he became a strong proponent of the creation of a â€Å"strong, unified, modern, Chinese republic.† With his drive, Sun lead a conglomerate of revolutionary groups called the Revolutionary Alliance or Tongmenghui. The Alliance proved popular, so much so that even Chinese businessmen living outside of the country funded it. Between the years of its founding in 1905 and the big revolution in 1911, around seven revolts were attempted against the Qing. In the fall of 1911, the conditions of the country proved ripe to turn an uprising in the city of Wuchang into a full scale nationalist revolt. The Qing conceded to demandsShow MoreRelatedThe 1911 Chinese Revolution Essay1156 Words   |  5 PagesThe 1911 Revolution kicked out the Qing Dynasty and broke the barriers to different developments in China. However, the 1911 Revolution has only provided a framework of a republic and made changes in some particular aspects related to immediate problems and difficulties in society. Hence, the relationship between the revolution and the subsequent development of China was very weak. On one hand, I do not agree with the latter part of the statement that the 1911 Revolution brought new problems to ChinaRead MoreSun Yat-Sen1450 Words   |  6 PagesYat-sen’s) role in bringing about the 1911 Revolution in China. 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A Study On Human Resource Management Essay - 1506 Words

Human Resource Management will be outlined as a perform that deals with accomplishment, coaching and improvement, motivation and worker health and safety (York, 2009). On the contrary Watson (2002) argues that there s confused scenario concerning HRM and no precise definition exists to outline this term as a result of it’s utilized in many manners. I observe HRM as a department operating for organisation development in terms of hiring adept and proper folks and providing them the facilities they aim for to create sensible employment relationship. 60 minutes builds sensible relationship by motivating and coaching the staff to boost their experience. While most companies have an individual s resources or department that develops and implements HRM practices, responsibility lies with each 60 minutes professionals and line managers. The interaction between managers and 60 minutes professionals results in effective HRM practices. as an example, take into account performance appraisals. The success of a firm s performance appraisal system depends on the flexibility of each parties to try to to their jobs properly. 60 minutes professionals develop the system, whereas managers offer the particular performance evaluations. The nature of those roles varies from company to company, relying totally on the dimensions of the organization. This discussion assumes an outsized company with a large HRM department. However, in smaller corporations while not massive HRM departments, lineShow MoreRelatedOrganizational Studies and Human Resource Management and Question4634 Words   |  19 Pagesritualistic negotiations | | b) | To place great value on personal relations and goodwill | | c) | Agreement by general trust | | d) | To establish social trust first | | e) | To get down to business first | Question 3 (1 point)    You are a management consultant and an executive from Shell asks you to present a lecture on empowerment to her managers. 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Essay on Consciousness As Determined Th - 1030 Words

Consciousness is understood in a variety of ways. In one belief, a person is conscious when awake, but unconscious when sleeping or comatose. Yet people also do things requiring perception and thought unconsciously even when they are awake. A person can be conscious of their physical surroundings, pain and even a wish or fantasy. In short a creature is conscious if it is aware of itself and that it is a physical and emotional being. Consciousness is a psychological condition defined by the English philosopher John Locke as quot;the perception of what passes in a man’s own mindquot;.1 nbsp;nbsp;nbsp;nbsp;nbsp;Consciousness is defined and perceived differently in many psychological view points. For instance the earlier views around†¦show more content†¦They held that consciousness was involved with every working mental state. In this view the mind is transparent to itself that is, it can perceive it’s own activity. For three centuries self transparence was the defining feature of the mind. That conception was sprung through the theories of Wilhelm Wundt and Edward Titchener who were advocates off a science of introspection. nbsp;nbsp;nbsp;nbsp;nbsp;Early in the 20th century the transparency doctrine came to a setback for three different reasons. The first reason was Sigmund Freud’s compelling evidence that some very important mental activity is not only subconscious but firmly resists conscious access through repression. At first Freud’s idea of unconscious was treated as self-contradictory, but it has since won acceptance as being useful and entirely possible. nbsp;nbsp;nbsp;nbsp;nbsp;the second difficulty for the transparency doctrine was that it made the mind impossible for objective science. What is known introspectively to a single person would be utterly private and therefore can not be viewed scientifically. Scientific method demands objectivity and reportable data. The behaviorists John B. Watson and B.F. Skinner and the philosopher Gilbert Ryle rebelled against the idea of an inner sense and denied the very existence of consciousness in the strong sense exhibited by Locke, Descartes and the introspective psychologists.3 Ryle insisted that mind is an illusory concept and that it isShow MoreRelatedThe Human Computer : The Perception, Memories And Emotions That Make Up Human Consciousness973 Words   |  4 PagesThe human computer The thoughts , perceptions, memories and emotions that make up human consciousness. Cognition in widest definition encompasses all forms and understanding through thought, experience, and the senses. Reductionism attempts to explain the processes of living organism using physical laws usually applied to nonliving objects. David Hume argued that the knowledge of cause and relationship based on the accumulation of subjective experiences, thus science explain events in terms ofRead MoreSchizophrenia And Its Symptoms, Causes, Treatments954 Words   |  4 PagesIntroduction Schizophrenia is a turbulent mental illness that many people throughout America are suffering from. The word schizophrenia comes from th One percent of America’s population is diagnosed with Schizophrenia each year. This mental disorder is more common in late teenagers and young adults ranging from the ages of 20 to 30. It is proven that this illness occurs in more young men than women. People who suffer from schizophrenia usually cannot have normal lives due to the disabling symptomsRead More Essay on the Love Story of Antony and Cleopatra1645 Words   |  7 Pagesconfused by his unwillingness and incapability to disregard his passion for Cleopatra. He most flippantly wed Octavia knowing fully that he could not give up his prior love. 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You were in the pool of people to receive that invitation because a database determined that you have one or more of the following characteristics: †¢ You have assets (as indicated by the property tax rolls of your community). †¢ You are in the age group of people who should be thinking about retirement. †¢ You live in or near the communityRead More A Marxist Reading of Shakespeares Coriolanus Essay examples2243 Words   |  9 Pagesthe worker; it deprives him of something, and this is not only degrading but depersonalizing as well (Appignanesi, 79).    From this perspective, Menenius fable of the belly is clearly fallacious and intended to instill a false state of consciousness in his listeners. The tale deflects the cause of the plebeians hunger from the patricians right back at the plebeians themselves:    ... 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Baby Boomers Free Essays

