Interpretation of Statistical Tables and Testing Hypotheses Statistics Project

Understanding of Statistical Tables and Testing Hypotheses - Statistics Project Example Thusly, there seems a distinction in grade for unmotivated, persuaded, and exceptionally energetic confirmation understudies that are there is contrast in grade dependent on cooperation. The normal evaluation for unmotivated grant understudies (23 to 32 years of age) was about 78.89 (SD = 7.59), for persuaded grant understudies was about 71.17 (SD = 6.05), and for profoundly motivatedâ scholarship understudies was about 76.80 (SD = 7.12). Thusly, there gives the idea that unmotivated and profoundly energetic grant understudies grade is higher when contrasted with roused grant understudies. The normal evaluation for unmotivated government understudies (33 or more) was about 62.67 (SD = 4.32), for propelled government understudies was about 62.56 (SD = 5.03), and for exceptionally motivatedâ government understudies was about 63.20 (SD = 9.63). The normal evaluation forâ diploma understudies was about 87.85 (SD = 5.66), forâ scholarship understudies was about 76.05 (SD = 7.49), and forâ government understudies was about 62.75 (SD = 5.93). Along these lines, there shows up distinction in grade among three age gatherings of understudies. The normal evaluation for unmotivated understudies was about 79.00 (SD = 13.09), for spurred understudies was about 72.68 (SD = 11.50), and for exceptionally motivatedâ students was about 74.75 (SD = 11.00). Along these lines, there shows up distinction in grade among three inspiration (cooperation) gatherings of understudies. There was a noteworthy principle impact old enough gathering on understudy grade, F(2, 4.06) = 39.92, p =.002, ÃŽ ·2 = 0.952. As such, there is distinction in understudy grade for various age gatherings. The outcome shows an extremely solid impact of 0.952 as estimated by ÃŽ ·2. There was nonsignificant principle impact of interest (inspiration) on understudy grade, F(2, 4.02) = 1.77, p =.281, ÃŽ ·2 = 0.468. As it were, there is measurably no distinction in understudy grade for various cooperations

buy custom Laptops and Netbooks Review essay

purchase custom Laptops and Netbooks Review article Innovation has permitted PC organizations to plan less expensive PCs to provide food for the low finish of the market. The modest PCs accompany restricted ability as a portion of the innovative advances present in costly PCs need them. Hp is a key player in the PC business and produces a wide assortment of item to cover the divided market. This survey will cover perhaps the least expensive item in the market which is the hp 620. The item that retails for around 479.99$ is among the least expensive 15.5 PCs available (Bentley, 2010). Alex Bentley audits the item by giving its qualities and shortcomings in the market (Bentley, 2010). The item hp 620 might be a decent item yet not an ideal item. In spite of the extraordinary item the hp 620 according to Alexs assessment, the PC is encountering some specialized issues that need amendment. The issue of the bluetooth gadget should be redressed for the item to fit this depiction. The PCs bluetooth gadget is by all accounts lacking from the gadget, this is a deviation from the survey that expresses that the item has a bluetooth gadget. Association with different devises is dangerous and investigating of the gadget doesn't support the issue. Despite the fact that the PC is minimized in size, hefting the item around requires a greater sack contrasted with 14 workstations. The PC isn't moderately light as the 2.5 kilos may affect youthful clients. The top has a smooth plan which is the feature of the PC; the back be that as it may, comes up short on the stylish incentive to pull in the client. The structure of the sound jack isn't engaging. The jacks have been introduced confronting the client, a point that Bentley bolsters paying little heed to the way that the client meddles with the links while utilizing the PC. A superior structure would consider finding the sound jacks to the PCs back (Bentley, 2010). The survey centers around the key factors that the first audit precludes in the assessment of the item. The restricting survey may speak to different clients that own the item as they experience the issues featured in the contradicting audit. Purchase custom Laptops and Netbooks Review article

What is Promissory Estoppel

What is Promissory Estoppel WHAT IS PROMISSORY ESTOPPEL: A COMPLETE GUIDE TO INVOKE THE DOCTRINEWhat happens when somebody makes you a promise but doesnt keep it?You take the promise in good faith, start to rely on it and can even take action based on the promise- only to find the person who made the promise doesnt come through.What can you do in such cases?Generally, you consider it a lost cause and move on with life adopting caution so that you dont make the same mistake again.That could make you think that promises are meant to be broken, right?You might be unaware, but the law enables you to sue the promisor for your damages even when there is no signed contract.Its made possible by something known as promissory estoppel.A legally enforceable contract consists of three elements; namely, intention, agreement and consideration.The element to be discussed in this particular question is the element of the agreement.A contract is between two parties. In other words, it is consensual.Hence it is material for the parties to be in agreement.The element of the agreement, therefore, requires what is known as the ‘meeting of minds’, wherein both parties understand the essential terms of the contract in the same way.The agreement is composed of two components â€" offer and acceptance.An offer is a statement that signifies that the offeror is willing to contract.Acceptance, on the other hand, is a reply to the offer, through actions or words, that assents to the terms of the offer.There are two requirements that a statement must fulfill to qualify as an offer.One, the offer must be sufficiently complete.The essential terms of the proposed contract must be made clear, i.e. what is being offered, for how much is it being offered, and any other detail that might be relevant to the case in hand.Two, the statement must be promissory.This means that the wording of the offeror must be such that it reflects the willingness of the offeror to undertake liability, or to give or do the concerned thing.In Harvey v Facey [1893] AC 552 this very issue of what constitutes an offer was raised. Harvey sent Facey a telegram worded as follows:Will you sell us Bumper Hall Pen? Telegraph lowest cash price â€" answer paid.In reply to this, Facey sent,Lowest price for Bumper Hall Pen 900 pounds.After this, Harvey again telegrammed Facey, saying that he was ready to purchase the pen at the price quoted by Facey.However, Facey refused to sell, and Harvey moved Court.It was held that ‘Lowest price for Bumper Hall Pen 900 pounds’ could not be held as an offer. It was only information provided, not a promise made.In general, an acceptance is complete when communication about it reaches the offeror.However, there is one exception to this rule.This exception is called the ‘postal acceptance rule’. This applies to cases where the parties have decided the method of acceptance via post.The general rule states that for acceptance to be complete it is necessary for the communication to reach the of feror, but in this case, acceptance is complete when and where, the letter of acceptance is posted.However, the postal acceptance rule is inapplicable to modern instant methods of communication including facsimile, telex, email etc.In Entores Ltd v. Miles Far East Corporation [1955] EWCA Civ 3, Entores, a London-based trading company, wishing to purchase copper cathodes, sent an offer by telex to a Dutch company.The Dutch company also sent its acceptance by telex, but the contract was not fulfilled.Entores could only bring an action in the UK if it could be proven that the contract was formed in the UK, i.e. within the jurisdiction and not in Amsterdam.It was held that the postal rule would not apply to instantaneous communication. Hence the contract was only formed when and where the telex was received, i.e. London.WHAT IS PROMISSORY ESTOPPEL?Promissory estoppel is a legal principle which makes promises enforceable by law even when the promise lacks a formal consideration.The princ iple is applicable when a promisee relies on the promise made by the promisor and encounters a subsequent detriment as a result of the promise.Promissory estoppel prevents a promisor from arguing that his promise cannot be legally enforced or upheld. Lets take an example to make the concept clear-Imagine that you are the principal of a school.A person from an education technology company approaches you to discuss the implementation of digital learning in your campus.The person shows you how the students can benefit from using tablets, videos, internet and other resources to enhance their learning and understanding.You are certainly excited by the idea and start to plan for the program.You place the order for tablets and even apply for internet connection and other requirements to implement the program.Next, you contact the parents and tell them all about the new development who also like the idea.But without any notice, the education technology company retracts their promise.You end up thinking that there is no way to recover the expenses you made for the program and are also concerned about facing embarrassment in front of the parents.Now, there is no way you can save yourself from the embarrassment from the parents, but the principle of promissory estoppel can help you to recover the financial losses.Promissory estoppel can enable you to recover damages if the damages occur as a part of the promise made by the promisor.Another implication is you must have taken some action based on the promise even when there is no written contract.Most countries in the world have adopted some form of promissory estoppel though the name and conditions may vary.The legal principle aims to protect promises from detriments which result from the withdrawal or retracement of a promise by the promisor.FEW WORDS ON ESTOPPELEstoppel is also a legal principle which prevents a person from alleging facts that dont match with his former claims or actions.Estoppel can prevent unfair trea tment of a person based on the inconsistency of another persons actions or words.In simple terms, estoppel prevents a person from making contradictory claims which dont match with their previous actions or claims.You can find different types of estoppels in law such as equitable estoppel, collateral estoppel and promissory estoppel- all of which can be upheld as legal defense tools when someone goes against their former claims or actions.A BRIEF OVERVIEW OF PROMISSORY ESTOPPELPromissory estoppel was included under the purview of American contract law back in 1932.You can trace the roots of promissory estoppel in equity and is applicable in all states of America.Any party can take help of the legal principle when some prerequisites are met, and they feel the promise has wronged them.Promissory estoppel is discretionary just like all other equitable principles.That means there is a stark difference with absolute legal rights such as the right to detriments for breach of contract.Promi ssory estoppel can only be used when the court decides that the wrongdoing can be resolved only by enforcement of the promise.Like we already discussed, promissory estoppel doesnt require a written contract.So, you can invoke the estoppel to recover your losses, but it depends on the court whether your estoppel will stand or not.Under the contract law, a person making a promise or agreement is liable to receive consideration.Legal consideration is considered a valuable asset which two parties exchange when they come into a contract by making a promise or agreement.To legally enforce a contract, you need some considerations which can be a sum of money or the promise to withhold some action.A court might choose to enforce a promise even in the absence of any consideration if the promisee relied on the promise and the act led to detrimental consequences for the promisee.WHEN CAN YOU USE PROMISSORY ESTOPPEL?According to the law, the principle of promissory estoppel is only applicable wh en a party uses his words or actions to create an unequivocal promise to another person who can create legal relationships or impact a legal relationship to develop in the future.The promisor knows that the other party is likely to act on the promise which makes it binding and prevents them from going back upon it.To invoke the principle of promissory estoppel, the promisee doesnt necessarily need any detriment, but only needs to act in reliance to the promise.The court will determine whether the promisee had to alter his position based on the promise in judging the validity of the case.So, when can you exactly use promissory estoppel?A few factors must be present in order for you to be able to invoke promissory estoppel. Here are some of the factors you need to use the legal principle:1. The Presence of a PromisorIts a no brainer that you need to have a promisor to take help of promissory estoppel. The promisor should have made a promise using his words or actions which results in the promisee taking action or altering his position.A promisor can be an individual person, a corporation, business or other forms of entity.At rare occasions, the state can also be considered to be a promisor when all other requirements are met (we will discuss the implications of the state as a promisor in a short while).For example, an employer who promises to pay a certain sum to an employee for his service is the promisor.2. A Promisee Who Relies on the PromiseThe second prerequisite you need to invoke promissory estoppel is the presence of a promisee. The promisee can be a person or an organization who takes the promise to be binding and takes action based on it.The promisee is also the entity to suffer the negative consequences of breaking the promise which may or may not result in a detriment.For example, the employee is the promisee who started his job on the basis of compensation promised by the employer.3. The Promise or RepresentationYou cannot invoke promissory estoppel unless there is a promise involved. It may be in oral or written form and forms the basis of the whole argument once the case is raised in the court.Here, the promise made by the employer to pay a sum to the employee is the representation.4. Legal Relationship between Promisor and PromiseeYou can establish a legal relationship between two parties by creating a contract. In the case of promissory estoppel, a legal relationship must be perceived by the court between the parties even in the absence of a written contract.For this reason, even pre-contractual negotiations are included under the scope of promissory estoppels.In case of our example, the court will accept a legal relationship between the employer and employee because they are tied in a professional relationship based on the promise.CAN YOU INVOKE PROMISSORY ESTOPPEL AGAINST THE STATE?Governments also make promises which could lead the citizens to alter their course of action.But there is a lot of dispute associated with wh ether you can raise a case of promissory estoppel against the state.Some lawyers agree that a person or entity can use the promissory estoppel against the state when all other prerequisites are met.But it is also taken for granted that the doctrine should not be used lightly against the government.You cannot hold the state liable for promissory estoppels in the same manner as an individual or corporation.The state may not be able to assert its powers if the same conditions applied to it as individuals or corporations.So, you will not be able to apply the principle of promissory estoppel generally against a state in its sovereign, public or governmental capacity.Let us take an example to assist our explanation.The government makes an announcement that it is going to offer tax reliefs to entrepreneurs if they open a production plant in a chosen area of the country.An entrepreneur relies on the announcement and builds a factory in the chosen area to take advantage of the tax relief.But the government retraces its step on the promise after the factory is opened.Now, it is clear that the entrepreneur acted on the promise of the government and opened the factory which signifies taking action. He may also have invested money to create the factory.But he will not be able to bring a case of promissory estoppel against the state because the contracts which you need to implicate the state have a specialized form.You can only invoke promissory estoppel against the government when there is direct injustice involved, or the estoppel is required to prevent cases of fraud.HOW DOES THE COURT JUDGE CASES OF PROMISSORY ESTOPPELS?You will need to meet the above prerequisites we discussed to raise a case of promissory estoppel in the court.The court will then try to determine if the case qualifies under promissory estoppel by judging the presence of a few elements which include-The promise made by the promisor is significant enough to make the promisee to actThe promisee acted or relied on the promiseThe promisee experienced a detriment when the promise was not fulfilledJustice can be served only if the promise is fulfilled1. The Promise is Significant Enough to Make the Promisee ActThe court will take into account all the circumstances and try to find out if the promise was significant enough to make the promisee act.In other words, the court will try to determine if the promisor was able to foresee that the promisee would rely or act on the promise.The court will try to assess the situation using various evidences, such as communication between the two parties.In Double AA Builders v. Grand State Construction, the general contractor Double AA Builders was collecting bids for parts of work for a larger project.Double AA Builders made it clear to all the subcontractors that their bids would contribute towards the completion of the overall project.Grand State Construction, a subcontractor, sent a bid for $ $115,000 and mentioned that their price is applicable for 30 days.The communication was conducted over fax though Grand State Construction didnt sign the document.Double AA builders depended on Grand State Constructions bid to set their price for the bigger project and also ended the bidding process.But Grand State Construction didnt keep their promise and backed out within 30 days. As a result, Double AA builders had to find another subcontractor and paid them $130,000 to carry out the work.Double AA builders filed a case of promissory estoppel, and the court ruled in their favor.The court maintained that Grand State Construction should have been able to foresee that Double AA builders would depend on their bid in preparing their overall price and ruled that the bid provided by the subcontractor was more than just intent to work.2. The Promisee Relied on the PromiseThe plaintiff will have to prove to the court that they relied on the promise and altered their position based on the promise.You will have to establish a direct cause and effect relationship between your action and the promise of the promisor.Quake Construction v. American Airlines case shows that proving a direct cause-effect relationship can help in invoking promissory estoppel.American Airlines made an oral promise to subcontractor Quake Construction that it was awarding them a project to carry out the expansion of its facility at Chicagos O’Hare Airport.Quake Construction relied on the promise and made investments in recruiting a project manager, expanding into bigger office space and also hired other subcontractors to help them in the airport expansion project.But American Airlines backed up from their promise which led Quake Construction to file a case of promissory estoppel against the company.The court ruled that Quake Construction had relied on the oral promise and took action to expand office space and hire other subcontractors and employees.A direct cause and effect relationship was established, as Quake Construction wouldnt have taken all the actions in the absence of the promise. As a result, the case was awarded to Quake Construction.3. The Presence of Detriment as a Consequence of the PromiseYou dont always need the presence of a detriment to invoke promissory estoppel, but it can undoubtedly strengthen the case in favor of the plaintiff.You will certainly benefit if you can prove to the court that you have suffered a detriment such as a financial loss.Detriments are not always financial in nature and can be anything that puts you in a worse position for relying on the promise.In Double AA Builders v. Grand State Construction, Double AA Builders suffered a direct detriment by relying on Grand State Constructions bid.They had to pay $130,000 to another subcontractor for doing the job while the original bid was for $ $115,000.That means Double AA Builders suffered a detriment of $15,000 ($130,000 $ $115,000).In the case of Quake Construction v. American Airlines, the detriment was not purely financial.They had expanded their office space and hired other employees who became useless as the promise was not fulfilled. As a result, they were put in a worse position which qualified as a detriment.4. Justice can be Served Only if the Promise is FulfilledThe court will decide whether the fulfilment of the promise can prevent injustice. Injustice is a legal term which denotes unfair results. If you are liable to face injustice if the promise is not fulfilled, then the court will try to provide justice by awarding your damages.The damages awarded by the court will be limited to reliance damages, which mean you will only get the amount of detriment directly related to the reliance on the promise.You should not expect the court to award you expectation damages which include the full value of agreements.In promissory estoppel cases, the court will award you only the damages which it deems necessary to avoid injustice.For example, lets say you contact a plumber to work at your house but dont provide a ny binding contract.The plumber buys pipes, taps and other accessories required for the work. But on the day of the job, you back out and cancel your promise.The plumber will be able to invoke promissory estoppel and get paid for the detriment which includes the costs of pipes, taps and other accessories.He will not get the full amount promised for the job, but only as much as required to cover for his actual expenses.FINAL THOUGHTSPromissory estoppel can be a lifesaver when you dont have a written contract, and the promisor doesnt fulfill his promise.You will need to prove that you have faced negative consequences or detriments to win the case in your favour.

