Management of Hazardous Wastes

Everday we hear more bad news about our planet. Reports tell us that wildlife and forests are disappearing at an alarming rate. Newscasts give the latest word on how quickly earth is losing its protective shirld and warming up. Newspapers lament the pollution of our air, water, and soil. What can we do in the face of such widespread gloom? In fact, we do not have to feel helpless. We can each learn practical ways to better our environment. For example, saving and recycling newspapers has a number of positive results. First, recycling newspaper saves trees. The average American consumes about 120 pounds of newsprint a year-enough to use up one tree. That means close to 250 million trees each year are destroyed for paper in this country alone. If we recycled only one-tenth of our newpaper, we would save 25 million trees a year. Second, making new paper from old paper uses up much less energy than making paper from trees. Finally, this process also reduces the air pollution of paper-making by 95 percent. Another earth saving habit is â€Å"precycling† waste. This means buying food and other products packaged only in materials that will decay naturally or that can be recycled. The idea is to prevent unrecyclable materials from even entering the home. For instance, 60 of the 190 pounds of plastic-especially styrofoam-each American uses a year are thrown out as soon as packages are opened. Be kind to your planet by buying eggs, fast food, and other products in cardboard instead of styrofoam cartons. Buy beverages in glass or aluminum containers instead of plastic ones. Buy in bulk to reduce the amount of packaging, you will save money too. Finally, when you can, buy products whose packing shows the â€Å"recycled† logo. Materials that have been recycled once can be recycled again. Wise management of hazardous household wastes is yet another way of taking action for the planet. Hazardous wastes include paint, old car batteries, oven and drain cleaners, mothballs, floor and furniture polish, pesticides, and even toilet bowl cleaners. First of all, we should store hazardous materials properly by keeping them in their original containers, making sure they are clearly labeled, and keeping them in a cool, dry place that is out of the reach of children. Second, we can reduce our use of these products by buying only what we need and by sharing anything that might be left over. Third, we should take great care in disposing of hazardous wastes. Certain wastes such as old car batteries and motor oil can be refined and reused, and in some cities can be turned in for special burning. However, local authorities have to be contacted because disposal practices vary so much from place to place. These personal actions may not seem important. At the very least, though, they can relieve some of the helplessness we all feel when faced with the threats of global disaster. If carried out on a larger scale by millions of individuals, they could greatly improve our environment and lives.

Conflict theory Essay

Copy and ecause those in control of a disproportionate share of society’s resources actively defend their advantages. The masses are not bound to society by their shared values, but by coercion at the hands of those in power. This perspective emphasizes social control, not consensus and conformity. Groups and individuals advance their own interests, struggling over control of societal resources. Those with the most resources exercise power over others with inequality and power struggles result. There is great attention paid to class, racWhereas most other sociological theories focus on the positive aspects of society, conflict perspective focuses on the negative, conflicted, and ever-changing nature of society. Unlike functionalists who defend the status quo, avoid social change, and believe people cooperate to effect social order, conflict theorists challenge the status quo, encourage social change (even when this means social revolution), and believe rich and powerful people force social order on the poor and the weak. Conflict theorists, for example, may interpret an â€Å"elite† board of regents raising tuition to pay for esoteric new programs that raise the prestige of a local college as self-serving rather than as beneficial for students. Whereas American sociologists in the 1940s and 1950s generally ignored the conflict perspective in favor of the functionalist, the tumultuous 1960s saw American sociologists gain considerable interest in conflict theory. They also expanded Marx’s idea that the key conflict in society was strictly economic. Today, conflict theorists find social conflict between any groups in which the potential for inequality exists: racial, gender, religious, political, economic, and so on. Conflict theorists note that unequal groups usually have conflicting values and agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever-changing nature of society. Critics of the conflict perspective suggest that it glosses over the complexities and nuances of everyday life and relationships of power.

The Challenger Accident Essay Example | Topics and Well Written Essays - 500 words

The Challenger Accident - Essay Example he Challenger mishap was caused by the failure â€Å"was the destruction of the seals that are intended to prevent hot gases from leaking through the joint during the propellant burn of the rocket motor.† (Presidential Commission on the Space Shuttle Challenger Accident, 1986). The damaged O-ring seals in the tang and clevis joint were found to cause the failure of the seals. The commission’s investigations pointed out several contributing mechanical and structural breaches that lead to the failure. Among the major structural flaws was a defect in the fittings of the aft joint’s tang and clevis. Original design of the aft segments or other segments of the Solid Rocket Booster has a tang that almost perfectly fits into the clevis of the other segment. This structural design is oftentimes contaminated during handling and transport such that the roundness of the segments is altered due to pressures and transport vibrations. Minor alterations in the roundness of the segments would result to differences in the diameters of the tang and the clevis. These problems may result to some fitting imperfections that could make the O-rings attached within the joint more vulnerable to damage. Another contributory factor to the failure of the seals was the conditions of the O-rings during launch. It was noted that during launch time, the temperature was very cold and the launch facility even experienced problems due to lower temperature. Furthermore the SRB used in the Challenger launch have been used in several other missions. This practice had been used in the space program without any problems. For better seal performance, tests confirmed that actuating pressure must get behind the entire face of the O-ring on the upstream side of the groove within which the O-ring sits (Presidential Commission on the Space Shuttle Challenger Accident, 1986, p. 61). Under imperfect sealing conditions discussed above a potential greater pressure is exerted on the O-ring and would make it fit

Implementation of a Customer Relation Management System (CRM) in B2B Term Paper

Implementation of a Customer Relation Management System (CRM) in B2B with the example of Aviation business - Term Paper Example Therefore, airline organisations need to develop new methods to manage the customer relationship in order to enhance customer loyalty and income. The impacts of global economic downturn along with the terrorist attack of 9/11 have severely impacted on the aviation business. The airline companies concentrate on operational developments in order to minimise expenses without ignoring the demand of customers. Customer relationship has nurtured for aviation companies to maintain competitive advantage and productivity in the long-run. The customer relationship management (CRM) has become a tool for aviation companies for managing good association with the customers (Boland & et. al., 2002). The paper explains the CRM system in B2B business with concentration on aviation business. B2B allows one business to interrelate with other business. The developing technologies have enabled businesses to apply CRM system in B2B. The chief resemblance between B2B and CRM is that they both work on onlin e platform. Therefore, developing and implementing CRM strategy on the basis of B2B model can result in low managerial expenses, well-organised marketing promotion and improved customer receptiveness. By using CRM in B2B, aviation organisations can increase the reach of customers and lessen the expenses of quality management (Zeng & et. al., 2003). The paper describes how CRM can be conducted in B2B aviation organisation. The objective of the paper is to understand various aspects of CRM in aviation organisations concerning designing, implementation and procedure which must be considered in order to get positive results. 2. The Strategy 2.1 Design CRM Strategy Several organisations pursue expensive CRM initiatives without considering the challenges and the expenses involved in them. Therefore, they are unable to get the benefits of CRM. IT and CRM managers are responsible for economic reasoning in order to make sure that CRM plans get appropriate funding. Aviation organisations must realise that CRM is a business strategy with underlying technology and it necessitates huge spending of money in software, hardware, communication, consultation and employee training. Objectives of CRM The major objective of CRM is to enhance the level of customer satisfaction. The task of CRM is not only providing technological support to the business, but it also acts as marketing philosophy for organisations. The â€Å"one-to-one† marketing system which has appeared in present days, proposes organisations to be more prosperous if they focus on gaining and preserving a portion of every customer, rather than a portion of entire market. In this context, information technology i.e. CRM can become an enabling aspect for organisations. With the improvements in technological innovations and the emergence of internet, CRM has become powerful enough to forecast the behaviours of customers, develop value–added functions, reinforce the brand image and develop customer support functions. CRM is a technology empowered business approach whereby organisations influence increased customer information in order to establish commercial relationships, on the basis of optimisation of value provided to the customers. Customer satisfaction through implementation of CRM can be achieved by lessening of cost of services, development of

Writting to Evaluate Essay Example | Topics and Well Written Essays - 500 words

Writting to Evaluate - Essay Example Buying a Blackberry phone is a bit different from just getting a regular phone that lacks the features present in this phone. The phone itself is described as the largest gorgeous looking smartphone on the planet. While holding it in one hand, you will surely understand why it bears the description. Most fascinating is when you scroll and explore the application, that is, when you will appreciate the reality that this phone is unquestionably magnificent. Nowadays, every phone company is working tremendously hard to establish a myriad of features in their phones to attract customers. The companies are forced to incur massive investments to brand their products. Owing a camera feature is almost standard for any phone but what brings the difference is the image resolution. Blackberry 9530 is above three megapixels. Needless to say, the blackberry phone has a lot more features which will be shared to you. First is an integrated GPS technique that tends to make use of Blackberry maps. The media player file has the capacity to play 3 formats including MP3, AAC+ and WMA. The video player enables you to view MPEG4 or WMV format. The three formats above are the most liked by telephone users. The camera makes it possible for you to watch videos as well as recording them since it delivers a resolution of much more than 3 megapixels and contains an automatic concentrate feature. Blackberry 9530 makes use of touch screen based technologies. You can edit documents and supply all the standard functions of text messaging using the editor. It also allows listening to music using the Wi-Fi web access through integration of Bluetooth technology. Amazing is the fact that Blackberry 9530 was the first to introduce the touch screen technology. Another feature that lacks in other phones is the potential use of both single and multi-touch to interface with different applications. A prominent feature possessed by this

