Pirates of the Caribbean: The Curse of the Black Pearl Essay

The book Pirates of the Caribbean, composed by Irene Trimble is about the legend of a privateer transport called the Black Pearl its revile and the groups that battle for it. Jack Sparrow was once commander of the Black Pearl yet now Barbossa is the chief. Jack and Will Turner are set for assume control over the dark pearl and spare Elizabeth from Barbossa and his team. Barbossa and his privateer group are reviled. As a result of the revile the food they eat goes to cinders in their mouth, they can't taste their beverages and when they step into the moon light they transform into skeletons. â€Å"But there is one approach to end the curse,’’ Barbossa said raising an eyebrow. ‘’All the dissipated bits of Aztec gold must be restored†¦ and the blood repaid.† (Pg.52) The blood must be from Bootstrap Bill or his child Will Turner. After all the gold is come back to the cavern at Isla de la Muerta and Will’s blood is on the gold the revile is poor and Barbossa and his group turn around into people. Jack shoots Barbossa and he bites the dust since he isn’t a skeleton any longer. At long last Jack escapes from being hung and joins his group on the Black Pearl and Will and Elizabeth begin to look all starry eyed at. Jack Sparrow is precarious privateer since he takes a boat and when the group gets on to catch him he sneaks onto their boat, which is quicker, and takes it. He is likewise keen since he and Will put a paddle boat over their heads and strolled submerged despite everything relaxing. Jack is clever in light of the fact that at whatever point he is posed an inquiry he generally replies by saying something amusing. Jack is untrustworthy so no one truly realizes what he is wanting to do. Will Turner is brave since he tossed a blade under Jack’s feet before getting hung so he didn’t kick the bucket. He was additionally a gifted metal forger since he made blades and tomahawks. The most significant thing to him was Elizabeth. Will has been enamored with her since the time he met her. Elizabeth Swann is appealing and great since she generally wears extravagant costly garments and she is additionally the Governor’s little girl so she is indicated a ton of regard. Elizabeth is interested about privateers and needs to carry on with a privateer life. She was valiant on the grounds that she was not scared of the privateers and she helped spare Will and Jack from Barbossa and his team. Barbossa is caring since he is attempting to discover the entirety of the Aztec gold to help end the revile that is on him and the entirety of his team. He is naïve in light of the fact that Jack is continually deceiving him and deceiving him. Barbossa is regarded by his team since they generally do what he inquires. Two teams were battling about the Black Pearl. Jack needs it back and Barbossa needs to keep it. Barbossa needs the last bit of Aztec gold to end the revile and Elizabeth has it. His group takes Elizabeth since they think she is Boot Strap Bill’s little girl and they need his blood to break the revile. Will Turner needs to save Elizabeth from Barbossa. Everybody winds up at the cavern of Isla de la Muerta where the chest of Aztec gold is. Jack and Barbossa had a blade battle and discovered that they are the two skeletons. Will Turner puts his blood on the gold and simultaneously Jack shoots Barbossa with his gun and in light of the fact that Barbossa is human again he drains and bites the dust. Jack Sparrow escapes and assumes control over the Black Pearl again and Will Turner and Elizabeth live joyfully ever after. I truly like this book since I love privateers and it has a ton of activity. I like how Jack and Barbossa battle about the Black Pearl. My preferred part was when Jack wounded Barbossa and nothing occurred and afterward Barbossa cut Jack with a similar blade and he transformed into a skeleton. I would prescribe this book to somebody that preferences privateers and activity.