The American Dream By Lorraine Hansberry - 1373 Words

Nothing in this world comes easily to anybody s hand, it is earned by one s own will to keep moving forward; therefore, the future can look much brighter and better.The American Dream can be successfully be accomplished if people take hard hits in life and are able to stand up and take up other challenges. In the play, A Raisin in the Sun, the Younger family, during the the time period of 1959, have to face discrimination because of their skin color. They also face losing of money and finding the true meaning in the American dream. Therefore, the family realizes they need to suffer in order to succeed and how life threw the struggle can affect their cultural view or even make a big change. Author Lorraine Hansberry displays through the Younger family that the American dream can be attained by hard work. Hansberry shows that from the exterior they have similar opportunities to reach the American Dream but when you zoom in closer each person in the household has a different perspective of how the American Dream and it affects their cultural identity. The whole Younger family is the personification of pride and prestige to keep on moving for the aspiring future.The whole Younger family are full of pride in what they do and fully happy for being part of a good family. Ruth declares â€Å"You know what you should do, Miss Lena? You Should take yourself a trip somewhere. To Europe or South America or someplace--† (Hansberry 43). Mama has a different view what to do with the moneyShow MoreRelatedThe American Dream By Lorraine Hansberry1741 Words   |  7 PagesThe American Dream From the first day that we can walk, talk, and think for ourselves, we are dreamers. These dreams can be nothing more than an illusion, or the foundations to the very lives we live daily. The American Dream is no exception to this, shaping the lives of millions of Americans each and every day, as it has done so for decades. We can see this through the works of many notable authors and their works. Some examples of these people are F. Scott Fitzgerald, Lorraine Hansberry, ThomasRead MoreThe American Dream By Lorraine Hansberry1570 Words   |  7 Pagesability to receive an education, and having freedom and equality. Is this American Dream really attainable for everyone? Some groups of American citizens seem less likely to ever achieve this dream even if they work hard. Society and their circumstances are against them either because of their race, gender or class. Women, minorities, immigrants and the poor are left out of the American Dream. They may strive for the dream, sometimes e ven for a number of generations, but they will only get so farRead MoreThe American Dream By Lorraine Hansberry1837 Words   |  8 PagesThe concept of the American Dream has always been that everyone wants something in life, no matter if it is wealth, education, financial stability, safety, or a decent standard of living. However, everyone will try to strive to get what they want. The American Dream, is said to be that everyone should try and get what they hope they can get in life. In the play â€Å"A Raisin in the Sun† the author Lorraine Hansberry brought to us is about a family where each has an American Dream. The question is willRead More The American Dream in A Raisin in the Sun by Lorraine Hansberry1020 Words   |  5 Pages â€Å"Check coming today?† The Life Insurance check that Mama will soon be receiving is the source of all the dreams in the Younger family. A major argument that Lorraine Hansberry makes in her play A Raisin in the Sun is the importance of dreams. Dreams are what each member of the Younger family is driven by. Mama wants to have her own home in a nice part of town; she does not want her children growing up in a place with rats. Walter wants to have a successful business so he can surpass the povertyRead MoreAmerican Dream in A Raisin in the Sun by Lorraine Hansberry827 Words   |  3 Pagesnice house with a white picket fence. This was the cliche American dream. It is what most people think of when they think of the American Dream. The definition of American dream is the ideals of freedom, equality, and opportunity traditionally held to be available to every american. Well does it exist? If people work hard enough towards the dream yes, it does still exist. Moving on from the big picture, two contributions of the American dream are personal happiness and material comfort. For exampleRead MoreChasing the American Dream in A Raisin in the Sun by Lorraine Hansberry972 Words   |  4 Pages Chasing the American Dream in A Raisin in the Sun A Raisin in the Sun is a play about an African-American family living on the South Side of Chicago in the 1950s. This family is going through many struggles, both within the family and financially. The family is awaiting an insurance check. The story focuses on the individual dreams of each family member and what they want to do with the money. The family struggles to mend their family issues along with deciding what they will do with the money.Read MoreThe American Dream Not Ending Perfectly By Lorraine Hansberry, It s One Of Her Realistic Masterpieces961 Words   |  4 Pages A Raisin in the Sun by Lorraine Hansberry, it s one of her realistic masterpieces. The play expresses an African American family stand out in their respective to chase the American dream by experiencing contradictions and conflicts. Although in the play, the American dream not ending perfectly, the dramatis personae in the play, particularly mother Lena Younger, did not show any improvement by moving into a w hite neighborhood. To have a better understanding of Lena, I am going to interpret herRead MoreCompare And Contrast The Ways In Which The American Dream Is Presented Through Walter Younger In Lorraine Hansberry1711 Words   |  7 Pagesï » ¿Compare and contrast the ways in which the American Dream is presented through Walter Younger in Lorraine Hansberry’s ‘ A Raisin in the Sun’ and Willy Lehman in Arthur Miller’s ‘Death of the Salesman’ The American Dream is something many Americans desire. The desire to the mind – set or belief that anyone can be successful if they worked hard for what they’ve been yearning. It is considered to be a ‘perfect life’; it can be full of money, contentedness or even love. There are many divergent opinionsRead MoreRacial Segregation, By Lorraine Hansberry1248 Words   |  5 Pagesbut dreams – but He did give us children to make the dreams seem worthwhile,† once stated by Lorraine Hansberry. Racial segregation has been a huge topic in our society. Believe it or not, just a few decades ago African American people did not have the basic equality rights that white citizens were given. Something as simple as having a dream to become an author seemed out of reach; even impossible some might have said. Living in this kind of a world was unfortunately a reality for Lorraine HansberryRead MoreEssay on Compare Contrast a Raisin in the Sun1026 Words   |  5 PagesSun Essay In the play, A Raisin in the Sun, by Lorraine Hansberry, and 1961 movie written by Lorraine Hansberry and presented by Columbia pictures, one of the most important themes is the American Dream. Many of the characters have hopes and dreams. They all strive towards their goals throughout. However, many of the characters have different dreams that clash with each other. Problems seem to arise when different people’s dreams conflict with one another.  Ã‚  Ã‚  Another theme is racism. Racism