Biology1project2 Essay Example | Topics and Well Written Essays - 750 words

Biology1project2 - Essay Example DNA molecules make individual copies of themselves by replication. Before a cell divides, each strand of genetic information makes a duplicate. During cell division the duplicates separate, so each cell has a complete set of genetic information. That single cell then divided many, many times to turn into the 50 trillion or so cells that make up a human being. Almost all of the cells in human body share the same DNA as was found in that first cell. DNA contains all of the information needed. This information is stored in the over 20,000 human genes found in almost all your cells. To get at the information, a gene must be turned on (expressed) and the information turned into something useful, a protein. Once made, that protein goes out into the cell and performs some set of specific tasks. For a cell to work, 1000s of these proteins must be made, each doing its particular job. The traits of a living thing depend on the complex mixture of interacting components inside it. Proteins do mu ch of the chemical work inside cells, so they largely determine what those traits are. But those proteins owe their existence to the DNA (deoxyribonucleic acid). DNA consists of four different sugars that interact with each other in specific ways. A much longer piece of DNA can therefore be the equivalent of different words connected to make a sentence, or gene that describes how to build a protein. And a still longer piece of DNA could contain information about when that protein should be made. The entire DNA in a cell gives us enough words and sentences to serve as a master description or blueprint for a human. Active stretches of DNA must be copied as a similar message molecule called RNA. The words in the RNA then need to be "read" to produce the proteins, which are they stretches of words made up of a different alphabet, the amino acid alphabet. "Central Dogma" of heredity--that the DNA code turns into RNA message that has the ability to organize 20

Assignment Coursework Example | Topics and Well Written Essays - 500 words

Assignment - Coursework Example This has resulted in downgrading of economies as well as reduction in growth forecasts for various countries around the world by leading agencies like S&P, IMF etc (The Guardian, 2011). The fluctuation in the economy as well as rise in deficits has led to various kinds of spending cuts on the parts of the government of various countries around the globe. The fierce economic swinging in the recent times has also produced severe fluctuations of indexes of industrial productions in various established economies like the US for a prolonged period. Many of the industries belonging to various sectors like hospitality, agriculture, retail etc. have been severely affected. (THE WESTERN UNION COMPANY, p.19) This fluctuation in industrial production has in turn resulted in significant cost cutting by the companies around the world, which in turn affected the job market and thereby hampering consumer spending (AccaGlobal, p.7). The operations of Western Union highly include the transfer of fina nces on the part of the consumers as well as business houses to various parts of the world. The gloomy scenario emerging out of the inability to resolve the ongoing Euro crisis by the national political parties has led to prolonged variations in job opportunities there by immensely hampering the spending on the part of the consumers. (National Bureau of Economic Research, P.9) The peer reviewed article highlights the problems that arose in the auto industry in the US during the 2008-2011 periods as a culmination of low sales, high structural costs as well as debts (Klier and Rubenstein, p.1-21). The paper also discusses the related governmental procedures that happened during that period ranging from the unavailability of a consensual decision to provide support to the carmakers to the issuance of financial assistance for a short span by the outgoing political party. The paper rightfully discusses

President Obamas use of African American Vernacular English (Black Research Paper

President Obamas use of African American Vernacular English (Black English) in speeches and interviews - Research Paper Example Thus, this research paper in principle and retrospect would discuss and contextualize the impact and the direct effects of the use of such language. It is important to note and mention that the paper will also explore the ways and means through which the African American vernacular language gets to spread and gain prominence in the human society. It would be of key interest to gauge with utmost precision the specific or exact extent to which code switch as employed or is being used by President Barack Obama. This is to say that it would seeks to contextualize the exact step through which the President juggles between the standard language and the vernacular language. Similarly, it would be proper to contextualize the prospective effects of the code switch not only to the earning cycles but the whole society as a whole. In retrospect, it means that research process would inquire how the students and the society as a whole may be encouraged to continue to use the slang or African American vernacular language once they see the President-the symbol of highest authority use the same code of language. Given the nature and aspect of this research process, it is a cross of a qualitative and quantitative research. Thus, it is safe to assert that it would be an exploratory type of research because it would touch and focus on the numerical aspect such as the number or percentage of people in the society are likely to be encouraged to continue to use the slang. In the same line of thought, it may also touch and explain the number of people who may feel discouraged to use the same vernacular in the lives accordingly. Equally important is the fact that the study would expound on the aspect or issue of the quality of conversations relative to the use of proper English language (Rickford & Rickford, 2002). This is to say that the quality of

Film Analysis on Last Tango in Paris Essay Example | Topics and Well Written Essays - 2750 words

Film Analysis on Last Tango in Paris - Essay Example Bernardo Berolucci directs it. The story revolves around a man who has just divorced his wife and is searching for peace in his life. The movie begins with a lady who is looking for a house on rent, and she finds this man in the same house. The lady has also gone through a lot of pain in her real life and that truly reflected in the movie. Paul, Marlon Brando plays the main lead, while Jeanne the female lead is played by Maria. While Paul is gong through an emotional turmoil since his wife committed suicide, Jeanne is also suffering emotionally since her fiance has not been giving attention to her and is busy trying to make a movie, and the fact that he is a very narcissistic personality. Paul and Jeanne meet in the house and Jeanne arrives there since she is looking for a house on rent, and Paul happens to be there for a similar reason. Right after they met each other, Paul tries to have sex with her and they make love instantly. This was the beginning of the story and then they con tinue to live with each other. One day Paul left her, only to find her at the street and they both resumed their sexual relationship. Paul is a disturbed personality and has been extremely well portrayed by Brando. He doesn’t like knowing names and refuses to tell his to Jeanne, and asks Jeanne not to tell hers to him. He doesn’t believe in this concept and tends to get very irritated. Later onwards, while they continue their relationship, one fine day Paul leaves. He meets her somewhere again, and they both come back to the rented house. There he tells her that her is in love with her, and asks her the name. She tells him the name, and then immediately shoots him to death. The movie ends there. Cinematography Vittorio Storaro did the cinematography of the movie. He used light in connection with the conscious side of the mise-en-scene and dark for the unconscious. He picturised the movie in an epic manner. He used low light techniques frequently to cast a dark shadow i n the room, especially in the sexually explicit scenes. He drew a conflict between light and shadow, which came naturally to him. The cinematography of the movie took different routes during the filming and the picturization of the movie. The cinematographer used low light and high frequency techniques to display grey shadows and dark colours often in the movie. Francis Bacon, the painter of many scenes, which were later, portrayed in the movie, played an influential role in the minds of the Vittorio Storaro, in the way that he used the paintings to carve out beautiful scenes. There were certain confusions with regard to the lighting effect in the movie, especially the warm artificial light fragmentation, since the wintertime in Paris used to have natural winter light. Therefore, it was a challenge for the cinematographer to put into perspective a different shade of grey into the picturization. Putting into place a different light effect did require some greater conviction, and that was justified once he saw Francis Bacon’s paintings. The look of the film is pure romance—lots of dusky, autumnal golds and blue-grays, long, graceful camera movements, scenes shot through frosted glass or against fractured mirrors. Camera Movement Bertolucci camera's movements throughout the film characterize the rights steps of the tango, which the two main characters execute at the climax of the film. The camera movements focus on the tango

Character Development in Mark Twains The Adventures of Huckleberry Finn Essay Example for Free