Alexi Seely Professor Beauchene English 102 4 December 2012 Argument Response Essay In the article Blue Collar Boomers Take Work Ethic to College Sander’s makes that argument that the baby boomers of our time are still eligible to work, and are very willing to try new ways of achieving the education to start different forms of work. Most of the baby boomer generation had gone straight to hard labor jobs to help bring home money for their families, and now that they are older the labor is straining on their bodies (Sanders 3). While they may be older, they are still capable of learning how to use new technology and expanding their minds (Sanders 27). We will write a custom essay sample on Baby Boomers or any similar topic only for you Order Now Sanders discusses that college is no longer a place for young adults to attend once out of high school, but rather a place for anyone to receive high education in order to attain a job. Some of the older Americans are choosing to go back to college. Mr Hill says, â€Å"I want a job sitting down, at the computer, in the cubicle†¦after being out in the field for so many years, I would like a sit-down job. Mr. Hill had decided that after working in the cold for so long, he thought that he deserved to make good money while not doing much physical labor (Sanders 24). After being a part of a great things or helping their country, some of the baby boomers believed that they deserve to live a cushy life. To a different extent, older Americans have to continue college as a matter of necessity. In paragraph 30 Mr. Ronan states, â€Å"They do not have the luxury nor the interest in going back to college for two or three years, they need something quick†¦ † This statement tells readers that older Americans do not have the luxury to go back to college because unlike younger Americans, they have bills to pay. Some of the baby boomers are continuing college for a job because the hard labor of their old career has left their bodies withered (Sanders 3). However, just because their bodies are incapable of hard work, does not mean that their minds are. When these older students come to college, they bring their values with them. In today’s society, people believe that college is just something that mostly everyone must go to after high school as a part of their path in life; and some take it for granted. The older Americans, or baby boomers, did not have the opportunities to go to college like we do. To them, college is a wonderful experience to learn the things needed to go into their field of work or even just to further their own knowledge. Baby boomers realize the value of a good education and what it can bring for their careers (Sanders 31). They are simply merging their work ethic from hard labor jobs, to studying just as hard in the class room. Works  Cited Sanders, Libby. â€Å"Blue-Collar Boomers Take Work Ethic  to College. †Ã‚  Everything’s an Argument  5 (2010): 949-53. Web. How to cite Baby Boomers, Essay examples

Principles of Health Care Quality Improvement Clinical Governance Sys

Question: Discuss about thePrinciples of Health Care Quality Improvementfor Clinical Governance System. Answer: Task 1 The clinical governance system in my organization is continuously improving by rigorous risk management and by fostering an environment of excellent patient care. Accountability refers to the responsibility of the medical professionals to deliver quality health care to the patients. They are accountable to the boards and services for their human resource management professional conduct, human resource management and financial performance (2). According to Victorian Managed Insurance Authority, the risk management refers to identification and quantification of their impacts using a logistic approach within defined acceptable limits. The system is progressing to infiltrate all levels of the organization (3). Task 2 As per the news article (1) reported by H. Alexander, on February, 3, 2016, preventable errors have increased the number patients deaths in Australia. The error includes misdiagnoses, incorrect drug administration, retention of instruments post surgery requiring more operations and miscommunication in teams. The story did not contain sufficient details as the "The NSW Clinical Excellence Commission" declined to provide the detailed account of individual cases to maintain confidentiality. However, it has mentioned that the rate of errors has halved as per the data of 2014-5015. It also highlighted the fact that newly introduced anticoagulants in the market and poses risks. However, the story is fairly handled. Exposure of such adverse event will lead to increased efforts from health care organization to improve patient safety care. It will help clinicians to become more aware of their mistakes and improve the risk management strategies. Therefore, there should be more reporting of such adverse events. References Alexander H. NSW public hospitals record rise in medication errors, surgical errors, inpatient suicides [Internet]. The Sydney Morning Herald. 2016 [cited 29 August 2016]. Available from: https://www.smh.com.au/national/health/nsw-public-hospitals-record-rise-in-medication-errors-surgical-errors-inpatient-suicides-20160203-gmksyi.html Braithwaite J, Travaglia JF. An overview of clinical governance policies, practices and initiatives. Australian Health Review. 2008 Feb 1;32(1):10-22. Iedema RA, Mallock NA, Sorensen RJ, Manias E, Tuckett AG, Williams AF, Perrott BE, Brownhill SH, Piper DA, Hor S, Hegney DG. The National Open Disclosure Pilot: evaluation of a policy implementation initiative. Medical Journal of Australia. 2008 Apr 7;188(7):397.