Let Us Legalize Gay Marriage Essay - 881 Words

America is said to be the land of the free, which means that every legal citizen is given freedom of speech, and the right of privacy. Among these rights, we are given freedom of religion. If someone is Catholic, Jewish, Muslim, Christian, or even Buddhist, that someone is welcome to practice their own religion however they see fit, and you are welcome in America because this is the land of the free. Or is it? When the topic of Gay Marriage arises in conversation, the main Anti-Gay point would be that the Bible does not agree with it. [Jones, Michael] Last time I checked, and according to the first amendment, the Bible has no standing power in American law. [Why Would We?] Therefore, the people of the United States should vote Yes†¦show more content†¦[Homosexual Behavior in Animals.] Being technically superior compared to all other animals, does not change the fact that our species as a whole is part of thirty percent of animals that display homosexual tendencies. How can a person, a human being, categorize a man beating his wife or children, or committing a crime along with being Gay? What are the causes of this skewed reality? People are ignorant, and humans harm others everyday for no real reason. Do Gay people harm society, people, or children any more than heterosexual people? People are going to do as they wish no matter what, so why fight it? Humans are individuals, who would want to be the same as the next person? If someone wants everyone to be the same, that someone has bigger problems than Gay Marriage on their hands. If a couple, gay or straight, has a love between them, that deserves marriage, not Civil Union, why deny them a right that everyone else can be granted so easily? Civil Union/Domestic Partnerships do not receive the same rights as Marriages, a Gay couple in a Domestic Partnership will not be able to move to another state and be recognized as in a relationship, but with Marriage, you are recognized as being married in every state, no matter what. That is just oneShow MoreRelatedLegalization of Gay Marriage1319 Words   |  6 PagesPREPARED BY: REGINA KHOR MAY LIN AA09179 Relationship Should we legalize same-sex marriage in our country? To persuade To persuade my audience that we should legalize same-sex marriage in our country. Same-sex marriage should be legalized since it is the natural form of the marriage evolution, part of human rights and able to prevent psychological stress from the LGB community. (LGB- lesbian, gays and bisexuals) Problem and solution I.INTRODUCTION Picture this... A man meetsRead MoreSame-Sex Marriage Must Remain Legal Essay examples1271 Words   |  6 Pagesfive years same-sex marriage has become one of the most controversial issues in the United States, many social activist strive to aid homosexuals and their fight to legalize same-sex marriage. Marriage is a fundamental right not a privilege. Gay men and women should not be discriminated against based on their sexuality. Marriage is a sacred bond between two people that love each other no matter the sex, race, or religion. Everyday homosexuals are treated unfairly; most were born gay and cannot helpRead MoreGay Marriage Moment Essay951 Words   |  4 PagesGay Marriage Moment Gay marriage should be allowed nobody is perfect. In this world we all have the ability to love somebody. We shouldn’t judge others, all of us are human beings just because we don’t like a man or women of our kind. Each one of us that are homosexuals or lesbians or gays. Doesn’t mean that we can’t have the same things as men and women some people believe that same sex marriage is against their morals and their religious won’t accept it. Gay marriage should be allowed because theRead MoreSame Sex Marriage Should Be Legal in All States1390 Words   |  5 PagesSame Sex Marriage Should Be Legal in All States When you see the word marriage, what do you see or think of? Majorities of Americans will see a man and a woman together. That’s because it is a tradition that marriage is between a man and a woman. Wouldn’t it be nice if everyone could marry the love of their life? Unfortunately, same sex marriage is banned in thirty-two states and only legalized in eighteen states. So why can’t gay and lesbian couples marry each other? Same sex marriage is protectedRead MoreEssay about Gay Marriage Rights969 Words   |  4 PagesGay marriage rights have been denied from homosexuals for years. It has been proven that it is okay and can function properly in todays society by mainly states in New England, and a few others. This situation greatly resembles interracial marriage back in the mid 60’s, and now as a society we all look back and see how wrong it was for us to deny it. This fight gets bigger and stronger and continues to dominate the news. This has been one of th e top fought over topics for the past half century andRead MoreThe Right of All: Legalize Same-Sex Marriage Essay1402 Words   |  6 Pagesin a book that it’s a sin to love someone of the same sex. People live that live everyday of their lives, except opposite. The big question about same-sex marriage is if it should be legal or not, and why? The problem with same-sex marriage is that if the US allows it, we don’t know how the US would react. A big argument against same-sex marriage is that they shouldn’t be allowed to marry because they are not able to procreate. That problem has a simple answer(s) and its called adoption, or artificialRead MoreWhy Should We Legalize Gay Marriage?811 Words   |  4 PagesWhy should we legalize gay marriage? Or, in other words, why isnt gay marriage legalized already? Same-sex marriage is just about as humane as opposite-sex marriage. One in ten people are gay. Seems perfectly normal to me. Is it normal to you? And anyway, why dont people like two gays marrying? Lets start out with the facts. The evidence. The nitty-gritty of all this debate. One out of ten people are gay or lesbian. So theres about twenty-eight people in this class, am I right? So thats atRead MoreEssay about The Gay Marriage Conspiracy577 Words   |  3 Pagesyou about some of the conspiracies surrounding gay marriage. Some people have said that the gays are planning some huge plot to convert all the straight people. It all makes sense! They cry equality just to get straight people to be nice to them. Then once the straight people let their guard down, they turn e m! Theres also another conspiracy I want to talk about. I beleive that if we allow them lesbians to marry, then they are going to trap all of us men into paying child support through reproductiveRead MoreSame Sex Marriage Should Not Be Legalized926 Words   |  4 Pagesthat people have misunderstood the meaning of marriage. Marriage is not just a term to describe relationship that are precious to us, it’s more than just a union of heart and mind; it’s an institution between a man and a women. biblically, marriage is a life time union of a man and a women, primarily for the purpose of building a family and providing a stable environments for that family (1 Corinthian 7:2 16) According to Peter Sprigg, same sex marriage should not be legalized because of its immediateRead MoreGay Marriage Should Not Be Legal934 Words   |  4 Pages Gay Marriage Should Not Be Legal It’s unfortunate that people have misunderstood the meaning of marriage. Marriage is not just a term to describe relationship that are precious to us, it’s more than just a union of heart and mind; it’s an institution between a man and a woman. Biblically, marriage is a lifetime union of a man and a woman, primarily for the purpose of building a family and providing a stable environment for that family (1 Corinthian 7:2 16) According

Patterns of World History Vol 1 Free Essays

string(26) " of land tenure in China\." â€Å"Humans and Ideas† Some of the most powerful ideas humans developed during early divination of 3000 BCE to 618 CE have been about techniques to improve living. New technological ideas from the invention of the wheel to the hand crank pump have transformed how millions of people live. The way technological ideas have accumulated over time and the effects they have had on society is one of the main themes of world history. We will write a custom essay sample on Patterns of World History Vol 1 or any similar topic only for you Order Now Shortly before 3000 BCE, Mesopotamians invented a technological idea which ended in a writing system called cuneiform that increased communication, record keeping, and abstract thought. Through symbols written on wet clay tablets that represented objects and sounds, history could be recorded for the first time. Writing was a major expansion of the conceptual horizon of humankind that reached back to the first flaked stones, ornaments, figurines, and cave paintings in the Paleolithic (Von Sivers 44). Early metallurgists discovered that by adding tin to copper they were able to make bronze which was much harder than copper and provided a sharper cutting edge which was the start of the Bronze Age (Lecture). By 2800 BCE Sumer entered into what is described as the protoliterate period where scribes would work with pictograms and official seals but there was still no official written language (Lecture). Harappan cities were unique to the 1700’s BCE due to the meticulously planned grid-like design that included a most elaborate urban sewer system for ancient times. Remarkably straight, brick paved streets ran in north/south, east/west axes forming square blocks of public buildings, temples, and markets in convenient locations. Houses had brick-lined indoor wells and primitive toilets emptying into terra-cotta cesspits whose overflow connected to the city’s drains and sewers (Von Sivers 80). Located several miles up the Sabarmati River from the Gulf of Khambat, Lothal was a large, perhaps the chief, of all trading seaports around 1700 BCE. Lothal central structure is an enormous basin, approximately 120 feet long and 70 feet wide. The location of Lothal on the Arabian Sea indicates a link between Harappan cities and trade that would have reached Mesopotamia and possibly Egypt. Lothal was also a famous regional craft center, with micro beads used for decorative craft items and jewelry as its chief product for internal trade and export (Von Sivers 80). Around 1700 BCE, the chariot and composite bow made their entry into the Middle East and eastern Mediterranean region, transforming armies who previously relied solely on foot soldiers. Black smiths mastered the art of iron making and incorporated iron into their chariot armies, in the form of swords, helmets, and protective armor (Von Sivers 53). The Shang Dynasty used the horse to drive chariots, which transformed the Chinese warfare for transportation, which linked disparate regions of China and helped the Shang to expand. It was a featured in art and poetry and thus offered a new symbol for artist and poets to work with. It will also link China to nomadic horse people from the north and west (Von Sivers 110). The people in Meroe mined, smelted, and forged iron which they were the first to do so in sub-Saharan Africa. The craft of iron smelting evolved gradually in Hittite Anatolia during several centuries after 1500 BCE. The possible spread of iron-working sills from the Middle East to Africa has not been satisfactorily proved. Iron workers in African villages adapted iron-making to local village circumstances. The production of iron, or greater import was the knowledge f how to forge the bloom-the combination of raw iron and slag- into an iron- carbon allow that was neither too soft nor too brittle (Von Sivers 165). Chariots and bows were introduced to the Shan army between 1300-1200 BCE. Around 1200 BCE, The Olmec crafted figurines, mask of clays, and made figurines from jade and serpentine. The Olmec heads were carved from 18 ton blocks of basalt that were quarried 70 miles away from San Lorenzo. Large groups of workers shouldered beams from which the basalt blocks, weighing 18 tons on average, hung in slings. They carried these blocks to the coast and shipped them to San Lorenzo on rafts. There, sculptors fashioned the blocks into fierce-looking, helmeted heads, kneeling or sitting figures, and animal statues (Von Sivers 145). The Lydians are notable for having created in 615 BCE the first minted money in world history, coins made of silver and gold and used in trade (Von Sivers 199). The Achaemenids created an elaborate system of roads known as the royal roads around 550 BCE for communication and transportation of troops and trade. The Persian Empire in particular covered vast amounts of land, from Anatolia to Egypt and Mesopotamia, to modern day Afghanistan. The Persian Empire was both centralized and decentralized. One centralized aspect, as revealed by the roads, was the need to pay taxes and tribute to the shahinshah, the emperor. Even more revealing is the style of the Persian roads, with distance markers at regular intervals, inns and depots indicating the sophistication of the Persian infrastructure. The centralization of the empire is further revealed by the regulation that local parts of the road had to be maintained by the local governors, appointed by the emperor; thus even to the local level the emperor had influe nce (Von Sivers 200). The Achaemenids achieved their conquests with the help of lightly armed; highly mobile mounted archers as well as heavily armored, slow-moving cataphracts-horsemen with protective armor consisting of iron scales sewn on leather shirts. Quilts and iron scales protected the horses. The archers fought with composite bows and the cataphracts, with 5-foot long, iron-tipped lances for thrusting. Infantry soldiers armed with bows, arrows, shields, and javelins provided support for the cavalry, complementing its tank-like thrust (Von Sivers 200). The Well-Field System was an attempt to untangle the more confusing aspects of land arrangement around 500 BCE. The Zhou was the first among many dynasties to attempt to impose a uniform system of land tenure in China. You read "Patterns of World History Vol 1" in category "Essay examples" Each square Li(one li is about one-third of a mile), consisting of 900 mou(each mou is approximately one-sixth of an acre) was divided into a grid of nine plots. Individual families would each work one of the eight outside plots while the middle one would be farmed in common for the taxes and rents owed the landowner or local officials (Von Sivers 117). In the 5th Century BCE, sculptors began to explore physical movement, emotion, and individual character by Greek Painting and Sculpture. Greek vase paintings and sculptures achieved a remarkable wide range, from figures exerting themselves in their chosen sports to serene models of human beauty. Greek sculptors and painters abandoned symbolism and instead, embraced realism as their style of representation in which we call today photographic representation (Von Sivers 229). Craftspeople from the Chavin de’ Hauntar around 500 BCE made beads, pendants, stone tools and leather goods, but pioneered new techniques combining the wool from llamas with cotton to create a new blended cloth. They decorated it using new methods of dyeing and painting. Goldsmiths demised new methods of soldering and alloying gold and silver to make large ornamental objects. Small objects, such as golden headbands, ear spools, beads, and pins, signified prestige and wealth. Gold artifacts found in the graves of the wealthy attest to the value residents of Chavin placed on gold (Von Sivers 144). What technical and cultural development allowed the people of the Lapita culture to spread throughout the Pacific Islands? 500 BCE-200 BCE- The Polynesian Islands were settled in part due to sail and paddle-driven canoes, which were further improved by the addition of outriggers or double hulls. These boats improvements allowed the Polynesians to sail further and reach some of the more distant islands. Cultural developments included the ability to retain elaborate, detailed mental maps of islands, ability to read wind patterns and currents, and retention of celestial information that allowed for navigation (Von Sivers ). The Silk Road was an overland trade routes that connected eastern and western Eurasia, beginning at the end of the fourth century BCE (Von Sivers 286). Mayans developed writing that was a complex combination of glyphic and syllabic script as early as 400-300 BCE. Mayan writing is a glyphic as well as a syllabic script, numbering some 800 signs. It is structurally similar to Sumerian cuneiform and Egyptian hieroglyphic. The glyphic part consists of pictograms, one-word images of the most essential features of what is to be depicted. Glyphs as syllables consist of one, two, or three of syllabic glyphs, or syllabaries, are pronounced as a series of syllables. Given the mixture of pictograms and syllabaries, which is potentially immense, the complexity of Mayan writing appeared for a long time to be an insuperable obstacle to any effort at deciphering (Von Sivers 182). Around 300 BCE, The Upanishadic writers, or which one hundred are known, thought that the Vedic religion had become too distracted due to the thousands of gods. The Upanishads instead sought a monist, rather that polytheistic approach, and sought for a first principle, a universal truth that did not require the worship of many different gods. The Upanishadic writers were hermits who wanted to reach unity with the universal self, which would remove them from the cycle of rebirth and redeath that characterized earthly life. Salvation in this system was moksha, escape from reincarnation. This salvation was achieved through meditation and brief aphorisms becoming a vital part of a new evolving tradition (Von Sivers 248). Around 221 BCE, the Qin Shi Huangdi, the first emperor of the Qin, accomplished a significant part of empire and state building. These are several accomplishments of Shi Huangdi to include: building the Great Wall of China that was massive project stretching over 1400 miles to safeguard against attacks by nomadic people in the north; standardized weights, measures, and coinage; building roads, canals, irrigation, water conservancy projects; his tomb with life-sized warriors; use of conscripted labor; and the implementation of Legalism as the primary philosophy of the realm. Each of these was designed primarily to increase the centralized power of the Qin leader and his state. Babylonians were great mathematicians, who worked fractions, whole numbers and square roots as well as some of the elementary theorems of geometry (Lecture). Starting from the foundations of the Sumerians, the Babylonians made advances in arithmetic, geometry, and algebra. Buddhism, the most profound intellectual influences from India on the surrounding regions was in science and mathematics. During the period from the second century BCE until the second century CE India was an importer of scientific and mathematical concepts from the Greco-Roman and Persian spheres. Greek geometry, made its way into northern India during this time. Concepts of Indian health regimens-some involving yoga discipline-along with the vast body of Indian medicine, with its extensive knowledge of herbal remedies, also seem to have moved west. In the area of mathematics and astronomy an important synthesis of ideas took place in the developing the first Indian calendars, which were based on the lunar months, through a year consisted of six seasons and an intercalary period was inserted every 30 months to make up the difference with the solar year. The Indians then adopted the calendar of the eastern Mediterranean and southwest Asia, which had a 7 –day week, a 24-hour day, and a 365-day solar year-along with the 12 zodiacal signs of the Greco-Roman world (Von Sivers 264). The earthenware produced during the Tang dynasty 618 CE is among the most coveted in the world today. Perhaps even more impressive, by this time, too, artisans were producing a kind of â€Å"proto-porcelain† that, with increasing refinement, would be know in the succeeding centuries to the outside world as â€Å"china† (Von Sivers 284). Throughout history, humans have adapted their ideas to their environment and learned to overcome obstacles, thus paving the way for new elements of technology. Humans expressed themselves and communicated with one another in sophisticated ways through paintings, sculptures, and the decorative arts as well as writing, construction, and metals. Of more recent, humans invented writing systems that gave birth to many forms of literature. Humans have wrestled with ideas and beliefs regarding technology. How to cite Patterns of World History Vol 1, Essay examples