Character Development in Mark Twains The Adventures of Huckleberry Finn Essay Writers usually make use of and incorporate certain literary elements into their novels in order to make character development possible. Literary elements—Conflict, Theme, and Symbolism—were employed by Twain, Austen, and Potok in varying levels as well as executed using their own literary styles and techniques in order to show the characters development and growth throughout the novels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Adventures of Huckleberry Finn by Mark Twain, Huck braved that eras social conventions (including his own personal prejudices) by associating with a black man and later helping that person escape from slavery. Jane Austens Emma is a lighthearted story about a young womans disastrous foray into the pursuit of romantic matchmaking. It shows how Emmas false presumptions can conflict with the real intentions of the people whose lives she meddles with, and how her misguided actions can create unfavorable results. In Chaim Potoks My Name is Asher Lev, the young man, Asher, was embroiled in the clash between his passion and the sensibilities of his family and religious congregation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Adventures of Huckleberry Finn presents social conditions and attitudes during the late 1800s in America, particularly that towards racism. It chronicles the adventures and misadventures of Huck wherein he faces numerous moral and ethical dilemmas. And just like Twains novel, Austens Emma is a study on the sensibilities and social norms of her time. It tells the story of Emma, a rich and beautiful girl with a lot of idle time on her hands. Although she lives a trouble-free life, it is uneventful and devoid of excitement—she is a woman, hence, she has no true career prospects. But then Emma discovers that she has a knack for matching couples. She discovers that this endeavor provides her with great amusement so she goes off pairing up the people around her. Lastly, Asher, in My Name is Asher Lev, struggles as he is confronted by two cultural influences—that of the Orthodox Jewish subculture that he grew up in, and that of the pervasive, secular Western culture. He is presented with the dilemma of choosing between art and his religion. Just like Hucks and Emmas stories, Ashers story chronicles his quest for truth and self-discovery.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many authors use the element of conflict to bring about and affirm certain facets of a protagonists character.   In The Adventures of Huckleberry Finn, Huck faces the conflict between the societys expectations and what his conscience tells him is right when he is given the opportunity to help Jim, a black man, escape. He struggles to see beyond the black stereotype—what the society has taught him to be right. In the end, Huck chooses to follow what his conscience dictates—that Jim is a human being who deserves the same rights as everybody else. He admits about Jim: I do believe he cared just as much for his people as white folks does for their’n (Twain, 1999, p. 141). In the end, Huck developed a pure, undiscriminating sense of morality that many people of that era did not posses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the novel Emma, the conflict lies in Emmas inability to understand the true desires and intentions of the people around her, including her own. Emma does not realize this, and fancies herself as a good matchmaker, and as Austen describes in one episode, Emma was amusing herself in the consideration of the blunders which often arise from a partial knowledge of circumstances, of the mistakes which people of high pretensions to judgment are for ever falling into (Austen, 2003, p. 89). Ironically, what Emma thinks of other people (as evinced in the previous sentence), actually applies to her. In the end, Emma realizes that its no good making decisions for others   and manipulating their lives because only they know and therefore should decide whats best for them. This discovery also leads her to mature and develop emotionally, and in the end, makes her realize what her heart truly desires.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In his novel, My Name is Asher Lev, Potok portrays the kind of pain and emotional anguish one can carry when one chooses to embrace those things that come in conflict with ones upbringing and religious ideologies. In a lecture wherein he reveals the analysis to his novels, which included My Name is Asher Lev, Potok states: â€Å"Ideas from this secular world inevitably impinge upon an individual born in a church community or a synagogue community, especially when that individual embarks on a college experience† (Potok, 1896, par. 7). As a young boy, Asher tries to break free from the conservative Hasidic community that shuns the very thing that he was passionate about—art. However, his dream is met with condemnation from almost everyone around him, including his family. The following litany succinctly expresses the kind of backlash and emotional turmoil this conflict has brought upon him: So strong words are being written and spoken about me []: I am a traitor, an apostate, a self-hater, an inflicter of shame upon my family, my friends, my people; also, I am a mocker of ideas sacred to Christians (Potok, 2003, p. 3).   Another point of conflict deals with Ashers relationship with his father. Amidst the weight of the conflict bearing down on him, Asher chooses his own path and tries to discover his own truths. By confronting these issues, he grows as a human being, artistically and emotionally.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One dominant theme in the novel The Adventures of Huckleberry Finn is that of racism and slavery. The novel is set in a time where blacks are considered to be no more than property. As the story develops, so does Hucks character and value-system. Eschewing the societal and cultural norms of the time, he adopts a different moral outlook towards the people around him, especially when he decides to help a black man escape from slavery. In a climactic episode, Huck writes a letter to Miss Watson, Jims owner, to tell her where Jim was, but then tears up the letter and says to himself: â€Å"All right then, I’ll go to hell† (Twain, 1999, p. 193)—here, he finally decides to ignore social convention and help Jim.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marriage is a major theme in the novel, Emma. In the 1800s, marriage was one of the most important concerns for women, especially since they were financially dependent on men and could not have their own careers. Emma takes this into consideration when planning her match-ups and decides on unions which will yield the best material benefit for both parties. However, Emma eschews the idea of marriage for herself—when her father tells her not to do any more match-making, Emma replies: I promise you to make none for myself, papa; but I must, indeed, for other people. It is the greatest amusement in the world! (Austen, 2003, p. 10). But in the end, she realizes that she too can fall in love, after all.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One important theme in My Name is Asher Lev is that of Individualism. This was explored in the context of Ashers adolescent struggle to assert his identity in an environment that rejects the very thing that makes him stand out. When an uncle compares his work that of Chagall, he replies: â€Å"No, my name is Asher Lev† (Potok, 2003, p. 313). Asher is a visionary and has prodigious painting skills, but he is pressured to conform to the conventions of his society.   He tries to discover his role as an artist and reconcile it with his faith—this paves the way to his personal development, not to mention the realization of his gifts significance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Twains novel, the Mississippi river figures greatly in the story. It is used to symbolize life; the rivers ebbs and flows—its movement—shows the ever-changing nature of life. The changing tides causes Huck and Jim to come in contact with different people and situations. It represents mans capacity to change—the same way Hucks attitude and personality changed to embrace the greater morality regarding human existence. Its also a symbolic representation of freedom—in the confines of the raft, they are safe. They are in a world where laws do not apply, far from the reaches of society. Huck says: â€Å"We said there warn’t no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft†Ã‚   (Twain, 1999, p. 107).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Emma, charades and word games are symbolic of the misunderstandings in the story. The same way that its hard to guess the intimations and desires of the other characters in the novel, word games are meant to be elusive—one   can easily go wrong and perceive a totally different meaning. In a gathering, Frank makes words for the ladies to decode, but each lady attaches different interpretations to them. Such is Emmas situation: she does not perceive everyones feelings correctly so she makes a lot of false assumptions. This is more evident when she tries to hook-up Harriet and Mr. Elton—she construes Mr. Eltons words and actions as proofs of his adulation for Harriet, when in fact it is Emma the he is interested in. When she finds out, she woefully reflects: The picture!—How eager he had been about the picture!—and the charade!—and an hundred other circumstances;—how clearly they had seemed to point at Harriet (Austen, 2003, p. 106).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Symbolism, particularly those in paintings, also plays a significant part in the novel, My Name is Asher Lev. Paintings were used to convey the abstract and intangible; Asher said: â€Å"I worked for – what? How could I explain it? For beauty? No, Many of the pictures I painted were not beautiful. For what, then? For a truth I did not know how to put in words. For a truth I could only bring to life by means of colour and line and texture and form† (Potok, 2003, p. 369) In his controversial painting, Asher uses the crucifiction scene as a symbolism of his mothers sufferings, much to the chagrin of his religious community. But even with all the antagonism towards art, he feels that painting was but a natural way to express his feelings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Literary elements give writers the means to project the qualities as well as develop the personalities of their characters. All protagonists in the aforementioned books were presented with points of conflict that each of them must address and contend with. Various symbolic representations, those that attribute certain intangible meanings to things, events, and other sensuous manifestations, were also utilized in order to highlight the protagonists personal issues and struggles. Thematic concepts tell what the stories are about and help reveal how each character progresses. References    Austen, J. (2003). Emma. New York: Oxford University Press. Potok, C. (2003). My name is Asher Lev. New York: Random House. Potok, C. (1986). On being proud of uniqueness. (J. Gladson, Ed.) In La Sierra University   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   website. Retrieved July 24, 2006, from http://www.lasierra.edu/~ballen/potok/Potok.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   unique.html. Twain, M. (1999). The adventures of Huckleberry Finn. New York: Oxford University Press.