Journalism and Diversity Term Paper Example | Topics and Well Written Essays - 2000 words

News coverage and Diversity - Term Paper Example This paper tells that the idea of capable media got acknowledgment through the Hutchins Commission on Freedom of the Press in the United States. The World Association of Press Councils understands that the opportunity of the press must be capable to the open reason, if not the legislature. It reports that â€Å"it is certain and intrinsic in the establishment of a free press that the press practices its forces and obligations in a dependable manner† (The Law Reform Commission of Hong Kong, 2000, p. 2). Proviso 12 of the Press Complaints Code manages segregation issue with respect to revealing of news, directing writers also the race, shading, religion, sexual direction, physical or psychological sickness or incapacity of an individual except if these are required really to finish the story. The reason behind this condition is to make sure about individuals from one-sided detailing and the news distribution doesn't hurt the normal open intrigue. Columnists need to separate betw een the lines, crossing it just when comments are made commonly about different segments of individuals on a reporter’s singular ability to compose that is politically right and a choice can't be effortlessly made without hurting others’ right of opportunity of articulation (Beales, 2009). The motivation behind the Code is to draw a line, staying inside which won’t make any conflict between the privilege of general society to the right to speak freely of discourse and the privileges of an individual not to be presented to one-sided individual maltreatment. With respect to right to opportunity of articulation, having an alternate sentiment is the privilege independent of the issue whether it isn't to others’ enjoying or others mind it (Beales, 2009). With the expanding pattern of media taken to the court over its demeanor of popular supposition, the duty of the press has expanded to report day by day news in a controlled manner. Past instances of different news announcing can help in drawing a line between taking the opportunity of distributing news, for instance, the British media took limitation by not distributing the disagreeable Danish depiction of the Prophet Mohammed, in spite of the fact that they were not limited by the Code not to do as such. On a similar length, the snide counsel of a national paper reporter to wire the province roads to decollate cyclists made indignation among the crowds however it was not the infringement of the Code with respect to the feature writer but since the comment was not focused on any individual and the editorialist additionally distributed a conciliatory sentiment, the issue was genially settled (Beales, 2009). By the by, derisive or biased animosity at chose individuals is against the soul of the Code. For example, making fun at the debilitated child of Katie Price, the showbiz model from Jordan turned into a dubious issue; the PCC was overwhelmed with protests from perusers and furthermore from Ms. Cost and her better half, Peter Andre. The issue must be settled when an on the web and in-print expression of remorse was made by the magazine other than making the gift to the cause (Beales, 2009). The Code acts the hero of those people who are focused on and defrauded yet grumblings made by the outsider don't go under the circular segment of the Code until the victim consents to help the grievance. Columnists are encouraged to apply restriction in announcing matters of open enthusiasm by the PCC. Regardless of whether no case of separation is made by any individual, PCC can make a move under different segments of the Code like Accuracy. For example, the PCC gave the direction note on refuge searchers showing that it wasn't right to expect shelter searchers as unlawful. They are legitimate so far as they are not denied refuge.

Phyla, Ascomycota, Zygomycota, Basidiomycota free essay sample

Zygomycota might be all the more usually as form found on bread and natural products. They are both sexual and agamic; its principle trademark is zygospores. To replicate explicitly, two mating strains conjugate and make a zygospore. Zygospores are encased in a thick safe cell divider that stores supplements and repeat explicitly in an ideal situation. They live in earthbound natural surroundings, in soil or on plants or creatures and get supplements from rotting living beings. At the point when the vegetative piece of the parasite retains supplements, it replicates abiogenetically creating sporangiospores. Despite the fact that zygomycota negatively affects nourishment, it’s additionally used to age a few nourishments. Ascomycota organisms are the yeasts utilized in preparing, blending, and wine maturation, they are significant in cell science, hereditary qualities, and delivering penicillin. Ascomycota are described by its sac like structure the ascus, which contains ascospores where sexual multiplication happens outside the structure. Abiogenetic multiplication is conidia chains that break separated and drift noticeable all around or from maturing. We will compose a custom paper test on Phyla, Ascomycota, Zygomycota, Basidiomycota or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page They are either single celled as yeast or filamentous as hyphae. Ascomycota assume a significant job as decomposers, they acquire supplements from dead and living life forms and can expend any fluid that has water present. Most of Basidiomycota is consumable and is utilized to season cheeses, make drugs, soy and paper items. Mushrooms are the most widely recognized basidiomycota, and they can be found anyplace from the back yard to the timberland. Some basidiomycota add to the carbon cycle by breaking down wood, they can likewise noxious, cause hypersensitivities, and nourishment deterioration. They likewise acquire their supplements from dead plant life forms. Basidiomycota imitate abiogenetically by growing or explicitly by the development of basidiospores inside the structure.