Tales from Ancutas Inn Essay Example

Tales from Ancutas Inn Essay Narratives from Ancuta s Inn It was one aureate fall when I heard those narratives at Ancuta s Inn. But this happened in disregarded times, long ago, in that twelvemonth when such heavy rains fell on Saint Elijah s twenty-four hours, that made people say they might hold seen a black firedrake in the skies, above the overruning Waterss of the Moldova And there were besides those unusual, like neer seen before birds, twirling in the storm and paddling towards east ; uncle Leonte, seeking in his book of marks and construing the anticipations of Emperor Heraclius, proved that those dabbling feathery birds had risen lost from islands at the universe s terminal to predict war between emperors and wealth in grape harvests. And so so, the White Emperor started war against the heathen caches, directing his Muscovites over and, for the marks to turn out entirely true, God gave such wealth to the vineries in Lower-Moldavia, that winegrowers could non happen adequate barrels to set the immature vino into. And so did the bearers from our parts begin to convey vino into the mountains and that was the clip of banquets and narratives at Ancuta s Inn. There were eternal rows of bearers walking along the mountain waies. Violinists at the hostel played and sang at all times: as some fell on the floors, overthrown by fairy and vino, others would lift from the concealed corners of the hostel to maintain the banquet alive. We will write a custom essay sample on Tales from Ancutas Inn specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tales from Ancutas Inn specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tales from Ancutas Inn specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And there were so many pipkins broken by the drinkers that adult females halting at the hostel in their manner to the Roman carnival were taken by such surprise, as to traverse themselves for whole two old ages after. And, remaining about fires, hard-tried work forces, cup and can with fires, kept frying hunks of random-access memory and calf or grilling Leuciscus leuciscus and barbell, brought from the Waterss of the Moldova. And there she was, the immature Ancuta, merely as scowling and sly as her female parent, tampering every here and at that place like an hob ; with rose-colored cheeks, a skirt pinned to her waist and turned up arms, she was functioning vino and nutrient, laughs and sort words to everyone traversing the hostel s threshold. What you should cognize about Ancuta s Inn is that this was non merely an ordinary hostel, but a fortress. It was surrounded by such thick walls and had those really monolithic Gatess like I have neer seen before or after in my life once more. Inside the hostel, work forces, cowss and carts could take shelter wholly, without holding the slightest fright for stealers Still, during those times I am speaking about, peace ruled over the state and good will among people. The hostel kept ever its Gatess opened, merely like the Voivode did with His at the tribunal. And, in between their bars, you could see it on all mild fall yearss the vale of the Moldova stretching every bit far as your eyes might make ; and so the shadow-nests thrown by mountains over the fir forests to Ceahlau and Halucea. Later, after the Sun had immersed into the kingdom of darkness and distant lineations began to bit by bit conk away, gliding into a cryptic ocean of pitch, the fires at the hostel displayed their playful visible radiations on the sober rock walls and pierced the inkiness sheets covering doors and barred Windowss likewise. From clip to clip, the violinists vocals would discontinue, to allow the narratives be said and heard. During those fat and gay yearss, there was this beefeater, really beloved to me but stranger to those parts, standing near the hostel, like one of its hemorrhoids. He would even vie with Uncle Leonte at construing all things that there are on Earth. He would raise his pot to everyone coming at the hostel and listen to the violinists vocals lost in his ideas, with empty eyes, like carried off by the thaumaturgy of the music. He was a tall, gray adult male, holding a shriveled, wrinkled face. Around his pencil-thin mustache and at the tail of his small eyes, countless, little folds engraved the tegument. His eyes were so deep and cryptic and as for the pencil-thin-moustached cheek, it seemed to smile with bleak at times. His name was Ionita, the Comis. Well, this Comis Ionita had a pretty unit of ammunition pouch at his belt, kept under his Grey, woolen array. And the manner he had appeared at the hostel siting an terribly unusual Equus caballus the exact same Equus caballus from the narrative, before eating its hot coals salver. Skin and castanetss entirely! ! ! A brownish-orange Equus caballus, with three white-spotted legs and a high saddle on his dorsum, standing still near some wall, with a clump of strws under his neb I am non here to remain said Comis Ionita one time in a piece, keeping the pot in his manus ; I would mount and put off to my universe, merely like this for my oxalis is ever ready to be saddled There is no other Equus caballus like mine in the whole broad universe I mount and with my astrakhan cap on one ear, so I go without giving a darn As for traveling off he went nowhere. He would remain at that place with us. So it is, as you say, replied Uncle Leonte one time ; a Equus caballus like yours is nowhere to be found, non even if you searched for one in every land of the universe, for whole nine old ages! It gives me trembles, believing of how much this really tegument of his might worth! A luck it must be! That s something you are stating, my friend! shouted the beefeater, rippling his pencil-thin mustache. This Equus caballus, so scraggy, yet that brassy, meets no earthly needs like remainder or hungriness whatsoever. He casts nutrient no more than a glimpse and does nt mind at all if I forget to give him H2O. And the saddle seems like it s grown out of him. This Equus caballus is one of baronial beginning. He s coming from a white-spotted-legs female horse, of class, the 1 that His Highness, the voivode Mihalache Sturza himself, looked at with great surprise, therefore doing me take pride in her in all my yearss of young person Why would the voivode expression at your female horse with such surprise, Comis Ionita? Was she that skinny excessively? It goes without stating. This could be a narrative that I might state you all, if you care to listen How come we would nt listen, uncle Ionita? particularly to a narrative dating back from the times of Mihai Sturza the Voivode! Especially from the times ofmy young person said the beefeater, with a serious tone in his voice. By so, we were in the same topographic point as we are today, here at the hostel, remaining around its fires and all those immature vino carts ; merely the people were different, people who now got back to ashes ; among us, there was the other Ancuta tampering from here to at that place, this Ancuta s female parent, who besides left this universe for a less joyful one. One twenty-four hours in those times, I was remaining at the hostel s door, and every bit sad as I was, I had the pot in my left manus and the female horse s rein in my right And the other Ancuta, who used to sit in the same topographic point as this 1 does, leaned against the door jamb, listened to what I was stating Whatever I said back so, I now do nt cognize ; those were my empty words blown off by the air current of limbo, merely like the foliages in fall. While Comis Ionita was concealing a pensive smiling under his scratchy, pencil-thin mustache, the remainder of us, all interns and Carters from Upper-Moldavia got seated around him, on logs and cart-shafts, with our mentums up and our eyes round unfastened. The immature Ancuta was standing in the room access, leaned against the door-jamb ; and the fall Sun was touching half her face so gently, as to dress her cheek in a aureate beaming. In the nearby vale, the Waterss of the Moldova were scintillating among brushs so closely to the hostel, whereas from far off, the mountains flint surges puting underneath blue mists were looking directly at you with rocky eyes. Entirely and surrounded by thick silence, the beefeater s boney Equus caballus had all of a sudden released a neigh from top of the hostel incline, a really awful neigh so, followed by a diabolic leer that we all witnessed with fright. Both frightened and astonied, Ancuta turned her scowling eyes at him. Ayeee! That s it! said the Comis ; that s the same manner my old female horse used to neigh and leer Poor thing Who knows where she s now Possibly, eaten by wolves someplace but her leer is still alive and carried on to frighten this other Ancuta. As I was stating you fellows, I was right here in this topographic point, ready to swing into the saddle and travel, with one pes in the stirrup and so, all of a sudden I hear this noise of a whip flicking, rounded off by wheels quivering. When I raise and mind my caput, what I see is a carriage-and-four rushing into the state route towards the hostel. Once arrived at the hostel, the passenger car stops in forepart of it and so, the boyar gets off to see Ancuta s eyes, harmonizing to usage. As he s nearing the hostel, I raise my pot in his wellness. He stops in the manner and looks at me with a big smiling on his face, so at the female horse and at the work forces around me, decidedly charmed by the warm welcome he s received. He was a short adult male this boyar, with a ruddy rounded face fungus and a thin aureate concatenation at his cervix My good friends, said the boyar, it makes me so happy to see that much joy and hilarity in Moldavia It makes us merely as happy, I said, to hear such nice words. That s worth the finest of our vinos. And so the boyar smiled once more and asked me where I was coming from and heading to. Respected boyar, I replied, I m coming from a household of beefeaters in the Draganesti small town, the land of Suceava. As for a nice and steady shelter to travel to, I do nt hold one, but I have my long, crisp teethed enemies alternatively. And there is this test that I m holding, which seems to neer stop. I got this from my male parent, the beadle Iona, and I am really afraid that I might merely every bit good pass it on to my kids, if it s God s will to give me any How come? asked the boyar surprised. It s how I m stating, for our suit, respected boyar, began long earlier the times of Voievod Calimah. And we had had hearings, so my relations went to the Divan in bends, from one coevals to another ; and research had been made, boundaries marked and testimonies under curse asked for. Some of my household had died under this test, with others acquiring born ready to take it over and transport it on, but still justness could non be found, non even in my yearss. On top of this, my enemy has furrowed 12 pess and five spans of my bequest down to Velia bee house with his Big Dipper. And so, I raised a new ailment to the vataf, but once more I got no clemency ; my enemy, you see, he is a great vulture, a boyar, no offense whatsoever. Sing how things work, I took the large bag with old documents down from the loft once more, I tried to spell them out the best I could, I picked the best preserved and put them under my belt. I mounted on my female horse and off I go to Voda! Let him do me jus tness! ! ! How could that be? Asked the boyar one time once more surprised, playing with his face fungus and with his aureate concatenation. Are you truly on your manner to Voda? Now, the Comis lowered his voice a spot, but still the immature Ancuta ( ) overheard what was to go on unless the beefeater found his justness in Voda s custodies. If Voda could nt do him justness either, so ought His Highness to snog the beefeater s female horse non far off from its narrative! ! ! [ ] After that, the boyar got in his passenger car and gone he was. [ ] Your Highness, I said out burden, I am here for justness! And Voda answered: Raise up! When hearing his voice, I raised my eyes so rapidly and so I saw the boyar from the hostel. [ ] All right, yeoman, you ll acquire the justness you diserve. [ ] But what would go on if I did nt do you justness? Oh good, Your Highness, I answered express joying, I m non taking back my words. The female horse s merely across the route, ..