Investigation of Tunisian Geography Teachers

Investigation of Tunisian Geography Teachers Introduction The purpose of this study was to investigate some Tunisian geography teachers/researchers reading of research articles (RA) in English in their field, in particular their use of metadiscourse and the factors that might affect this use. A combination of quantitative and qualitative methods addressed the purposes of this study. Two major reasons have motivated the choice of this topic: theoretical and contextual. Theoretical Justifications Of The Study A good number of studies have highlighted the facilitative role that metadiscourse plays in reading comprehension (e.g. Camiciottoli, 2003). Metadiscourse is defined, in the present study, as â€Å"self-reflective linguistic material referring to the evolving text and to the writer and to the imagined reader of that text (Hyland and Tse, 2004, p. 156). In defining reading comprehension, I adopted the componential interactive approach (e.g. Grabe, 2008). According to this approach, readers are active participants who actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation. They develop, modify and even reflect on all or some of the ideas displayed in the text. Research has shown that second language (SL) and foreign language (FL) reading comprehension process is highly complex (Grabe, 2008; Koda, 2007; Sheng, 2000). Indeed, a wide range of variables intervene in the process: linguistic, metalinguistic, cognitive, metacognitive, social and psychological (Koda, 2005; Pressley, 2006; Rapp et al., 2007). Researchers reported the difficulty to clearly understand the exact degree of the contribution of each variable to the final product. All aspects of the reader variables interact with one another and interact with textual and contextual factors (e.g. Dhieb-Henia, 2003). Different models have been proposed in the literature in order to take account of these factors (the Top-down approach, the Bottom-up approach, the Interactive approach) (Grabe, 2008). Also, there has been a debate among SL reading researchers about whether SL reading is a language problem or a reading problem (Alderson, 1984, Bernhardt and Kamil, 1995; Grabe, 1991; Khaldieh, 2001). Some researchers contended that some SL linguistic knowledge threshold was necessary in order to get first language (L1) reading knowledge to engage and first language reading strategies to transfer (Cummins (1979) threshold level of language proficiency and Clarkes (1978) linguistic ceiling). Others argued that reading difficulties in a SL can be caused by a deficient reading ability in general, or can be caused by a failing transfer of L1 reading ability to an FL (the linguistic interdependence hypothesis, or alternatively called the common underlying principle (Bernhardt Kamil, 1995). Reading in English for Academic purposes (EAP) is still a more complex process (Flowerdew and Peacock, 2001). EAP is concerned with the English required for specific academic purpose such as studying at universities and colleges, doing research or publishing papers. Based on the literature, the present study views EAP reading as the ability to read an EAP discourse as the product of a particular disciplinary culture (e.g., Swales, 2004). Daoud (1991, p. 6), for instance, recommended that non-native readers (of EAP) should acquire â€Å"those abilities which would allow them to recognize the existence of certain types of implicit presuppositional rhetorical information, abilities that the experienced native reader possesses. Studies in Contrastive Rhetoric (CR) have demonstrated that texts are shaped by their cultural origins even if they participate in international discourses such as those of the science disciplines (Burgess, 2002; Connor, 2004; Kaplan, 1966, 1987). Mauranen (1993) asserted that â€Å"science, or more widely, academic research, does not exist outside writing, and so we cannot represent it, or realize it, without being influenced by the variation in the writing cultures that carry it† (p. 4). This suggests that the belief that scientific academic discourses merely transmit natural facts is debatable. Hyland (2005) argued that discourses are never neutral but always engaged in that they realize the interests, the positions, the perspectives and the values of those who enact them (p. 4). The RA, for instance, is a discourse written by a particular writer belonging to a particular scientific discourse community in the purpose of engaging an audience and persuading them of his/her findings (Adel, 2006; Hyland, 2005; Martin, 2004). Webber (1994) explained â€Å"scientists are writers who fight for their ideas to be accepted, recognized, and to be competitive and get their work published† (p. 257). The tendency of scientific writers to choose a particular range of rhetorical devices, might reveal their attempts to establish interpersonal relations, to interact with their audience and to express personal attitudes about the content of their texts and about their audience( s). Metadiscourse is the linguistic system that enables writers to achieve these goals (Adel, 2006; Hyland, 2004; 2005; Martin, 2004). It represents some internal stylistic map whereby an external reality is created and conveyed. Metadiscourse also helps to perceive discourse as a social action between two parties, author(s) and audience, researchers and scientific communities; in other words, writers and readers are viewed as social agents and texts as a social enterprise in which writers do not only want their messages to be understood (an illocutionary effect), but also to be accepted (a perlocutionary effect) (Hyland, 2005). Hyland (2001, p. 550) argues â€Å"a central aspect of the writer-reader dialogue involves careful interpersonal negotiations in which writers seek to balance claims for the significance, originality, and truth of their work against the convictions of their readers†. The readers ability to construct the writer-intended meaning, via metadiscourse, is one ma jor key to a successful comprehension. This idea of interaction was grounded in Hallidays (1985) metafunctional theory of language. Halliday (1985) argued that language is a system of meanings and maintains that the writer needs to operate at three levels: the ideational, the textual and the interpersonal. On the ideational plane, the writer supplies information about the subject of the text and expands propositional content, on the interactive plane, he/she does not add propositional material, but helps readers organize, classify, interpret, evaluate, and react to such material. Many researchers have attempted to investigate the contributions of metadiscourse to language teaching. However, most of the literature on metadiscourse has focused on the writing skill. The immense part of these studies has compared writers use of metadiscourse across cultures and disciplines (Dahl, 2004; Hyland TLe, 2004; Ifantidou, 2005; Lee, 2002; Perez Macia, 2002; Steffensen Cheng, 1996). Only a few studies have examined the role that this crucial part of discourse plays in reading comprehension skill. There is still an opaque picture of the correlation between the recognition of metadiscourse markers and reading comprehension performance. Indeed, a good number of the studies conducted with native readers of English has yielded inconclusive results (e.g., Crismore and Vande Kopple, 1997; OKeefe, 1988). While some researchers demonstrated the positive role of metadiscourse (e.g. Vande Kopple, 2002), other researchers concluded that metadiscourse did not have larger effects in their studies (e.g., Crismore, 1989). Research on the interaction between SL reading and metadiscourse seems to be still in its infancy. The little research carried out has demonstrated the complexity of the entreprise (Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003; Mustapha and Premalatha, 2001). In fact, research has shown that many factors could intervene in the reading process and hamper EAP readers from using metadiscourse, namely language proficiency, prior disciplinary knowledge and metacognitive strategies (e.g., Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003). Language proficiency refers to the ability to understand technical and semi-technical language used by a particular academic discourse community. Metacognition is the awareness readers have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end. Prior knowledge includes knowledge of the rhetorical conventions of the genre and the subject discipline. It has been also interesting to note that no study has investigated SL experts use of metadiscourse when reading materials in their fields. Local Justifications Of The Study Reading RAs is a prerequisite for doing research, updating ones knowledge and ultimately publishing RAs. Publication is not optional or a matter of personal choice in Tunisia. The last reform of postgraduate studies has given prior importance to the number of published RAs (Labbassi, 2000). Therefore, researchers who would like to become visible in the international scientific community, have to read and write RAs in English, the international Lingua Frinca in the age of electronic communication. In fact, in Tunisia there are few specialised local journals. Labassi (2008, p. 4120 aptly put â€Å"reading and writing English have become unavoidable conditions for joining academic communities in almost all disciplines†. The Tunisian geographical society seems to be eager to integrate into the international geographic community. Indeed, the Tunisian Geographers Association, in collaboration with the International Geographical Union (IGU), managed to organise the 31st International Geographical Congress (IGC) in the country in 2008. Tunisia was the first Arab and African country to host the biggest appointment for geographers all over the world. Adding to that, there is a clear political intention to enhance English status in Tunisia. English is gaining ground over French, which has been until recently the principal language of modernity, as well as the dominant economic language. (Champagne, 2007; Labassi, 2009a, b; Tossa, 1995). The Tunisian government is aiming at creating an English-speaking workforce to enhance the prospects for successful integration into the global economy. Under the New Maitrise reform of 1998, English was introduced in the curriculum of all undergraduate students from all disciplines (Labassi, 2009 a). What is ironical, however, is that â€Å"potential researchers and professionals who have to read a literature, which is up to 90% in some disciplines in English, are not offered courses in English† (Labassi, 2009 a, p. 249). However, while the literature abounds with arguments for and against the role that metadiscourse plays in reading comprehension, little research has been conducted to assess the reading practices of the Tunisian geography society.Therefore, the present research aims to fill in this gap and gain more insight into the reading practices of some Tunisian university teachers/researchers of geography; in particular it aims to assess the extent they use metadiscourse to facilitate their comprehension of RAs in English in their field and to find out about the variables that may hinder this use. Research Objectives The main aims of the present research are three-fold: (1) to determine to what extent Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields, (2) to assess whether this use facilitates their comprehension of research articles in English in their fields, (3) to find to what extent this use is related to the participants proficiency in English, to text familiarity (defined in the present study in terms of both content and formal knowledge) and to their use of metacognitive reading strategies. Research Questions The present study addresses the following questions: 1. To what extent do Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields? 2. To what extent does this use relate to their comprehension of research articles in English in their fields? 