A Trully Hero Odysseus - Free Essay Example

The Odyssey, created by Gareth Hinds is a translation based on Homers epic poem, and it is a graphic novel telling the story of Odysseus, a mortal man and the King of Ithaca. He leaves for the Trojan War when his son, Telemachus, is only a baby. Odysseus and his crew confront a lot of problems, but most of time, always find a way to escape them. When his crew makes a fatal mistake though, Odysseus finds himself trapped on the island of Ogygia, and home of the Nymph Calypso. The poem tells of his hardships trapped by Calypso to when he defeats the suitors that infest his home. Odysseus gets help by the gods to help him escape this land in which he is trapped. The gods dont always help him though. He has struggles with some of these gods on his way back to his homeland where suitors ask for his wifes hand in marriage: due to Odysseus appearing dead to many. Through this hardship, Odysseus expresses many values in the Odyssey to himself and his comrades: suggesting that he is a hero. A hero in modern times is considered to be a person with exceptional courage, achievements, and noble qualities according to merriam-webster.com. Two values truly show that he is a hero for our times: his great leadership through tough times and his great use of self-control. Odysseus encounters many hardships along the way of returning home, and even when he arrives home, but no matter the hardship Odysseus shows exceptional leadership to the people he leads, showing a great quality for a hero in our times. One of these situations is shown when Odysseus and his men get trapped in the cave of Poseidons son, the cyclops Polyphemus. When Polyphemus realizes that Odysseus and his men are trapped in his cave, he has the intention to eat every one of them. Odysseus knows that he will not stop no matter what they do, and hell never let them go: After devouring two of my men, the cyclops lay down to sleep. He [does] not fear us, for even if we could kill him, we could not possibly move that giant stone. We [are] trapped (98). Odysseus then knows the only thing to do is to devise a plan to escape the cave with his crew. Odysseus comes up with the plan after four of his men are devoured, but he wants to make a flawless plan that will get as many of his crew out that he possibly can. Odysseus follows through with the plan after two more of his crew are devoured: first he gives Polyphemus the strong wine. Polyphemus seems to like the wine and wants to give a Odysseus a gift: Your gift, [Odysseus], is that I will eat you last! (101). This truly highlights that Odysseus needs to make the plan right, or Polyphemus would truly kill them in the harshest way. The wine makes Polyphemus fall asleep, and gives Odysseus time to poke his eye with a sharpened hot log. This causes him to scream in pain, calling Odysseus by his given name, Nobody: Nobody! Nobodys trying to kill me! (104). When no one responds do to Odysseus trickery, Polyphemus finds the boulder blocking the exit and moves it: this was Odysseus plan. He and his crew also have to get past the cyclops, and so they attach themselves to the bottom of the Polyphemus fleecy rams. This allows them to slip right past him, and allowing them to escape. Although some of his men die, Odysseus acts as quickly as he can to form a perfect plan that allows most to escape unharmed. This truly shows that Odysseus is a great leader and is never willing to give up on him and his comrades, and he is always willing to lead even under the worst of circumstances. Another example of Odysseus great leadership is shown when Odysseus has to confront Scylla. Odysseus knows that Scylla, the six-headed monster, will kill and devour six of his men. Odysseus also knows that fighting back against the creature wont pay off, and all the creature would do is continue to devour his men. Odysseus asks if he can defeat Scylla, Circe respond s, Stubborn old campaigner, put that idea out of your mind. She is too terrible by far. If you stop to fight, she will take six more [of your men]. No, tell your men to row for their lives. That is your only chance (138). Odysseus chooses to listen to Circes warning words and keeps the crew in the dark about the creature: this is because it would cause them to freeze up allowing more of his men to get devoured by Scylla. Even though he knows he cant defend his men entirely, he still arms himself to possibly protect his men. When Scylla attacks, only six of his men were devoured. Although, it was still six and not zero, and he still has the best intention to protect his men from all that may harm them. Also, the first six men he has no control over, and he does his best to not lose any more. Another example of Odysseus appearing to be a exceptional leader is when he leads his men to victory against the suitors. Odysseus is looking to take vengeance on the suitors for taking advantage of his home and trying to take his wifes hand in marriage. He wants to make sure that failure isnt an option. He spends a long time disguised as the stranger who begs and only gives news of Odysseus. Little did anyone know that he is Odysseus. He tells Telemachus of his return and gets everything ready for the fight. He has every advantage against the suitors, and one example of this is said by Odysseus during the meeting with Telemachus: When it is time, I will give you a nod. At that signal, gather up all of the weapons in the hall and lock them in the store