Symbolism in Houses, Nature, and Culture essays

Symbolism in Houses, Nature, and Culture essays The setting and descriptions of Wuthering Heights and Thrushcross Grange that Emily Bronte uses throughout her novel, Wuthering Heights, helps set the mood for describing Heathcliff and Cathy. The cold, muddy, and infertile moors separate the two households. Each house stands alone, in the midst of the dreary land, but the atmospheres of the two estates are quite different. This difference helps explain the personalities and bond of Cathy and Heathcliff. The Conflict between Nature and Culture are constantly playing against each other. Nature is represented by the Earnshaw family, and by Catherine and Heathcliff in particular. These characters are governed by their passions, and "wildness." Wuthering Heights comes to symbolize a similar wildness. On the other hand, Thrushcross Grange and the Linton family represent culture, refinement, gathering, and cultivation. Emily Bronte's fine usage of symbolism help one to understand the differences in nature, culture, and personality shown by comparing the Heights and the Grange, kept together by the moors. Wuthering Heights, which represents basically Hell, is always in a state of storminess. The Heights and its surroundings portray the coldness, darkness, and evil associated with Hell. This parallels Heathcliff. He symbolizes the cold, dark, and dismal house. The author also uses parallel personifications to depict specific parts of the house as analogues to Heathcliffs face and body. "He is a dark-skinned gypsy in aspect... He has an erect and handsome figure, and rather morose." (Bronte 3). Emily frequently made references to the dark windows such as the darkness of Heathcliff. Although he is hansom and study such as the house, he is also depressing and gloomy. The very definition of wuthering is to dry up, shrivel, or wilt as from decay The inhabitants, especially Heathcliff and Cathy, cause the decay and bring storminess to the house. Hea ...

How Peer Review Works in the Social Sciences

How Peer Review Works in the Social Sciences Peer review, at least in intent, is the way the editors of academic journals attempt to keep the quality of articles in their publications high, and assure (or attempt to assure) that poor or fallacious research does not get published. The process is tied up with political and economic issues involving tenure and pay scales, in that an academic who participates in the peer review process (whether as author, editor, or reviewer) gets rewarded for that participation in an increase in reputation which can lead to an increase in pay scales, rather than direct payment for services rendered. In other words, none of the people involved in the review process is paid by the journal in question, with the sole exception (maybe) of one or more editorial assistants. The author, editor, and reviewers all do this for the prestige involved in the process; they are generally paid by the university or business that employs them, and in many cases, that pay is contingent upon obtaining publication in peer-reviewed journals. The editorial assistance is generally provided in part by the editors university and in part by the journal. The Review Process The way academic peer review works (at least in the social sciences), is that a scholar writes an article and submits it to a journal for review. The editor reads it over and finds between three and seven other scholars to review it. The reviewers selected to read and comment on the scholars article are chosen by the editor based on their reputations in the specific field of the article, or whether they are mentioned in the bibliography, or if they are personally known to the editor. Sometimes the author of a manuscript suggests some reviewers. Once a list of reviewers is drawn up, the editor removes the name of the author from the manuscript and forwards a copy to the chosen stout hearts. Then time passes, a lot of time, generally, between two weeks and several months. When the reviewers have all returned their comments (made directly on the manuscript or in a separate document), the editor makes a preliminary decision about the manuscript. Is it to be accepted as is? (This is very rare.) Is it to be accepted with modifications? (This is typical.) Is it to be rejected? (This last cases is also fairly rare, depending on the journal.) The editor strips out the identity of the reviewers and sends along the comments and her preliminary decision about the manuscript to the author. If the manuscript was accepted with modifications, it is then up to the author to make changes until the editor is satisfied that the reviewers reservations are met. Eventually, after several rounds of back and forth, the manuscript is published. The period from submission of a manuscript to publication in an academic journal generally takes anywhere from six months to over a year. Problems with Peer Review Problems inherent in the system include the time sink between submission and publication, and the difficulty obtaining reviewers who have the time and inclination to give thoughtful, constructive reviews. Petty jealousies and full blown political differences of opinion are difficult to restrain in a process where no one is made accountable for a specific set of comments on a particular manuscript, and where the author has no ability to correspond directly with her reviewers. However, it must be said that many argue that the anonymity of the blind review process allows a reviewer to freely state what he or she believes about a particular paper without fear of reprisal. The burgeoning of the internet in the first decade of the 21st century has made a huge difference in the way articles are published and made available: the peer review system is often problematic in these journals, for a number of reasons. Open access publishingin which free draft or completed articles are published and made available to anyoneis a wonderful experiment that has had some hitches in getting started. In a 2013 paper in Science, John Bohannen described how he submitted 304 versions of a paper on a bogus wonder drug to open-access journals, over half of which were accepted. Recent Findings In 2001, the journal Behavioral Ecology changed its peer review system from one which identified the author to reviewers (but reviewers remained anonymous) to a completely blind one, in which both author and reviewers are anonymous to one another. In a 2008 paper, Amber Budden and colleagues reported that statistics comparing the articles accepted for publication before and after 2001 indicated that significantly more women have been published in BE since the double-blind process began. Similar ecological journals using single-blind reviews over the same period do not indicate a similar growth in the number of woman-authored articles, leading researchers to believe that the process of double-blind review might assist with the glass ceiling effect. Sources Bohannon J. 2013. Whos afraid of peer review? Science 342:60-65. Budden AE, Tregenza T, Aarssen LW, Koricheva J, Leimu R, and Lortie CJ. 2008. Double-blind review favours increased representation of female authors. Trends in Ecology Evolution 23(1):4-6. Carver M. 2007. Archaeology journals, academics and open access. European Journal of Archaeology 10(2–3):135–148. Chilidis K. 2008. New knowledge versus consensus – a critical note on their relationship based on the debate concerning the use of barrel-vaults in Macedonian tombs. European Journal of Archaeology 11(1):75–103. Etkin A. 2014. A New Method and Metric to Evaluate the Peer Review Process of Scholarly Journals. Publishing Research Quarterly 30(1):23-38. Gould THP. 2012. The Future of Peer Review: Four Possible Options to Nothingness. Publishing Research Quarterly 28(4):285-293. Vanlandingham SL. 2009. Extraordinary Examples of Deception in Peer Reviewing: Concoction of the Dorenberg Skull Hoax and Related Misconduct. 13th World Multi-Conference on Systemics, Cybernetics and Informatics: International Symposium on Peer Reviewing. Orlando, Florida. Vesnic-Alujevic L. 2014. Peer Review and Scientific Publishing in Times of Web 2.0. Publishing Research Quarterly 30(1):39-49. Weiss B. 2014. Opening Access: Publics, Publication, and a Path to Inclusion. Cultural Anthropology 29(1):1-2.

Homemade Lava Lamp Essay Example | Topics and Well Written Essays - 500 words

Homemade Lava Lamp - Essay Example Subsequently add 10 or more droplets of the selected food colouring to the mixture in the bottle until a rich colour is seen. In understanding how the lava lamp works, the first step would be to understand that oil and water do not mix. They are insoluble. The main goal in the liquids used in the lava lamp is to obtain two liquids that have very close densities but are insoluble in each other and that is why oil and water are most preferable (Cothron et.al 4). Oil and water will not mix in the experiment as water is made up of highly charged compounds while oil is made up of long carbon chains that have no charge. As a result, the water molecules are not attracted to the oil molecules hence rendering the two liquids immiscible. The immiscibility of the two liquids causes the separation that will be seen in the experiment just as observed in our everyday life such as the kitchen sinks and oil spills. Further, the oil being less dense than water will float on top of the water as will be exemplified in the experiment. The baking soda used in the experiment contains sodium bicarbonate. Baking soda is technical ly both basic and acidic. When the baking soda is mixed with water, a chemical reaction is formed that releases carbon dioxide gas (Heuer, 10). Carbon dioxide gas is produced in a bubbling manner which is seen in the coloured fluid that is in the bottle. Food colouring is used to merely add colour to the experiment. When added, the food colouring falls through the oil and mixes with the water at the bottom giving it the particular colour of choice that is to illuminate at the onset of the chemical reactions in the

How does her book challenge medieval ideas about women Essay

How does her book challenge medieval ideas about women - Essay Example The city in her book symbolizes the women whom she had to build its reputation and prove how men have falsely thought them to be. Furthermore, in order to make women to be well-represented, Christine utilized symbolisms in her book to in order to present her thoughts accordingly. In her book, where she is the main character herself, three women told her and guided her through the building of a City. This City basically represents the state of liberation for women, who were thought to be misjudged and looked down to during the medieval period. It is in this City she was to build where women will find refuge against the men who attacks their womanhood through various writings and literature, and who sees themselves to be the ones with accomplishments and greatness alone. The three allegorical women whom the author talks to in the book – Reason, Justice and Rectitude, she was able to establish the greatness of women. Through the help of these ladies, Christine was able to identify her role as a woman in the society. According to the wisest of the ladies, it is only when a person has full knowledge of the self would one be able to understand oneself and the nobility of that individual. Thus, it is the Ladies’ role to help her see and understand a woman’s worth in the society. By understanding women’s roles in the society, Christine therefore builds the City’s foundation. It is only when woman clearly realized how special their tasks are in the community, then they would eventually be able to build a strong wall that would guard their city against any forms of attack. Women who assumed a great role in the military as well as in politics have proven their strength, not just in the physical aspect, but their psychological competence in order to defend their areas of responsibility. From the women who have found the Amazon to the queens who used their power and wisdom to rule over their kingdoms, it cannot be denied