3. To what extent do their proficiency in English, discipline-related knowledge (content and genre) and metacognitive reading strategies contribute to their use of metadiscourse markers and comprehension of research articles in English in their fields? Significance Of The Study This study explored the use of metadiscourse by some Tunisian geography faculty when reading research articles in English in their disciplines. Theoretically, findings from the study can help clarify the role metadiscourse plays in SL reading comprehension. The research into metadiscourse markers is useful in itself. It helps us have an insight into how writers interact with their readers to establish a reader-friendly atmosphere and to persuade them of their findings. Such information can add to our understanding of factors contributing to language pedagogy, in particular to the teaching of reading comprehension skill. At the practical level, information from this study can be useful for making decisions about organizing training sessions to university teachers/researchers to introduce them to the rhetorical conventions of academic genres, namely the research article and to the rhetorical importance of metadiscourse. They should be made aware of the facilitative role of metadiscourse markers when reading academic materials in English. Metadiscourse markers should be taught explicitly in EAP reading comprehension classes as a means to enhance the researchers reading comprehension ability. Thesis Organisation This thesis consists of six chapters. The first chapter describes the background of the research and the context in which the research was conducted. The second chapter comprises two sections: the first is a review of research into the nature of foreign language reading. The second section provides a descriptive account of what metadiscourse is, then explores the studies conducted on the effects of metadiscourse, reviews a few taxonomies on metadiscourse and ends with a description of the taxonomy to be adopted in the present study. Research questions are presented after the discussions of these reviews. Chapter three concerns the methodological decisions taken for this research. It describes how the participants were selected, how the material and instruments were piloted, and which materials and instruments were finally used. It provides as well an account of how the main study was conducted and how the data were analysed. Chapter four reports the findings of the present study. Cha pter five discusses the key findings from this study and highlights their implications for the area of EAP. The contributions and limitations of this research and suggestions for future research are presented in chapter six. Literature Review The previous chapter introduced the context for this research. This chapter clarifies the two central variables underlying the present study, namely EAP reading comprehension and metadiscourse use. It can be divided into three parts. In the first part, I will focus on the reading variable. Since foreign language reading modeling has been strongly influenced by first language reading theories, I will first discuss four different approaches to reading in a first language, I will then explain how they have been adopted in and adapted for a foreign language reading context. Next, I will elaborate on theoretical concepts particular to reading in English for academic purposes (being the focus of the present study) and I will draw attention to studies that investigated the interaction between reading in English for Academic purposes and language proficiency, background knowledge and reading strategies. This part aims at underscoring the complexity of the EAP reading process and the need to account for the many factors intervening in it. In the second part, I will introduce the second variable of the present study, metadiscouse. I will first try to define the concept and then provide an overview of its main assumptions and classifications to highlight the confusion surrounding the term and emphasize its benefits to EAP readers, and last I will detail Hylands (2005) taxonomy, the theoretical framework within which the present study is conducted. In the last part I will review some empirical studies that have investigated the interaction between metadiscourse and EAP reading. This part will also draw attention to the scarcity of research in this area. Reading Comprehension Understanding the processes involved in reading comprehension is a prerequisite to select reliable and valid research instruments. Alderson (2000) stated â€Å"if we are not able to define what we mean by the ‘ability to read, it will be difficult to devise means of assessing such abilities† (p. 49). Likewise, Hogan (2004, p. 1) maintained The real question we are asking when we look at assessing reading is: What distinguishes a good reader from a poor reader? Implicit in this question is an even more fundamental question: What are we doing when we read?† Assessment is an attempt to answer the first question, but if we cannot at least try to answer the second, we do not know what we are assessing, and any measure or description of reading proficiency we suggest is meaningless. Thus, in what follows I will first attempt to define the construct of reading comprehension, and then present a number of models that provide a framework for organizing and explaining the nature of reading comprehension. I will give due prominence, however, to the issues specific to reading in EAP dwelling upon the complex cognitive processes that EAP readers go through when they read. I will try to show how certain variables such as linguistic proficiency, background knowledge and reading strategies interact with reading comprehension process. Definition Of The Construct Of Reading Comprehension Reading comprehension has often been a subject of controversy among teachers and scholars. Kintsch (1998, p. 2) stated â€Å"the terms understanding and comprehension are not scientific terms but are commonsense expressions. As with other such expressions, their meaning is fuzzy and imprecise†. In defining the construct of reading comprehension, I adopted Kintschs (1998) theory of human text comprehension, as it is a â€Å"widely-recognized† theory of text comprehension and as it has â€Å"consistently defined the research agenda for the field of text comprehension† (Grabe, 2008, p. 3). The concepts of ‘Comprehension and ‘Understanding are used interchangeably in the present study as â€Å"a matter of linguistic variation† following Kintsch. ‘Comprehension is to be understood in relation to ‘perception and ‘problem solving. Both ‘perception and ‘understanding involve unconscious and automatic processes. They â€Å"can each be described as a process of constraint satisfaction† (p. 3). They differ, however, in that ‘understanding should result in an action, be it â€Å"an overt action in the environment or a mental event† (p. 3). Kintsch (1998, p. 2) stated â€Å"understand is used when the relationship between some object and its context is at issue or when action is required†. As for the ‘problem solving process, it is more complex and involves more demand on cognitive resources. It is an action readers resort to when they fail to understand something. Kintsch (1998) maintained â€Å" perception and understanding are the processes people normally use; when an impasse develops in perception or understanding, they resort to problem solving as a repair process† (p. 3). Reading is the process in which the reader sequentially deals with letters, words and sentences. It was defined by Sheng (2000, p. 2) as â€Å"the process of recognition, interpretation, and perception of written or printed material†. Comprehension, on the other hand, involves the ability of the reader to grasp and interpret the meaning of written material, and to reason about cognitive processes that lead to understanding. In other words, it not only covers cognitive understanding of the materials at both surface and deep structure levels, but also the readers reactions to the content. Sheng (2000, p. 2) maintained â€Å"it is a more complex psychological process and includes in addition to linguistic factors (phonological, morphological, syntactic, and semantic elements), cognitive and emotional factors†. In sum, the process of reading deals with language forms while the process of comprehension, the end product, deals with language content. The term ‘reading comprehension can, in some respects, be considered a complex construct, as highlighted by numerous reading researchers (Carrell, 1988; Grabe, 1991; Kintsch, 1998; de Beaugrande, 1981). According to Brumfit (1980), reading comprehension is a complex activity covering â€Å"a combination of perceptual, linguistic and cognitive abilities† (p. 3). It is a constructive thinking process which â€Å"involves application, analysis, evaluation and imagination† (Taylor, 1984, p.391). Grabe (2008) attributed the complexity of the reading comprehension process to the multiple purposes of reading and the complex cognitive processes involved. In the present study, reading is viewed as a process of communication between a writer and a reader and this communication will be incomplete unless it is affected by the readers evaluation and appreciation. In fact, both the reader and the writer contribute to the reading process. Despite the uniqueness of second language reading processes (Geva and Wang, 2001; Koda, 2007), second language reading has drawn extensively on first language reading research. Different models have been adopted and adapted based on a variety of L1 reading theories. Below is a review of these theories. Reading Theories In A First Language A reading model provides an imagined representation of the reading process. It provides ways to represent a theory and explain what reading involves and how reading works based on available evidence. Goldman, et al., (2007) explained â€Å"the term model refers specifically to a representation of the psychological processes that comprise a component or set of components involved in human text comprehension† (p. 27). According to Samuels (1994), a good theoretical model has three characteristics: it summarizes a considerable amount of information discovered in the past; it helps explain and make more understandable what is happening in the present, and it allows one to make predictions about the future (p. 816). Researchers, however, are somehow cautious about the comprehensibility of the model because of its inability to account for all the available evidence that exists. Dhieb-Henia (2002) warned that the models are not always backed up by sufficient empirical evidence to val idate (them) (p. 18). In the same fashion, Grabe (2008) argued â€Å"to assert that a model must be an accurate synthesis, () is problematic†. Thus, these researchers recommend that we consider these models as a possible representation of the reading process, rather than absolute models. They nonetheless stress the key role that these models play in â€Å"synthesizing information and establishing central claims† (Grabe, 2008, p. 84). Reviewing the literature, four major approaches have been proposed in an attempt to understand the reading process. The major distinction between the approaches is the emphasis given to text-based variables such as vocabulary, syntax, and grammatical structure and reader-based variables such as the readers background knowledge, cognitive development, strategy use, interest, and purpose (Lally, 1998). The following sections review these approaches and discuss them with reference to the specific context of the present study. The Bottom-Up Approach The concept of decoding is central to what is usually called the bottom-up approach to reading. The term bottom-up originated in perception psychology, where it is used to signify the processing of external stimuli (Mulder, 1996). In reading research, the term is not always used in a consistent manner and has drifted away from the original meaning it had in perception psychology. Nevertheless, the term always focuses on what are called lower order processes, i.e. decoding ability and word recognition ability (Mulder, 1996). These abilities are believed to form the key to proficient reading. In other words, the reader perceives every letter, organizes the perceived letters into words, and then organizes the words into phrases, clauses and sentences. Meaning, at any level, (e.g. word or phrase), is accessed only once processing at previous (e.g. lower) levels has been completed (Carrell, 1988). The argument is that bottom-up processing requires a literal or fundamental understanding of the language. Carrell (1993, p. 2) maintained Reading (is) viewed primarily as a decoding process of reconstructing the authors intended meaning via recognizing the printed letters and words, and building up a meaning for a text from the smallest textual units at the bottom (letters and words) to larger and larger units at the top (phrases, clauses, intersentential linkages. Advocates of this theory argue that successful reading comprehension of a text relies heavily on an efficient application of bottom-up processes. The best known representative of this type of approach is Goughs (1972) model. The model is summarised by Urquhart and Weir as follows: T]he reader begins with letters, which are recognized by a SCANNER. The information thus gained is passed to a