room (168). Odysseus takes every possible outcome and does his best to combat that bad outcome from occuring. When this battle takes place, you can see that the planning pays off. Odysseus takes time to prep, leading his people to victory with those advantages. If he just ran into the fight with his comrades and no advantages, his leadership would look poor do to the vast majority of people against them. He could have lost many more men do to a lack of carelessness. These examples show a clear pattern of Odysseus showing exceptional leadership skills. Leadership, in terms of today, is looked upon as a great trait for that o f hero. Some may argue that he isnt a good leader do to the fact that he loses many men. In some of these situations, he cant prevent losing some men, but instead makes sure that he can save as many, if not all, of his men from danger. This shows Odysseus to be a great leader and a hero for our times. Odysseus has many points in the epic poem when he could have ran straight into conflict or could have been reckless, but he takes that and does just the opposite. Odysseus great use of self control in these situations help him to being a great hero for our times. One example of this heroic trait is shown when Odysseus takes his time to strike against Polyphemus. Odysseus knows when Polyphemus eats two of his men that hes be trapped, but he takes time to think of a plan that would help him and his crew escape with as little casualty as possible: [Odysseus] racked [his] brain for a plan that would let us escape alive from the clutches of that brute (99). If Odysseus were to simply attack Polyphemus without self-control to think of a flawless plan: he would have lost many lives. This is bad in itself, but they also wouldnt have been able to move the boulder. This could lead to starvation and more death. Odysseus self-control in this situation keeps him from being reckless which would not make him a hero for our times. Secondly, Odysseus appears as the stranger for a good amount of the epic poem. This is to make sure that he is concealed from the suitors and even the people that he knows. This gives him the time he truly needs to plan against the suitors. Odysseus then comes out of the stranger to Telemachus, who will help him with his plan. Odysseus says, No questions yet [Telemachus]. I must make a plan to slay the vermin who infest my palace [. . .] (167). This quote truly shows that he wants to make a perfect plan, and this is shown because he will not even take questions from his son that hes been away from for so many years. Hes so set on making a perfect plan that he completely ignores his sons possible questions. He wants to make sure the suitors pay as soon as possible with a perfect plan and no room for failure. After the meeting with Telemachus, Odysseus goes back into the form of the stranger. This shows that Odysseus is truly using self-control and, like he said, make a plan to slay the [suitors] who infest my palace. Odysseus even goes into his home as the stranger and sees what the suitors do to others and his very own wife. Even when, he still keeps to his character. This truly shows that Odysseus is wanting the advantages and using self-control, and making him look even more like a hero for our times. Lastly, during the fight against the suitors, Odysseus comes across two innocent men that were within his home during the time he was away. One of the men is the bard, Phemius, and another man named Medon the herald. Both of these men do nothing to throw down the name of Odysseus. Neither of them take advantage of his wife or the vast amount of food offered. Odysseus could have killed them along with the rest of the suitors and not hear their pleas, but he did hear their pleas: King Odysseus, I [Phemius] throw myself on you mercy. I am a minstrel, gifted by the gods with song. I never wanted to come here but was forced by the suitors (226). Telemachus also stands by their pleas saying, Dont kill him! [Phemius] speaks truly (226). This shows exceptional self-control in Odysseus based mainly on the fact that he could ignore them and just kill them. Instead though, he takes time to hear them out and spare them due to keeping honor to Odysseuss name. With all of these pieces of evidence along with many other examples of his exceptional self-control, I can conclude that Odysseus having this trait helps him look like a hero. This is also the case for our times, self control in the modern day is much va lued in a hero, and since Odysseus has this and shows it often he looks like a hero for our times. Odysseus being a hero in our times is quite a hard thing to distinguish on both sides as what he is more of, but his great self control and his great leadership truly shine a light on him being a great hero and role model for our times in the United States. Both of these qualities are looked for in people of our times. A hero is a person of exceptional noble qualities, courage and achievements. Odysseus has many noble qualities, and two being his self-control and leadership. Odysseus also is mainly recognised for contributing in the victory of the Trojan War and his story. He goes through many hardships with the gods and pays vengeance to the people that take advantage of his wife and his home. He also shows courage in the many things he does to make it back to his home and fight when he gets there. Odysseus shows all the traits of being a great hero in modern times, and he truly is one.