Integrating Technology into County High School Essay -- Technology, Ed

Integrating Technology into County High School Over the past few years' schools have been integrating technology into the classroom through new methods, ideas, grants, and personal experience. Not only has it enriched the learning experience as a whole but also it has proven to be effective in motivating and influencing students desires to learn not only in the classroom but outside as well. Through things such as state and federal funding it is possible to make some of these seemingly impossible technological advances come to a small town such as ours. Students from around the country who have already been awarded the privileges of being awarded technology grants said it helped them in five ways. These five ways were that the devices encouraged students to explore topics further, helped to manage time, provided new learning tools, made courses more interesting, and increased their learning. (Woke 1) with out expanding our educational technologies through out the district to include things such as iPads, laptops for every stude nt, and social networking to be used in the classroom will not be preparing its student body for the 21st century. With out a doubt County High School needs to move to more 21st century, hands on, and learning styles in the classroom. The question is what is the means of doing this and how do we integrate it into what we do now. It is a step by step process but one of the first things we need to do is make sure every kid has a laptop. This is extremely possible because Granville County School in North Carolina passed out 900 lap tops to ever student. (Granville 2) this is a great way to start putting technology into schools while making the parents and students aware. Also to insure quality and respons... ...he social networking cites and access you are able to make a broader spectrum of student to teach communication and student to student communication to discuss ideas. As far as bringing in your own devices it is a great idea because it saves the school money and we can still monitor your Internet access. Also for disciplinary purposes if you fail to meet the updated version of the AEP you will lose the privileges to take your laptop home with you and the time period will depend on the extent of the violation. The AEP will have to include things such as at home use and broken, stolen, or lost devices that were administered to the student. if County High School bands together to create a unified responsible student body that is willing to be educated and treat the technology seriously we have a very high success rate as to making 21st century learning work for us.

Review of Janet Abbate’s Inventing the Internet

Janet Abbate, Inventing the Internet, Massachusetts Institute of Technology, Cambridge, Massachusetts, 1999, 258 pages Janet Abbate’s Inventing the Internet explores the history of the Internet as â€Å"a tale of collaboration and conflict among a remarkable variety of players. † (3) Abbate’s writing concentrates on the Internet’s development through social and cultural influences. The book explores the evolution of the Internet from ARPANET to global networks.The Internet’s expansion has existed within an interworking web of innovators; government and military, computer scientists, graduate students, researchers, cable and phone companies, network users, etc. The details given by Abbate affirm the book’s claim that the Internet was not born of a single originating event. It, instead, progressed over time through the junction of advances in technology and needs in society. The Internet is an ever-adapting system, which is fresh and changing a t escalating rates yet has a history that crosses over several decades.Born within paranoia surrounding the Cold War and growing through many different forms, the Internet’s history is laid out chronologically in Abbate’s six chapters. In this informative and methodical chronicle, Abbate tracks the important teamwork of the Internet’s creators and societal needs in a detailed and entertaining volume of history. Despite the revolution of the Internet bringing about doorways to assorted information, it has done a bizarrely deprived job of recording its own history. As the Internets’ creators get older, it is essential to capture their first hand accounts of the history they made.In her book, Inventing the Internet, Abbate saves the early history of the Internet. The book is divided into six segments. The first segment relays White Heat and Cold War: The Origins and Meanings of Packet Switching that is primarily about packet switching. The second covers the political and technical challenges involved in Building the ARPANET: Challenges and Strategies, concerning the creation and struggles of ARPANET. The third segment covers user communities and their affect on the ARPANET in â€Å"The Most Neglected Element†: Users Transform the ARPANET.The fourth considers the shift made, From ARPANET to Internet approaching defense and research. The fifth section covers The Internet in the Arena of International Standards. The final section, Popularizing the Internet, shows the beginning of the wide spread of the Internet but before Internet connectivity becomes popular at the personal level. All things considered, the book states the expansions in Internet history between 1959 and 1991, with some proceedings to 1994. The author’s study of the Internet’s genesis makes systematic links between the technological development and its organizational, social, and cultural environment.There are many available histories on the Internet, in print and online. Most are well-documented information on technology and its history. Some mention the fundamental concepts of communication, information, and knowledge. Abbate's work, however, goes beyond ordinary facts and her findings are most revealing. The beginning of the Internet is well known. It was a United States Defense research program named ARPANET. The internal structure of ARPA that reared the network development during its first years is not as well known.Inventing the Internet explains how the little agency was created in 1958 to respond to the Soviets' successful launch of the world's first artificial satellite. ARPA did not own a laboratory. ARPA’s role was to create centers in universities through the financing of research projects in defense-related domains. When ARPA decided in 1969 to connect the supercomputers scattered among university campuses, it had no political or financial difficulty attracting the best computer scientists from all over the United States.The originality of ARPANET is this basic freedom, in contrast to market laws and official control. Inventing the Internet highlights ARPA and its brilliance, which seems to violate both the hands-off approach and the state-intervention ideology. ARPANET was born in an atmosphere of total confidence within a community whose total purpose was to connect the computer equipment from as many universities as possible, while striking the least restricting of standards. Packet-switching technology was the tool hat seemed to execute the fewest constraints so ARPANET was based on packet switching instead of the circuit-switching technology that characterized all other telecommunications networks in the world. Along the way, users and other developers took computer networking in directions that ARPA did not intend. Users rapidly made e-mail the most successful network application. Other countries tested the Internet with varying protocols and applications. The community of scient ists hard-pressed the National Science Foundation into action that overshadowed ARPA's in the 1990s.As new applications and pressures arose, the United States government moved toward privatization of the Internet in the 1990s. This development and the commercialization of personal computers helped build an advantageous atmosphere for the introduction of the hypertext system and web browsers. The World Wide Web turned out to be available even to beginners. Abbate argues successfully that the origins of the Internet â€Å"favored military values, such as survivability, flexibility, and high performance, over commercial goals, such as low cost, simplicity, or consumer appeal† (5).On one good side of things, it was these features that offered computer networks their keen adaptability and quick reaction to the unexpected demands of users. Per the cons, suggests Abbate, they could have caused defiance of commercialization in the system as ARPA did not visualize charging individuals to use the system the way the phone company charges individual telephone users. Based on detailed research in primary documents and extensive communication with many of the principals in the story, Abbate's history delivers the most detailed and revealing account.She succeeds in showing that both its developers and its users socially constructed this evolving technology. How might one know where they're going, if they don’t know where they have been? It's someway comforting to learn that a technology that seems to be new and ever-evolving actually has a history crossing several decades. This history of the Internet, a technology that modern people use on a daily basis in various arrangements, is outlined so perceptively in Janet Abbate’s, Inventing the Internet.

Determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment - Free Essay Example