DECODER, which converts the string of letters into a string of systematic phonemes. This string is then passed to a LIBRARIAN, where with the help of the LEXICON, it is recognized as a word. The reader then fixates on the next word, and proceeds in the same way until all the words in a sentence have been processed, at which point they proceed to a component called MERLIN, in which syntactic and semantic rules operate to assign a meaning to the sentence. The final stage is that of the Vocal System, where the reader utters orally what has first been accessed through print. (Urquhart Weir, 1998: 40) The decoding approach, however, has been viewed by many as inadequate. According to Eskey (1973), the approach underestimates the contribution of the reader. The reader, according to this approach, does not read the text through a self-determined, predefined perspective or goal, but rather lets the text itself (and therefore its author) determine the reading process (Urquhart Weir, 1998). The approach fails to recognize that readers utilize their expectations about the text based on their knowledge of language and how it works. Similarly, Carrell (1984) stated that this view assumes a rather passive view of reading. Grabe (2008) stated â€Å"we know that such an extreme view of reading is not accurate, and no current model of reading depicts reading as a pure bottom-up process† (p. 89). Criticism of the bottom-up theory has given impetus to the Top- down theory. The Top-Down Approach Whereas the bottom-up approach gives incoming information a central place in the reading process, the top-down approach focuses on the knowledge a reader already possesses. It stresses what are called higher order cognitive processes. The top-down theory posits a non-linear view of the reading process, i.e. from higher levels of processing, and proceeds to use the lower levels selectively. It assumes that readers interrogate the text rather than process it completely. They get meaning by comparing their expectations to a sample of information from the text. The proponents of this theory argue that readers experience and background knowledge is essential for understanding a text. Grabe (2008) explained â€Å"top-down models assume that the reader actively controls the comprehension process, directed by reader goals, expectations, and strategic processing† (p. 89). Carrell (1993, p. 4) stated In the top-down view of second language reading, not only is the reader an active participant in the reading process, but everything in the readers prior experience or background knowledge plays a significant role in the process. In this view, not only is the readers prior linguistic knowledge (â€Å"linguistic† schemata) and level of proficiency in the second language important, but the readers prior background knowledge of the content area of the text (â€Å"content† schemata) as well as of the rhetorical structure of the text (â€Å"formal† schemata) are also important. According to this view, the readers background knowledge may compensate for certain syntactic and lexical deficiencies. Readers start with their background knowledge (whole text) and make predictions about the text, and then verify their predictions by using text data (words) in the text (Urquhart Cyril, 1998). Clarke and Silberstein (1977, p.136-137) stated that â€Å"more information is contributed by the reader than by the print on the page, that is, readers understand what they read because they are able to take the stimulus beyond its graphic representation†. The most frequently cited representative of this approach is Goodmans (1976) top-down model. He defined reading as a process of verifying hypotheses — hypotheses that are based on knowledge which the reader possesses. His model, also called the guessing game theory, is summarised by Bossers as follows: According to Goodman, the reading process consisted of sampling and selecting cues, on the basis of which an interpretation is predicted or guessed, which is subsequently tested against the semantic context, and then confirmed or rejected as the reader processes further language, and so on. These stages of the process were called features of the reading process or effective strategies or effective reading behaviour alternatively. (Bossers,1992:10). A very influential theory that is usually discussed in relation to the top-down perspective is that of schema theory. The prior knowledge gained through experiences, stored in ones mind and activated when readers encounter new information is referred to in the literature as schemata (Carrell, 1980; Widdowson, 1983). Schema Theory Schema theory, which comes from cognitive psychology, owes much to the work of Bartlett (Rumelhart, 1981) and Piaget (Orasanu and Penny, 1986). Schemata, the plural form of schema, also called ‘building blocks of cognition (Rumelhart, 1981, p. 3), refer to â€Å"abstract knowledge structure (s) stored in memory† (Garner, 1987, p. 4). They are defined as the mental framework that helps the learner organize knowledge, direct perception and attention, and guide recall (Bruming, 1995), as cognitive constructs which allow for the organization of information in long-term memory (Widdowson,1983) and as the underlying connections that allow new experience and information to be aligned with previous knowledge ( McCarthy ,1991). Within the framework of schema theory, reading comprehension is no longer a linear, text-driven process, but is the process of the interpretation of new information, and the assimilation and accommodation of this information into memory structures or schemata (Anderson Pearson, 1984). Schemata are not static entities, however, but are continually constructed and reconstructed through the processes of assimilation and accommodation. In other words, a comprehension of a text involves activation of relevant schemata, which are initiated as a result of ‘bottom-up observation, and proceeds through a constant process of testing the activated schemata, evaluating their suitability, and refining or discarding them (Rumelhart, (1984, pp. 3, 6). Rumelhart (1981, p. 4) stated â€Å"according to schema theories, all knowledge is packed into units †¦ (which) are the schemata. Embedded in these packets of knowledge, in addition to the knowledge itself, is information about how this Investigation of Tunisian Geography Teachers Investigation of Tunisian Geography Teachers Introduction The purpose of this study was to investigate some Tunisian geography teachers/researchers reading of research articles (RA) in English in their field, in particular their use of metadiscourse and the factors that might affect this use. A combination of quantitative and qualitative methods addressed the purposes of this study. Two major reasons have motivated the choice of this topic: theoretical and contextual. Theoretical Justifications Of The Study A good number of studies have highlighted the facilitative role that metadiscourse plays in reading comprehension (e.g. Camiciottoli, 2003). Metadiscourse is defined, in the present study, as â€Å"self-reflective linguistic material referring to the evolving text and to the writer and to the imagined reader of that text (Hyland and Tse, 2004, p. 156). In defining reading comprehension, I adopted the componential interactive approach (e.g. Grabe, 2008). According to this approach, readers are active participants who actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation. They develop, modify and even reflect on all or some of the ideas displayed in the text. Research has shown that second language (SL) and foreign language (FL) reading comprehension process is highly complex (Grabe, 2008; Koda, 2007; Sheng, 2000). Indeed, a wide range of variables intervene in the process: linguistic, metalinguistic, cognitive, metacognitive, social and psychological (Koda, 2005; Pressley, 2006; Rapp et al., 2007). Researchers reported the difficulty to clearly understand the exact degree of the contribution of each variable to the final product. All aspects of the reader variables interact with one another and interact with textual and contextual factors (e.g. Dhieb-Henia, 2003). Different models have been proposed in the literature in order to take account of these factors (the Top-down approach, the Bottom-up approach, the Interactive approach) (Grabe, 2008). Also, there has been a debate among SL reading researchers about whether SL reading is a language problem or a reading problem (Alderson, 1984, Bernhardt and Kamil, 1995; Grabe, 1991; Khaldieh, 2001). Some researchers contended that some SL linguistic knowledge threshold was necessary in order to get first language (L1) reading knowledge to engage and first language reading strategies to transfer (Cummins (1979) threshold level of language proficiency and Clarkes (1978) linguistic ceiling). Others argued that reading difficulties in a SL can be caused by a deficient reading ability in general, or can be caused by a failing transfer of L1 reading ability to an FL (the linguistic interdependence hypothesis, or alternatively called the common underlying principle (Bernhardt Kamil, 1995). Reading in English for Academic purposes (EAP) is still a more complex process (Flowerdew and Peacock, 2001). EAP is concerned with the English required for specific academic purpose such as studying at universities and colleges, doing research or publishing papers. Based on the literature, the present study views EAP reading as the ability to read an EAP discourse as the product of a particular disciplinary culture (e.g., Swales, 2004). Daoud (1991, p. 6), for instance, recommended that non-native readers (of EAP) should acquire â€Å"those abilities which would allow them to recognize the existence of certain types of implicit presuppositional rhetorical information, abilities that the experienced native reader possesses. Studies in Contrastive Rhetoric (CR) have demonstrated that texts are shaped by their cultural origins even if they participate in international discourses such as those of the science disciplines (Burgess, 2002; Connor, 2004; Kaplan, 1966, 1987). Mauranen (1993) asserted that â€Å"science, or more widely, academic research, does not exist outside writing, and so we cannot represent it, or realize it, without being influenced by the variation in the writing cultures that carry it† (p. 4). This suggests that the belief that scientific academic discourses merely transmit natural facts is debatable. Hyland (2005) argued that discourses are never neutral but always engaged in that they realize the interests, the positions, the perspectives and the values of those who enact them (p. 4). The RA, for instance, is a discourse written by a particular writer belonging to a particular scientific discourse community in the purpose of engaging an audience and persuading them of his/her findings (Adel, 2006; Hyland, 2005; Martin, 2004). Webber (1994) explained â€Å"scientists are writers who fight for their ideas to be accepted, recognized, and to be competitive and get their work published† (p. 257). The tendency of scientific writers to choose a particular range of rhetorical devices, might reveal their attempts to establish interpersonal relations, to interact with their audience and to express personal attitudes about the content of their texts and about their audience( s). Metadiscourse is the linguistic system that enables writers to achieve these goals (Adel, 2006; Hyland, 2004; 2005; Martin, 2004). It represents some internal stylistic map whereby an external reality is created and conveyed. Metadiscourse also helps to perceive discourse as a social action between two parties, author(s) and audience, researchers and scientific communities; in other words, writers and readers are viewed as social agents and texts as a social enterprise in which writers do not only want their messages to be understood (an illocutionary effect), but also to be accepted (a perlocutionary effect) (Hyland, 2005). Hyland (2001, p. 550) argues â€Å"a central aspect of the writer-reader dialogue involves careful interpersonal negotiations in which writers seek to balance claims for the significance, originality, and truth of their work against the convictions of their readers†. The readers ability to construct the writer-intended meaning, via metadiscourse, is one ma jor key to a successful comprehension. This idea of interaction was grounded in Hallidays (1985) metafunctional theory of language. Halliday (1985) argued that language is a system of meanings and maintains that the writer needs to operate at three levels: the ideational, the textual and the interpersonal. On the ideational plane, the writer supplies information about the subject of the text and expands propositional content, on the interactive plane, he/she does not add propositional material, but helps readers organize, classify, interpret, evaluate, and react to such material. Many researchers have attempted to investigate the contributions of metadiscourse to language teaching. However, most of the literature on metadiscourse has focused on the writing skill. The immense part of these studies has compared writers use of metadiscourse across cultures and disciplines (Dahl, 2004; Hyland TLe, 2004; Ifantidou, 2005; Lee, 2002; Perez Macia, 2002; Steffensen Cheng, 1996). Only a few studies have examined the role that this crucial part of discourse plays in reading comprehension skill. There is still an opaque picture of the correlation between the recognition of metadiscourse markers and reading comprehension performance. Indeed, a good number of the studies conducted with native readers of English has yielded inconclusive results (e.g., Crismore and Vande Kopple, 1997; OKeefe, 1988). While some researchers demonstrated the positive role of metadiscourse (e.g. Vande Kopple, 2002), other researchers concluded that metadiscourse did not have larger effects in their studies (e.g., Crismore, 1989). Research on the interaction between SL reading and metadiscourse seems to be still in its infancy. The little research carried out has demonstrated the complexity of the entreprise (Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003; Mustapha and Premalatha, 2001). In fact, research has shown that many factors could intervene in the reading process and hamper EAP readers from using metadiscourse, namely language proficiency, prior disciplinary knowledge and metacognitive strategies (e.g., Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003). Language proficiency refers to the ability to understand technical and semi-technical language used by a particular academic discourse community. Metacognition is the awareness readers have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end. Prior knowledge includes knowledge of the rhetorical conventions of the genre and the subject discipline. It has been also interesting to note that no study has investigated SL experts use of metadiscourse when reading materials in their fields. Local Justifications Of The Study Reading RAs is a prerequisite for doing research, updating ones knowledge and ultimately publishing RAs. Publication is not optional or a matter of personal choice in Tunisia. The last reform of postgraduate studies has given prior importance to the number of published RAs (Labbassi, 2000). Therefore, researchers who would like to become visible in the international scientific community, have to read and write RAs in English, the international Lingua Frinca in the age of electronic communication. In fact, in Tunisia there are few specialised local journals. Labassi (2008, p. 4120 aptly put â€Å"reading and writing English have become unavoidable conditions for joining academic communities in almost all disciplines†. The Tunisian geographical society seems to be eager to integrate into the international geographic community. Indeed, the Tunisian Geographers Association, in collaboration with the International Geographical Union (IGU), managed to organise the 31st International Geographical Congress (IGC) in the country in 2008. Tunisia was the first Arab and African country to host the biggest appointment for geographers all over the world. Adding to that, there is a clear political intention to enhance English status in Tunisia. English is gaining ground over French, which has been until recently the principal language of modernity, as well as the dominant economic language. (Champagne, 2007; Labassi, 2009a, b; Tossa, 1995). The Tunisian government is aiming at creating an English-speaking workforce to enhance the prospects for successful integration into the global economy. Under the New Maitrise reform of 1998, English was introduced in the curriculum of all undergraduate students from all disciplines (Labassi, 2009 a). What is ironical, however, is that â€Å"potential researchers and professionals who have to read a literature, which is up to 90% in some disciplines in English, are not offered courses in English† (Labassi, 2009 a, p. 249). However, while the literature abounds with arguments for and against the role that metadiscourse plays in reading comprehension, little research has been conducted to assess the reading practices of the Tunisian geography society.Therefore, the present research aims to fill in this gap and gain more insight into the reading practices of some Tunisian university teachers/researchers of geography; in particular it aims to assess the extent they use metadiscourse to facilitate their comprehension of RAs in English in their field and to find out about the variables that may hinder this use. Research Objectives The main aims of the present research are three-fold: (1) to determine to what extent Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields, (2) to assess whether this use facilitates their comprehension of research articles in English in their fields, (3) to find to what extent this use is related to the participants proficiency in English, to text familiarity (defined in the present study in terms of both content and formal knowledge) and to their use of metacognitive reading strategies. Research Questions The present study addresses the following questions: 1. To what extent do Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields? 2. To what extent does this use relate to their comprehension of research articles in English in their fields? 3. To what extent do their proficiency in English, discipline-related knowledge (content and genre) and metacognitive reading strategies contribute to their use of metadiscourse markers and comprehension of research articles in English in their fields? Significance Of The Study This study explored the use of metadiscourse by some Tunisian geography faculty when reading research articles in English in their disciplines. Theoretically, findings from the study can help clarify the role metadiscourse plays in SL reading comprehension. The research into metadiscourse markers is useful in itself. It helps us have an insight into how writers interact with their readers to establish a reader-friendly atmosphere and to persuade them of their findings. Such information can add to our understanding of factors contributing to language pedagogy, in particular to the teaching of reading comprehension skill. At the practical level, information from this study can be useful for making decisions about organizing training sessions to university teachers/researchers to introduce them to the rhetorical conventions of academic genres, namely the research article and to the rhetorical importance of metadiscourse. They should be made aware of the facilitative role of metadiscourse markers when reading academic materials in English. Metadiscourse markers should be taught explicitly in EAP reading comprehension classes as a means to enhance the researchers reading comprehension ability. Thesis Organisation This thesis consists of six chapters. The first chapter describes the background of the research and the context in which the research was conducted. The second chapter comprises two sections: the first is a review of research into the nature of foreign language reading. The second section provides a descriptive account of what metadiscourse is, then explores the studies conducted on the effects of metadiscourse, reviews a few taxonomies on metadiscourse and ends with a description of the taxonomy to be adopted in the present study. Research questions are presented after the discussions of these reviews. Chapter three concerns the methodological decisions taken for this research. It describes how the participants were selected, how the material and instruments were piloted, and which materials and instruments were finally used. It provides as well an account of how the main study was conducted and how the data were analysed. Chapter four reports the findings of the present study. Cha pter five discusses the key findings from this study and highlights their implications for the area of EAP. The contributions and limitations of this research and suggestions for future research are presented in chapter six. Literature Review The previous chapter introduced the context for this research. This chapter clarifies the two central variables underlying the present study, namely EAP reading comprehension and metadiscourse use. It can be divided into three parts. In the first part, I will focus on the reading variable. Since foreign language reading modeling has been strongly influenced by first language reading theories, I will first discuss four different approaches to reading in a first language, I will then explain how they have been adopted in and adapted for a foreign language reading context. Next, I will elaborate on theoretical concepts particular to reading in English for academic purposes (being the focus of the present study) and I will draw attention to studies that investigated the interaction between reading in English for Academic purposes and language proficiency, background knowledge and reading strategies. This part aims at underscoring the complexity of the EAP reading process and the need to account for the many factors intervening in it. In the second part, I will introduce the second variable of the present study, metadiscouse. I will first try to define the concept and then provide an overview of its main assumptions and classifications to highlight the confusion surrounding the term and emphasize its benefits to EAP readers, and last I will detail Hylands (2005) taxonomy, the theoretical framework within which the present study is conducted. In the last part I will review some empirical studies that have investigated the interaction between metadiscourse and EAP reading. This part will also draw attention to the scarcity of research in this area. Reading Comprehension Understanding the processes involved in reading comprehension is a prerequisite to select reliable and valid research instruments. Alderson (2000) stated â€Å"if we are not able to define what we mean by the ‘ability to read, it will be difficult to devise means of assessing such abilities† (p. 49). Likewise, Hogan (2004, p. 1) maintained The real question we are asking when we look at assessing reading is: What distinguishes a good reader from a poor reader? Implicit in this question is an even more fundamental question: What are we doing when we read?† Assessment is an attempt to answer the first question, but if we cannot at least try to answer the second, we do not know what we are assessing, and any measure or description of reading proficiency we suggest is meaningless. Thus, in what follows I will first attempt to define the construct of reading comprehension, and then present a number of models that provide a framework for organizing and explaining the nature of reading comprehension. I will give due prominence, however, to the issues specific to reading in EAP dwelling upon the complex cognitive processes that EAP readers go through when they read. I will try to show how certain variables such as linguistic proficiency, background knowledge and reading strategies interact with reading comprehension process. Definition Of The Construct Of Reading Comprehension Reading comprehension has often been a subject of controversy among teachers and scholars. Kintsch (1998, p. 2) stated â€Å"the terms understanding and comprehension are not scientific terms but are commonsense expressions. As with other such expressions, their meaning is fuzzy and imprecise†. In defining the construct of reading comprehension, I adopted Kintschs (1998) theory of human text comprehension, as it is a â€Å"widely-recognized† theory of text comprehension and as it has â€Å"consistently defined the research agenda for the field of text comprehension† (Grabe, 2008, p. 3). The concepts of ‘Comprehension and ‘Understanding are used interchangeably in the present study as â€Å"a matter of linguistic variation† following Kintsch. ‘Comprehension is to be understood in relation to ‘perception and ‘problem solving. Both ‘perception and ‘understanding involve unconscious and automatic processes. They â€Å"can each be described as a process of constraint satisfaction† (p. 3). They differ, however, in that ‘understanding should result in an action, be it â€Å"an overt action in the environment or a mental event† (p. 3). Kintsch (1998, p. 2) stated â€Å"understand is used when the relationship between some object and its context is at issue or when action is required†. As for the ‘problem solving