World War II One Of The Most Unforgettable Wars

World War II World War II is one of the most unforgettable wars. It harmed so many people. About 45 million civilians and soldiers died. This war ended with hate and sorrow, and now today most of the countries are friends or allies. The main leaders of war were Adolf Hitler, Winston Churchill, Joseph Stalin, FD Roosevelt, Charles de Gaulle, Hideki Tojo, Benito Mussolini, and Neville Chamberlain. The countries that were involved were United States, Germany, Italy, Japan, Britain, France, Australia, Canada, New Zealand, India, Soviet Union and China. (http://www.history.com/topics/world-war-ii/world-war-ii-history) The Second World War was started by Hitler’s invasion of Poland. Adolf Hitler wanted to rule the whole world, but it wasn’t going to come easy. Hitler would become Axis allies with Japan and Italy. Hitler was a man of power he would show that by putting Jews in concentration camps and started the Holocaust. About six million Jews would die. 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Website Design Document Web Page & Multimedia Design

Question: Format of the website design document Each student is required to prepare a design document, in the format of a report. A report generally consists of a number of pages with section headings and sub-headings. Page numbers are required on every page except the cover page. For ease of reading and marking it is suggested you also provide a Table of Contents with working links to the individual sections of the report. Use the following table as a guide or checklist for the creation of your design document. Your report MUST have the structure as indicated in the first column of the table. Before handing in your assignment, make sure that all sections are present and that they contain the information required. 1. Topic Name Description Write this as a summary of the entire website, NOT as an essay-type introduction to the assignment! 1.1. Name As it will appear on your websites homepage 1.2. Description Detailed description and purpose of the site. 2. Target Audience The type of people who will want to view your website 2.1. Demographics Discuss targets Age, Gender, Education, and Interests. And possibly their Background,Race, Disabilities, Employment Status, and Location if needed 2.2. Justification Why the specified target audience and not others? 3. Storyboards (Early sketches) 3.1. Basic sketches Initial sketches of each significantly different page. Example: Home layout, Gallery layout, and one that shows the general layout of all other pages. If you design other layouts for specific pages include them also. 4. Competitive Analysis Four (4) websites that are similar to the one you will be creating (eg. Personal Websites!) In your analysis you need to identify why you chose the websites you have analysed 4.1. Analysis of good sites (2) Use the evaluation sheet from the lab session 4.2. Analysis of bad sites (2) Use the evaluation sheet from the lab session 4.3. Summary of good and bad points Short summary of elements you are considering using in your website and those to avoid. 5. Content Requirements The Content Requirements section needs to read like an inventory of all items of information required to make the website functional; this is an unformatted section in that it requires you to note all elements needed BY NAME ONLY., The way the content is presented is to be detailed in Section 8 of the document 5.1. Content Inventory Simple list of keywords identifying ALL CONTENT for each page. Example of the Education page: Text-University of Ballarat (2013), Image-University of Ballarat, Text-Federation University (2014), Image-Federation University, Image-Myself at University, Text-ITECH2106 Information, etc. Masters students (ITECH6106) also need to identify the content inventory for the contact page. 5.2. Categories Labels See the WEBSITE OVERALL REQUIREMENTS document and organise the pages into groups. Example the two gallery pages could fall under one category affecting the way you would plan your navigation to those pages (they are still 2 pages which you will label under the one category). For further info on categories and labels, see Lecture 2. 5.3. Functional Requirements MASTERS STUDENTS (ITECH6106) ONLY You will need to detail where your forms will be located, how they function (such as JavaScript and HTML) and what will happen with the information (such as data validation and user feedback). This includes the required contact page with 4 elements and the password protected page functionality. 6. Information Architecture 6.1. Site map Graphical representation of the pages in the website, such as a hierarchical diagram; must have identifying labels and show relationship between the pages. Masters students (ITECH6106) should also indicate which page is password protected, and dont forget the contact page in the sitemap! 6.2. Wire frames Digitally-created wire frames for each significantly different page in the website (based on the Storyboard sketches) lab 4 contains directions for these. 7. Navigation scheme Identify how users will navigate the website, including the navigation from section to section, internal page to internal page, and internal page to external site. 7.1. Global navigation Description of how users will navigate the entire site. Include details of any primary and secondary navigation. 