Sample details Pages: 27 Words: 8043 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Did you like this example? CHAPTER 1 INTRODUCTION 1.1 Introduction Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Moreover, this syndrome affects people who work in helping professions or other client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000). The idea of burnout was formed by Herbert Freudenberger in 1974 as wearing down or draining out of energy (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout is not a situation that gets better by being ignored. Nor is it any kind of disgrace. On the opposite, its a problem born of good intentions. Burnout may render people unable to cope with their problems; however, those who are able to cope with their problems of work issues may perform better at their jobs. In the teaching profession, the phenomenon of burnout has often been studied and has globally been well accepted as being problematic and uncertain for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Don’t waste time! Our writers will create an original "Determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment" essay for you Create order Folkman (1984) relates burnout with stress; it is a combination of mental and physical symptoms. This psychological react as long-term exhaustion and diminished interest and it may take a long period to blow up to the surface. In addition to that, high level of stress for considerable periods of time could increase burnout characteristics including less sympathy and understanding towards students, reduced acceptance of students, failure to set up lessons and a lack of commitment to the teaching profession (Dorman, 2003). Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention phase. At present, teachers in Malaysia are facing extensive pressure from all the changes taking place in the education system due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will focus on teacher training of English language teachers. Besides, the government will assess and monitor the effectiveness of the program constantly and will provide some inventive to empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about the assumption that their burnout level has also risen. To make the above statement clearer, the teaching periods had increased from 90 240 to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 300 minutes a week. The changes also do not exclude secondary schools ESL teachers, whereby their teaching periods had increased from 80 200 to 280 minutes a week. Further, literature reports that workload or work tasks have increased and education system transformation, societal changes and multitasking have caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past) also have caused teachers work to become more complicated and intense (Brante, 2009). The complexity of the tiredness situation develops negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of three dimensions: emotional exhaustion felt by people who cooperate extensively with other people, depersonalization and diminished personal accomplishment. Emotional exhaustion is indicated by lack of energy and the consumption of a persons emotional wealth. Depersonalization results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal accomplishment is a tendency to assess oneself negatively (Maslach, 1982; Maslach Jackson, 1981; Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others can undergo consistent emotional pressure. Burke and Greenglass (1995) suggested that burnout includes three components that are conceptually diverse but empirically related (p.188). In this line, Schaufeli and Buunk (2002) consider the occurrence of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Considering all of these measures which contribute to teacher burnout, the purpose of this study took its shape. The study primarily aims to investigate the level of burnout in a selected group of English language teachers in Putrajaya primary and secondary schools. Additionally, it seeks to find out whether their working experience or teaching level can determine their level of burnout. 1.2 Statement of Problem Teachers are often physically and emotionally challenged; therefore, they may experience burnout. Teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Here a clear picture can be seen that stresses an important issue in most educational systems today. Research on elementary school teachers in the United States shows that working experience can influences teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from different working experience categories suffer varying levels of burnout (Mukundan Khandehroo, 2009). Besides, a research in Hong Kong primary and secondary school teachers perceived different level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated high levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and secondary school teachers also suffered from stress (NUTP, 2005). Demographic factors have been found much related to burnout syndrome among teachers in various studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but very few focused on working experience among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies done in federal administrative centre of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding. Given the relative paucity of research in this area in Malaysia, it is important to study the effect of teachers working experience and teaching level on burnout. 1.3 Objectives of Study The present study is an attempt to determine the level of burnout among a group of English language teachers in a number of primary and secondary schools in Putrajaya, Malaysia. The specific objectives of the study are as follows: To determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment among the sample. To compare the samples burnout levels in reference to their working experience. To compare the samples level of burnout in reference to their teaching level. 1.4 Research Questions The research questions of the study are as follows: What is the level of emotional exhaustion among ESL teachers in Putrajaya? What is the level of depersonalization among ESL teachers in Putrajaya? What is the level of personal accomplishment among ESL teachers in Putrajaya? Is there a significant difference between high (10 years and above) and low (below 10 years) experienced teachers scores of burnout dimensions? Is there a significant difference between the ESL primary and secondary school teachers scores of burnout dimensions? 1.5 Significance of Study At this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations. School is a centre in promoting education to students. In educational setting, students relate to many different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little opportunity for hierarchical advancement, and regardless of how many hours teachers work, there is very little opportunity for additional pay. Based on this, it is expected that this study will help ESL teachers especially to be more professional in managing their work and to help them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or burnt out at work. This study looks into the burnout occurrence with relation to working experience among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya. The findings of the study can provide useful information for the decision makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 1.6 Limitation of Study This study was limited to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia. In addition according to Krejcie and Morgan (1970) the researcher required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and some of them were on personal leave. 1.7 Operational Definition of Terms Burnout :Freudenberger (1974) defined burnout as one of the chronic exhaustion and frustration resulting from continued commitment to a goal or principle that has unsuccessful to produce a corresponding reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981). Emotional Exhaustion : Feelings of being emotionally overextended and exhausted by ones daily conflict in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the sense of emotional draining by other people among the teachers. As the first dimension of burnout, emotional exhaustion in this study is measured by items like I feel emotionally drained from my work Depersonalization: An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (Maslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items like I feel I treat some students as if they were impersonal objects Personal Accomplishment : It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items like I feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction In this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literature on burnout in relation to teaching levels of primary and secondary schools. Finally, the theoretical and conceptual frameworks of the study are discussed. 2.2 Studies Related to Burnout and its Dimensions Ideally, the teaching profession should be seen as effect ion of love in work and enthusiastic; however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), These are tough times to be a teacher (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels. Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality. Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of enthusiasm as in the past to the company or administrator. However, New York Magazine stated burnout is a problem thats both physical and existential, an untidy conglomeration of external symptoms and personal frustrations (Senior, 2006). Burnout results from a form of chronic stress associated with the everyday interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004). Most of burnout research that had been done has been limited to the helping profession (e.g., nursing, education, social work); however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009). Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions: emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can undergo repetitious emotional pressure. The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual relations among helpers (for example, teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of limited positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981; Rowe, 1998). In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components that are conceptually diverse but empirically related (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Some studies indicate stress can occur due to the workload increment, mischievous students, parent-teacher relationship issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA). Most recognized that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003; Dorman, 2003; Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout might: be less sympathetic with their students have low tolerance for frustration not plan often or carefully consider or plan to leave the profession all together report feelings of emotional or physical exhaustion on a frequent basis be depressed, irritable, and anxious From the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and early retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol Caputo, 1979; Farber Miller, 1981). In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986; Huston 1989). A survey of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career. In Malaysia, the unease over job-related stress, experienced by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin, 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experienced high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country. 2.3 Studies Related to Working Experience and Burnout Teacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element in influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983; Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998). The demographics variables that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984; Qtd. in Aksoy, 2007, p. 20). Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003). Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience higher burnout than more experienced ones (Crane Iwanicki, 1986; Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of trained maturity. Attention to the teachers experience is also given by Konert (1997). She suggests that better coping skills with students have been developed by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession. Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a crucial factor that can influence burnout. Leong (1995) stated that development of effective methodology to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience. Studies showed that a teacher without experience is more likely to be an interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another study shows that an experienced teacher is more likely to be an interventionist (Martin et al., 2002). Here the interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings. Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place (p. 324). In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Teachers who are confused on their job specifications will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001). In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Croom, 2003). Obviously, as teachers grow older and more experienced, they will alleviate coping skills in tendency to treat students in an impersonal manner. In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers. In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones. In contrast, Hong Kong studies found that no significant difference has been found between teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yaln Ozdemir, 2007). From the literature it may be seen that burnout is a complex issue that should be addressed in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed. 2.4Studies Related to Teaching Level and Burnout Studying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout. In Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a significantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career instability could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010). A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization. Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional intelligence and locus of control as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011). In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009). Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Puat, 1998). As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies. 2.5 Theoretical and Conceptual Framework of the Study Figure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout: (EE + DP) PA = BURNOUT. Based on this theoretical framework, the following conceptual framework was proposed (Figure 2): IV DV Context Figure 2: Conceptual framework As the figure shows, the independent variables (IV) are working experience of ESL teachers (10 years and 10 years) and their teaching level (primary and secondary schools). The dependent variables (DV) are emotional exhaustion, depersonalization and personal accomplishment which may identify the burnout level among primary and secondary schools ESL teachers in Putrajaya (Figure 2). CHAPTER 3 METHODOLOGY 3.1 Introduction In this chapter, the researcher will discuss the design, location, population, sample, sample size and sampling technique of the study. MBI-ES or Maslach Burnout Inventory Educators Survey (1986), as the instrument will be explained. Finally, the procedures of data collection and analysis will be discussed. 3.2 Research Design The research design used for the purpose of this study is quantitative method. Smith (1988) mentioned that quantitative method is a statistical analysis of a body of numerical data which involves counting and measuring of events. The main advantage of the quantitative method is that measurement is reliable, valid, and generalizable where clear prediction of cause and effect can be seen (Cassell Symon, 1994). This study used a survey method to gather the data. A survey was used because it was more manageable to collect the data needed within a short time frame. A questionnaire was used to collect data. According to Oxford (1996), questionnaire are the most efficient and comprehensive way to assess data (p. 28). 3.3 Location of Study Putrajaya was made a Federal Territory in 2001. Kuala Lumpur and Labuan are the other two. Putrajaya was the brainchild of the former Prime Minister Tun Dr. Mahathir Mohammad who was in power then. It is known as the federal administrative centre of Malaysia which is a planned city. The population is expected to grow in this new city. Over 30,000, population was estimated in 2007 which comprised mainly government servants including teachers. The educational system and administration in this city are expected to be very outstanding. The schools selected for this study were 21 (11 primary and 10 secondary) government-sponsored schools. The population included ESL teachers (N=160) who teach in different levels. These ESL teachers are among 1, 205 of overall teachers in Putrajaya who also responsible to teach 14, 115 students (Data from EMis Online, 31 October, 2010). 3.4 Sampling Procedure This study was conducted among primary and secondary school ESL teachers in Federal Territory of Putrajaya. As from 160 ESL teachers only 79 respondents answered the questionnaire (49.4% return rate). Based on the school administrator list, most of the ESL teachers are Malays with a few from other ethnicities. The researcher contacted the respondents through the school administration. The respondents were 79 ESL teachers (37 primary and 42 secondary school teachers) who teach in Federal Territory of Putrajaya. These teachers are from government-sponsored schools. They are 20 (25.3%) male and 59 (74.7%) female teachers. The age ranged from 26 to 55 years old. They consisted of Malay, Chinese, Indian, and Kadazan ethnic groups. These ESL teachers working experience ranged from 1 to 30 years of teaching. These teachers came from various categories of schools in Putrajaya, including Sekolah Berprestasi Tinggi (High Performance School), Sekolah Kluster (Cluster School), Sekolah Bestari (Smart School), Sekolah Cemerlang Ko-Kurikulum (Co-Curricular Excellence School), Sekolah Berasrama Penuh (Boarding School) and Sekolah Harian (Daily School). 3.4.1 Sample Size The sample size of the study as calculated by following Krejcie and Morgans (1970) formula: S = required sample size X2 = the table value of chi-square for one degree of freedom at the desired confidence level N = the population size P = the population proportion (assumed to be .50 since this would provide the maximum sample size) d = the degree of accuracy expressed as a proportion (.05) As the result of the calculation showed the suitable sample size for this study was 113 respondents. The questionnaire was distributed to 21 schools which were primary and secondary government-sponsored schools. A total of 79 respondents returned their questionnaire. 3.4.2 Sampling Technique Random sampling was chosen as the quantitative sampling method. Cluster sampling was the most appropriate for the study because the sample could be chosen based on area and subject. At the first stage, the areas of Putrajaya were chosen and at the second stage, a sample of respondents within those areas was selected. 3.5 Instrument In order to collect the data for this study, a questionnaire, Maslach Burnout Inventory Educators Survey was employed (MBI; Maslach, Jackson, Schwab, 1986). It is a 22 items self-report instrument which known as the most widely used operationalisation of burnout (Lee Ashforth, 1996, p. 124). The MBI ES has been noted to show strong psychometric properties which include factorial, convergent, and discriminant validity (Sweeney Summers, 2002; Maslach, Jackson Leiter, 1996). In addition, the MBI is the most generally accepted and widely used instrument to measure burnout (Sweeney Summers, 2002; Capel, 1986). So far, more than 1,000 studies have used the MBI to assess burnout so it can be considered the gold standard for measuring the construct (Schaufeli Enzmann, 1998). The MBI ES consists of 22 items which measure burnout on three subscales: Emotional Exhaustion (EE) Continual emotional tiredness resulting from psychotherapy and teaching a great number of students on daily basis. A sample of an EE item would be: I feel emotionally drained from my work. Depersonalization (DP) -Indifference and a pessimistic approach toward students specified by utilizing disapproving labels to describe them. A sample of a DP item is: I feel I treat some students as if they were impersonal objects. Finally, Personal Accomplishment (PA) Involvement of a teacher to make the students well-being and be an intellectual person. A sample of PA statement would be I feel Im positively influencing other peoples lives through my work. The questionnaire is rated based on a Likert style 7-point scale: 0 = Never; 1 = A few times a year or less; 2 = Once a month or less; 3 = A few times a month; 4 = Once a week; 5 = A few times a week; and 6 = Every day. The items that measure emotional exhaustion are 1, 2, 3, 4, 5, 6, 7, 8, and 9 (9 items). The items that measure depersonalization are 10, 11, 12, 13, and 14 (5 items). Finally, the items that measure personal accomplishment include 15, 16,17,18,19, 20, 21 and 22 (8 items). In addition to that, 8 from these 22 items are reverse items: 4, 7, 9, 12, 15, 16, 20 and 22. The MBI distinguishes the burnout syndrome in terms of a) high level of emotional exhaustion, b) high levels of depersonalization, c) reduced level of personal accomplishment (Yildiz-Kirilmaz, Celen Sarp, 2003; Schwarzer, Schmitz Tang, 2000). According to previous established criteria by Brenninkmeijer and VanYperen (2003), participants who were responded with a high score on the emotional exhaustion together with a high score on depersonalization or a low score on personal accomplishment can be classified as having burnout. A demographic questionnaire was appended to the questionnaire. The demographics of the ESL teachers would elicit information about the participants gender, age, marital status, ethnicity, teaching level, working experience and level of education. The three-factor structure of the instrument has been validated. Test-retest reliabilities were reported as .65 for Emotional Exhaustion, .60 for Depersonalization, and .67 for Personal Accomplishment. Moreover, the test-retest reliabilities for the three subscales were .60 for Emotional Exhaustion, .54 for depersonalization, and .57 for Personal Accomplishment (Jackson, Schwab, Schuler, 1986). Subsequent studies have found the MBI subscales to be stable over time, with correlations in the .50 to .82 range on time spans of three months to one year (Leiter Durup, 1996). Iwanicki and Schwab report Cronbachs alpha estimation for Emotional Exhaustion was .90, Depersonalization was .76 and Personal Accomplishment was .76 too, while Gold (1984) reports estimates of .90, .74 and .72 respectively. These reliabilities parallel those of the MBI. Additionally, two studies also tested the validity and reliability of MBI-ES. Factor-analytic studies by Iwanicki and Schwab (1981) with 469 Massachusetts teachers and by Gold (1984) with 462 California teachers support the three-factor structure of the MBI-ES. 3.6 Data Collection Data collection was done over a period of one week. An official letter was written to get the permission from the headmasters or school administration. The MBI-ES questionnaires were sent to the 21 selected government-sponsored schools in Putrajaya. The questionnaires were given to the selected teachers in the schools. The school administrators were informed that after one week, the questionnaires would be collected. The researcher faced problems while conducting the survey. Some schools administrators did not cooperate in distributing the questionnaires among their ESL teachers due their busy schedules. As a result, 160 questionnaires were administered and a return rate of 49.4% (79) was achieved. The respondents were assured anonymity for all the data collected. 3.7 Data Analysis Statistical Package for Social Sciences (SPSS) 17.0 for Windows was used to analyze the data. Descriptive statistics such as percentages and frequency distributions were used to describe participants demographic information. Moreover, means and standard deviations were used to see the difference between primary and secondary schools ESL teachers burnout scores. Independents samples t-test was used to test any significant differences between the samples burnout scores in reference to their working experience and teaching levels. CHAPTER 4 RESULTS AND DISCUSSION 4.1 Introduction This chapter looks into the results of the analysis of the data collected. The results in this study are presented in means and standard deviations in tables. The findings related to each question are presented in order. 4.2 Demographic Information A total of 79 respondents were involved in this study. They were 20 (25.3%) male and 59 (74.7%) female teachers. Among the respondents, 46.8% were from primary and 53.2% from secondary schools. The ESL teachers who had less than 10 years of working experience were 64.6% whereas 35.4% had more than 10 years of working experience. Among these respondents, 59 (74.7%) were married, 18 (22.8%) were single and 2 (2.5%) single parents. Majority of the respondents were Malay (73 out of 79; 92.4%). There were also 2 Chinese, 3 Indian and 1 from ethnicity of Kadazan. 4.3 Reliability Results A Cronbachs alpha of .60 or more indicates an acceptable level of reliability in the social sciences and humanities. According to DeVellis (2003), the range of coefficient alpha values generally are classified as minimally acceptable (.60-.64), acceptable (.65-.70), good (.70-.75), very good (.75-.80), and excellent (.80 and above). In the present study, the corresponding Cronbachs alpha scores were 0.71 for Emotional Exhaustion, 0.68 for Depersonalization and 0.67 for Personal Accomplishment (Table 1). Table 1: Reliability Results Dimensions Cronbachs Alpha Emotional Exhaustion .713 Depersonalization .678 Personal Accomplishment .666 As the table shows, the reliability of the scores achieved for DP and PA items was acceptable while the reliability of EE items was observed to be good. 4.4 Quantitative Analysis and Discussion In this part, the results of the data analyses related with each research question were given. The research questions of the study were sub-heading as follows: 4.4.1 Emotional Exhaustion Levels The first research question sought to find out the level of emotional exhaustion among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, they suffered from moderate levels of emotional exhaustion. The mean score was 21.63 or (M = 21.63, SD = 8.15), which according to the criteria (17-26) is a moderate level (Table 2). 4.4.2 Depersonalization Levels The second research question sought to find out the level of depersonalization among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, they suffered from moderate levels of depersonalization. The mean score was 11.15 or (M = 11.15, SD = 5.94), which according to the criteria (7-12) is a moderate level (Table 2). 4.4.3 Personal Accomplishment Levels The third research question sought to find out the level of personal accomplishment among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, the teachers had moderate levels of personal accomplishment. The mean score was 34.19 or (M = 34.19, SD = 6.93), which according to the criteria (32-38 mean score) is a moderate level (Table 2). Table 2: Response Categories for Emotional Exhaustion, Depersonalization and Personal Accomplishment on the Maslach Burnout Inventory Educators Survey Response Category Emotional Exhaustion Depersonalization Personal Accomplishment High 27 or over 13 or over 0-31 Moderate 17-26 7-12 32-38 Low 0-16 0-6 39 or over The response categories and their corresponding values for emotional exhaustion, depersonalization and personal accomplishment on the Maslach Burnout Inventory Educators Survey (Maslach, Jackson Leiter, 1996) are presented in Table 2. The interpretation scores of burnout dimensions are based on the Table 3 mean scores where shown clearly in Table 2. Table 3: Descriptive Statistics Results for Burnout Dimensions Burnout N Mean SD Emotional Exhaustion 79 21.6329 8.14638 Depersonalization 79 11.1519 5.94438 Personal Accomplishment 79 34.1899 6.93019 Interpretation scores: {Emotional Exhaustion: 16 (low), 17-26 (moderate), 27 (high)} {Depersonalization: 6 (low), 7-12 (moderate), 13 (high)} {Personal Accomplishment: 39 (low), 32-38 (moderate), 31(high)} The present study revealed that the teachers represent moderate levels of emotional exhaustion, depersonalization and personal accomplishment. Therefore, it can be concluded that the level of burnout among Putrajaya ESL teachers is moderate. Literature reports that moderate burnout demonstrates moderate scores with all three subscales (Maslach, Jackson Leiter, 1996). These results were different from those of a study by Ali (2009) which showed that teachers burnout level was low in emotional exhaustion and personal accomplishment and high in depersonalization. Nevertheless, a study among English teachers teaching in Malaysian primary and secondary schools in Malacca experiencing burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and reduced personal accomplishment (Mukundan Khandehroo, 2009). 4.4.4 Burnout and Working Experience The fourth research question was posed to find out whether there is a significant difference between high and low experienced teachers and their burnout scores. Table 4 shows the descriptive statistics results: Table 4: Mean and Standard Deviation for Burnout Dimensions with Reference to Working Experience Burnout Working Experience N Mean SD Emotional Exhaustion 10 51 21.7647 7.50623 10 28 21.3929 9.34261 Depersonalization 10 51 10.8824 5.91489 10 28 11.6429 6.07493 Personal Accomplishment 10 51 33.9804 6.86292 10 28 34.5714 7.16177 The table shows the mean and standard deviation for burnout dimensions with reference to working experience (Table 4). It was found that teachers with the working experience less than 10 years have moderate level of emotional exhaustion (M = 21.76, SD = 7.51) and followed by teachers who have more than 10 years of working experience (M = 21.40, SD = 9.34). Regarding the level of depersonalization both groups of teachers indicated moderate level of depersonalization. Personal accomplishment of teachers with less and more than 10 years of working experience revealed to be moderate. The overall score was moderate for all the three items which represent emotional exhaustion, depersonalization and personal accomplishment for both less than 10 years and more than 10 years working experience. However, the results of independent samples t-test (Table 5) revealed that there is no significant mean difference in the Emotional Exhaustion, t(77) = .193, p=.117; Depersonalization, t(77) = -.541, p=.708; and Personal Accomplishment, t(77) = -.361, p=.980; between high (10 years) and low (10 years) experienced teachers. Table 5: Independent Samples t-test between Working Experience and Burnout ___________________________________________________________ tdf p___________________________________________________________ EE .193 77 .117 DP -.541 77 .708 PA -.361 77 .980 ___________________________________________________________ Note: EE = Emotional Exhaustion; DP = Depersonalization; PA = Personal Accomplishment p .05 Moreover, the independent samples t-test shows that there is no significant difference between high and low experienced teachers with regard to emotional exhaustion, depersonalization and personal accomplishment. So, it can be concluded that working experience does not affect all the three dimensions of burnout significantly. This result supports the finding of a study conducted in Hong Kong where no significant difference was found among teachers with different years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). 4.4.5 Burnout and Teaching Level The last question was whether there is a significant difference between burnout scores of the ESL primary and secondary school teachers. According to the results there is no significant difference between burnout scores of the ESL primary and secondary school teachers. Both groups of school teachers represent a moderate level of emotional exhaustion, depersonalization and personal accomplishment. Table 6 shows the mean and standard deviation for burnout dimensions with reference to teaching level. The teachers were divided into the two groups of primary and secondary school teachers. It was found that teachers in both types of schools represent a moderate level of emotional exhaustion (M = 20.78, SD = 7.09, M = 22.38, SD = 9.00). Regarding the level of depersonalization both groups of teachers indicated a moderate level of depersonalization. Personal accomplishment of teachers in primary and secondary schools appeared to be moderate as well. The overall score was moderate for all the three items which represent emotional exhaustion, depersonalization and personal accomplishment for both primary and secondary schools. Table 6: Mean and Standard Deviation for Burnout Dimensions with Reference to Teaching Level Burnout Teaching Level N Mean SD Emotional Exhaustion Primary 37 20.7838 7.08729 Secondary 42 22.3810 8.99580 Depersonalization Primary 37 9.5135 5.08605 Secondary 42 12.5952 6.32093 Personal Accomplishment Primary 37 36.0000 6.09645 Secondary 42 32.5952 7.29203 These findings were in contrast to a study on English teachers teaching in Malaysian primary and secondary schools in Malacca who reportedly experienced burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and reduced personal accomplishment (Mukundan Khandehroo, 2009). Additionally, in another study by Alan, Chan, Chen, Elaine and Chong (2010) it was found that teachers of primary schools showed significantly a higher level of stress than those in secondary schools in Hong Kong. Table 7: Independent Samples t-test between Teaching Level and Burnout ___________________________________________________________ tdf p___________________________________________________________ EE -.868 77 .178 DP -2.366 77 .078 PA 2.234 77 .061 ___________________________________________________________ Note: EE = Emotional Exhaustion; DP = Depersonalization; PA = Personal Accomplishment p .05 In supportive, the results of independent samples t-test (Table 7) also revealed that there is no significant mean difference in the Emotional Exhaustion, t(77) = -.868, p=.178; Depersonalization, t(77) = -2.366, p=.078; and Personal Accomplishment, t(77) = 2.234, p=.061; between primary and secondary school teachers. These finding were in contrast to a study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). Brouwers and Tomic (2000) concluded that both to prevent and to treat burnout among school teachers, self-efficacy in classroom management must be taken into consideration when devising interventions. CHAPTER 5 CONCLUSION 5.1 Introduction There are three major sections in this chapter. These sections include the summary of findings, followed by implications and recommendation where some insights for future research direction will be given. 5.2 Summary of Findings Teachers are one of the most important factors in the teaching and learning process. Their attitudes towards the subject (ESL) and their burnout levels have an influence on students learning and attitudes towards school. The objective of this study was to determine the level of the three dimensions of burnout among the sample. The study also compared the burnout levels of the sample in references to their working experience and teaching level. For this purpose, 79 ESL teachers cooperated by responding to a questionnaire. As the results indicated, the ESL teachers in this study were found to experience moderate levels of burnout. Furthermore, no significant difference was found between low and high experienced teachers in their burnout. As continued, no significant difference was found between the primary and secondary school teachers in Putrajaya. Teachers in all categories exhibited a moderate level of burnout. 5.3 Implications Burnout should not be ignored. Ever since the 1980s, stress and burnout have become serious issues affecting millions of workers (Farber, 1983). Due to its stressful nature, the teaching profession is a target of burnout (Cherniss, 1980; Jarvis, 2002; Maslach, 1982; Weisberg Sagie, 1999). The findings of this study show that the ESL teachers in Putrajaya represent moderate burnout. It is expected that the results make the decision makers more aware of the phenomenon of burnout so that they take measures that help teachers reduce their burnout levels as continued increases in stress levels would affect the teachers performance and in turn the quality of the entire educational system. In addition to that, the findings of this study provide valuable information for both schools (primary and secondary) and ESL teachers in Putrajaya. Teachers can take steps to avoid aggravating their burnout levels and to be more professional in managing their work. Moreover, ESL teachers and administrators can explore factors that contribute to burnout. This will prevent the English as Second Language teachers in Putrajaya from being overly stressed or burnt out at work. A few ways to prevent burnout are a combination of organizational change and education for the individual. This may prevent teachers from being burnt out. Workshops, conferences and other professional development courses should be offered by experts to ESL teachers in Putrajaya to deal with their burnout. Therefore, professional development programs should also consider teachers with both high and low teaching experiences (Mukundan, Hajimohammadi Nimehchisalem, 2011). In line with that, it has been suggested that the school administration should help the teachers overcome the syndrome of burnout by granting more opportunities for extracurricular activities (Mukundan Khandehroo, 2009). In this way, administrators will have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 5.4 Recommendations Some areas from the finding in this study could be further researched. It is recommended that this study should be replicated in the other two federal territories of Malaysia: Federal Territory of Labuan and Federal Territory of Kuala Lumpur. The results of such a study can be compared to those of the present study in Federal Territory of Putrajaya. The researcher also suggests that religious belief may prevent the occurrence of burnout by nurturing a sense of belonging to promote relationship and support with both God and with community as highlighted in National Philosophy of Education (NPE). Education in Malaysia should be an unending attempt towards promoting the potential of individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a strong belief and devotion to God. Research on this variable can show whether this objective has been followed by the teachers and whether it has helped them avoid burnout. Finally, further research seems necessary to determine the effect of students learning in increasing or decreasing the probability of burnout among ESL teachers.