process, it is more complex and involves more demand on cognitive resources. It is an action readers resort to when they fail to understand something. Kintsch (1998) maintained â€Å" perception and understanding are the processes people normally use; when an impasse develops in perception or understanding, they resort to problem solving as a repair process† (p. 3). Reading is the process in which the reader sequentially deals with letters, words and sentences. It was defined by Sheng (2000, p. 2) as â€Å"the process of recognition, interpretation, and perception of written or printed material†. Comprehension, on the other hand, involves the ability of the reader to grasp and interpret the meaning of written material, and to reason about cognitive processes that lead to understanding. In other words, it not only covers cognitive understanding of the materials at both surface and deep structure levels, but also the readers reactions to the content. Sheng (2000, p. 2) maintained â€Å"it is a more complex psychological process and includes in addition to linguistic factors (phonological, morphological, syntactic, and semantic elements), cognitive and emotional factors†. In sum, the process of reading deals with language forms while the process of comprehension, the end product, deals with language content. The term ‘reading comprehension can, in some respects, be considered a complex construct, as highlighted by numerous reading researchers (Carrell, 1988; Grabe, 1991; Kintsch, 1998; de Beaugrande, 1981). According to Brumfit (1980), reading comprehension is a complex activity covering â€Å"a combination of perceptual, linguistic and cognitive abilities† (p. 3). It is a constructive thinking process which â€Å"involves application, analysis, evaluation and imagination† (Taylor, 1984, p.391). Grabe (2008) attributed the complexity of the reading comprehension process to the multiple purposes of reading and the complex cognitive processes involved. In the present study, reading is viewed as a process of communication between a writer and a reader and this communication will be incomplete unless it is affected by the readers evaluation and appreciation. In fact, both the reader and the writer contribute to the reading process. Despite the uniqueness of second language reading processes (Geva and Wang, 2001; Koda, 2007), second language reading has drawn extensively on first language reading research. Different models have been adopted and adapted based on a variety of L1 reading theories. Below is a review of these theories. Reading Theories In A First Language A reading model provides an imagined representation of the reading process. It provides ways to represent a theory and explain what reading involves and how reading works based on available evidence. Goldman, et al., (2007) explained â€Å"the term model refers specifically to a representation of the psychological processes that comprise a component or set of components involved in human text comprehension† (p. 27). According to Samuels (1994), a good theoretical model has three characteristics: it summarizes a considerable amount of information discovered in the past; it helps explain and make more understandable what is happening in the present, and it allows one to make predictions about the future (p. 816). Researchers, however, are somehow cautious about the comprehensibility of the model because of its inability to account for all the available evidence that exists. Dhieb-Henia (2002) warned that the models are not always backed up by sufficient empirical evidence to val idate (them) (p. 18). In the same fashion, Grabe (2008) argued â€Å"to assert that a model must be an accurate synthesis, () is problematic†. Thus, these researchers recommend that we consider these models as a possible representation of the reading process, rather than absolute models. They nonetheless stress the key role that these models play in â€Å"synthesizing information and establishing central claims† (Grabe, 2008, p. 84). Reviewing the literature, four major approaches have been proposed in an attempt to understand the reading process. The major distinction between the approaches is the emphasis given to text-based variables such as vocabulary, syntax, and grammatical structure and reader-based variables such as the readers background knowledge, cognitive development, strategy use, interest, and purpose (Lally, 1998). The following sections review these approaches and discuss them with reference to the specific context of the present study. The Bottom-Up Approach The concept of decoding is central to what is usually called the bottom-up approach to reading. The term bottom-up originated in perception psychology, where it is used to signify the processing of external stimuli (Mulder, 1996). In reading research, the term is not always used in a consistent manner and has drifted away from the original meaning it had in perception psychology. Nevertheless, the term always focuses on what are called lower order processes, i.e. decoding ability and word recognition ability (Mulder, 1996). These abilities are believed to form the key to proficient reading. In other words, the reader perceives every letter, organizes the perceived letters into words, and then organizes the words into phrases, clauses and sentences. Meaning, at any level, (e.g. word or phrase), is accessed only once processing at previous (e.g. lower) levels has been completed (Carrell, 1988). The argument is that bottom-up processing requires a literal or fundamental understanding of the language. Carrell (1993, p. 2) maintained Reading (is) viewed primarily as a decoding process of reconstructing the authors intended meaning via recognizing the printed letters and words, and building up a meaning for a text from the smallest textual units at the bottom (letters and words) to larger and larger units at the top (phrases, clauses, intersentential linkages. Advocates of this theory argue that successful reading comprehension of a text relies heavily on an efficient application of bottom-up processes. The best known representative of this type of approach is Goughs (1972) model. The model is summarised by Urquhart and Weir as follows: T]he reader begins with letters, which are recognized by a SCANNER. The information thus gained is passed to a DECODER, which converts the string of letters into a string of systematic phonemes. This string is then passed to a LIBRARIAN, where with the help of the LEXICON, it is recognized as a word. The reader then fixates on the next word, and proceeds in the same way until all the words in a sentence have been processed, at which point they proceed to a component called MERLIN, in which syntactic and semantic rules operate to assign a meaning to the sentence. The final stage is that of the Vocal System, where the reader utters orally what has first been accessed through print. (Urquhart Weir, 1998: 40) The decoding approach, however, has been viewed by many as inadequate. According to Eskey (1973), the approach underestimates the contribution of the reader. The reader, according to this approach, does not read the text through a self-determined, predefined perspective or goal, but rather lets the text itself (and therefore its author) determine the reading process (Urquhart Weir, 1998). The approach fails to recognize that readers utilize their expectations about the text based on their knowledge of language and how it works. Similarly, Carrell (1984) stated that this view assumes a rather passive view of reading. Grabe (2008) stated â€Å"we know that such an extreme view of reading is not accurate, and no current model of reading depicts reading as a pure bottom-up process† (p. 89). Criticism of the bottom-up theory has given impetus to the Top- down theory. The Top-Down Approach Whereas the bottom-up approach gives incoming information a central place in the reading process, the top-down approach focuses on the knowledge a reader already possesses. It stresses what are called higher order cognitive processes. The top-down theory posits a non-linear view of the reading process, i.e. from higher levels of processing, and proceeds to use the lower levels selectively. It assumes that readers interrogate the text rather than process it completely. They get meaning by comparing their expectations to a sample of information from the text. The proponents of this theory argue that readers experience and background knowledge is essential for understanding a text. Grabe (2008) explained â€Å"top-down models assume that the reader actively controls the comprehension process, directed by reader goals, expectations, and strategic processing† (p. 89). Carrell (1993, p. 4) stated In the top-down view of second language reading, not only is the reader an active participant in the reading process, but everything in the readers prior experience or background knowledge plays a significant role in the process. In this view, not only is the readers prior linguistic knowledge (â€Å"linguistic† schemata) and level of proficiency in the second language important, but the readers prior background knowledge of the content area of the text (â€Å"content† schemata) as well as of the rhetorical structure of the text (â€Å"formal† schemata) are also important. According to this view, the readers background knowledge may compensate for certain syntactic and lexical deficiencies. Readers start with their background knowledge (whole text) and make predictions about the text, and then verify their predictions by using text data (words) in the text (Urquhart Cyril, 1998). Clarke and Silberstein (1977, p.136-137) stated that â€Å"more information is contributed by the reader than by the print on the page, that is, readers understand what they read because they are able to take the stimulus beyond its graphic representation†. The most frequently cited representative of this approach is Goodmans (1976) top-down model. He defined reading as a process of verifying hypotheses — hypotheses that are based on knowledge which the reader possesses. His model, also called the guessing game theory, is summarised by Bossers as follows: According to Goodman, the reading process consisted of sampling and selecting cues, on the basis of which an interpretation is predicted or guessed, which is subsequently tested against the semantic context, and then confirmed or rejected as the reader processes further language, and so on. These stages of the process were called features of the reading process or effective strategies or effective reading behaviour alternatively. (Bossers,1992:10). A very influential theory that is usually discussed in relation to the top-down perspective is that of schema theory. The prior knowledge gained through experiences, stored in ones mind and activated when readers encounter new information is referred to in the literature as schemata (Carrell, 1980; Widdowson, 1983). Schema Theory Schema theory, which comes from cognitive psychology, owes much to the work of Bartlett (Rumelhart, 1981) and Piaget (Orasanu and Penny, 1986). Schemata, the plural form of schema, also called ‘building blocks of cognition (Rumelhart, 1981, p. 3), refer to â€Å"abstract knowledge structure (s) stored in memory† (Garner, 1987, p. 4). They are defined as the mental framework that helps the learner organize knowledge, direct perception and attention, and guide recall (Bruming, 1995), as cognitive constructs which allow for the organization of information in long-term memory (Widdowson,1983) and as the underlying connections that allow new experience and information to be aligned with previous knowledge ( McCarthy ,1991). Within the framework of schema theory, reading comprehension is no longer a linear, text-driven process, but is the process of the interpretation of new information, and the assimilation and accommodation of this information into memory structures or schemata (Anderson Pearson, 1984). Schemata are not static entities, however, but are continually constructed and reconstructed through the processes of assimilation and accommodation. In other words, a comprehension of a text involves activation of relevant schemata, which are initiated as a result of ‘bottom-up observation, and proceeds through a constant process of testing the activated schemata, evaluating their suitability, and refining or discarding them (Rumelhart, (1984, pp. 3, 6). Rumelhart (1981, p. 4) stated â€Å"according to schema theories, all knowledge is packed into units †¦ (which) are the schemata. Embedded in these packets of knowledge, in addition to the knowledge itself, is information about how this

Alzheimers Disease Essay -- Alzheimers Disease Essays

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