7.2. Local navigation Description of how users will navigate the pages within a category. Items you categorised together under one category (the two galleries for example), may need a drop-down menu or navigation within that category 7.3. Footer Description of the navigation available in the footer. On such a small website, include the sitemap link. 8. Content Design Full marks will only be given for the detailed description of each page within the site; 8.1. Content Layout for each page Detailed, short description of the content for all pages in the website. NOTE: description not the actual content. 8.1.1. Name of page 8.1.2. Layout of page Self-explanatory Type of media, content and layout, size of display area. Example: Type: Textbox. Content: this text contains information regarding my passion for my career, located under the navigation, spanning the width of the webpage. Size: 960px width x 200px height. Do this for each required element on each page in your website. (will continue with 8.1.3, 8.1.4, etc until each page has been discussed) Masters students (ITECH6106) also need to identify the content layout for the contact page, as well as identify what happens on the selected password protected page. 9. Visual design 9.1. Description justification of the chosen design Describe the visual design and explain why the chosen design is suitable for the website. 9.2. Description of colour scheme/ fonts chosen Description and justification for the colour scheme chosen. Identification of the main colours used in hexadecimal notation. e.g. Background dark-grey #272727; text heading #6f71fd; body text #ffffff; identify and justify each different font face you will be using. 9.3. Mock-ups of every different page This is a visualisation of the wire-frames with elements in their proper position but without any real content, other than visible navigation elements. Mock-ups should clearly show the navigation, the colour scheme chosen, as well as how content will be treated. 10. Appendix Any other information for which there is no sub-heading 10.1.Raw data collection References to the materials from which you will develop the website must be present, such as any text, images and media you will use on your website. Images can be inserted into this section or provide exact links to its location. Textual content you will use may contain links to related content; for example you may provide a link to your Federation University courses for the education page. Remember that these will need to be reworked for Assignment 2 according to the rules of writing for the web. HOWEVER do not rework the information now, keep them in their raw format! 10.2.References URL of webpages and/or references for documents from which you will use any content to be placed on the website you are developing. Answer 1. Topic and Description 1.1. Topic: PropertyGrounds 1.2. Description: In conjunction with its study to evaluate the achievability of building a Property Sales site, EPA met with potential purchasers and merchants of Propertygrounds, and other national and nearby stakeholders, to request their thoughts and recommendations about how to work such a site to best serve their needs. By and large, numerous property managers give off an impression of being ready to give data about their properties, yet fail to offer the assets needed to gather and amass extensive data and overhaul it routinely. Then again, prospective purchasers of Propertygrounds yearning however much data as could be expected to upgrade their capacity to screen properties and distinguish the properties that best meet the purchasers' criteria. On the premise of its talk with brownfields stakeholders, perceptions of data that is presently gathered about Propertygrounds, and data that is accessible to the overall population about postings of Propertygrounds, EPA is giving a recommended least set of data things that ought to be introduce for a property keeping in mind the end goal to incorporate that property in a site that rundowns Propertygrounds available to be purchased. Site administrators may need to strike a parity in characterizing least data things for theirframeworks. 2. Target Audience 2.1 Demographics: the website is intended for age groups higher than regular teens (16+) as the website would be catering the services of property so the age group above 16 can buy, rent or sale according to their basic needs. 2.2 Justification: Any audience below 16 would not be eligible as they ant legally allowed to sell, rent or buy the property hence the age group would be 16+ only. 3. Story Boards 4. Competitive Analysis 4.1 Analysis of good Sites: 4.1.1 Zillow.com.com: 4.1.2Realtor.com: 4.2 Analysis of bad sites 4.3 Summary 5. Content Requirements 5.1 Content Inventory: 5.1.1.Property Information Page: Property Image Property Name Property Address Property Location Map Property Owner Details Property Status 5.1.1.1. Home Page: Property Images (Random) Property Samples Recent Sales Search Bar with different selectable options 5.2. Categories and Labels: 5.2.1 Galleries 5.2.2 Property locations 5.2.3 Property Management 5.2.4 Content Management (6). Information Architecture 6.1 Site Map 6.2 Wireframes 7. Navigation Scheme 7.1 Global Navigation The essential capacity of a site ought to be to permit clients to effectively seek a database of Propertygrounds. The optional capacity of a site ought to be to permit clients to include or overhaul the records in the database. This is an imperative capacity for Propertygrounds on the grounds that; (1) the Brownfields Program keeps on growwing and new properties are always being added to the project, (2) properties need to be expelled from the information base in light of the fact that they are sold or for different reasons, (3) new data to portray defilement is being acquired as properties travel through the site evaluation procedure, and (4) property managers keep on receiing new motivators to redevelop their properties and data about these motivating forces ought to be conveyed to potential buyers. 7.2 Local Navigation The Local navigation can be done using the breadcrumb and menu buttons provided so that the user can navigate to all the pages irrespective of the current location. 7.3. Footer The footer would contain the regular menu Contact Us, and copyright information as the menu and navigation would be handled majorly by the global and local navigation 8. Content Design 8.1. Content layout 8.1.1. Name of page: Home/Index Page 8.1.2. Layout: Type: Image Gallery. Content: Contains images of the property Size: 360px width x 200px height. Type: Search Option Content: Search Tab Size: Left corner of the website 360px width x 200px height. 8.1.3. Name of page: Property Information 8.1.4. Layout: Type: Image Gallery. Content: Contains images of the property Size: 360px width x 200px height. Type: Property Information Content: Property Tab Size: Left corner of the website 360px width x 200px height. Type: Location Map Content: Property location on google map Size: Left corner of the website 360px width x 200px height. 9. Visual Design 9.1 Description justification of the chosen design The outline of the property may incorporate an immediate connection to an alternate site or an alternate database that gives more point by point data. Connections to different wellsprings of data can be fulfilled through two programming techniques. The easiest strategy is to give a connection to the landing page of an information supplier. All things considered, it might be essential that the client run an alternate inquiry to discover the data portrayed. The second system is to connection straightforwardly into the database of the information supplier. The client would have prompt access to all accessible data; and no extra looking would be fundamental. The second technique has clear favorable circumstances for the client, yet it is significantly more confused from a programming viewpoint. The system obliges an abnormal state of participation between the administrators of a site of Propertygrounds and information suppliers. As a rule, specialized snags may make the second technique unreasonable. 9.2. Description of colour scheme/ fonts chosen Background: #FFFFFF Reason: Better display and also great for viewing on mobile devices as well. Font: #000000 Reason: Black and shows best on any devices 10. Appendix 10.1. Raw Data CollectionTo add properties to the database, information suppliers could be given alternatives. The number and sorts ought to be needy upon the potential number of information suppliers, whether the database will be nearby state, provincial, or national, and the degree of value control of the information. Case in point, the accompanying choices may be fitting for a state or national database: use an online information entrance structure. The information supplier just rounds out the structure on the website page. The information are added to the database when the client clicks an "Upgrade" catch at the base of the screen. download a duplicate of the site's information structure in a MS Access position. A straightforward client manage (one or two pages) giving specialized rules for either a beginner client or a database pro could be arranged and made accessible for downloading alongside the MS Access database. After all information have been moved into the MS Access database, the information supplier sends the MS Access database once more to the administrator of the site by email or document exchange convention (FTP). The alternative permits the information supplier to finish the document when advantageous and to create their own duplicate of the data gave. Submit vast volumes of information in computerized arrangement, for example, MS Access or ASCII comma delimited. The information could then be foreign made into database for the site. 10.2.References Chao, D. (2005). The Designing of Web Services to Deliver Web Documents Associated with Historical Links. International Conference On Next Generation Web Services Practices (Nwesp'05). doi:10.1109/nwesp.2005.73 Mohorovicic, S. (2013). Implementing responsive web design for enhanced web presence. Information Amp; Communication Technology Electronics Amp; Microelectronics (MIPRO), 2013 36Th International Convention On, 1206-1210. Retrieved from https://ieeexplore.ieee.org/xpl/login.jsp?tp=arnumber=6596440url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D6596440 Shih, T., Jianhua Ma, Huang, R. (1999). The design and implementation of a distributed Web document database. Proceedings Of The 1999 ICPP Workshops On Collaboration And Mobile Computing (CMC'99). Group Communications (IWGC). Internet '99 (IWI'99). Industrial Applications On Network Computing (INDAP). Multimedia Network Systems (MMNS). Security (IWSEC). Parall. doi:10.1109/icppw.1999.800116 Yao, J., Li, J. (2006). Practical Design and Implementation of Web-Based Document Management Systems. 2006 10Th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW'06). doi:10.1109/edocw.2006.57

Instructional Model for E Essay Example

Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation Instructional Model for E Essay Example Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation