Why College Athletes Should Be Paid Essay Example For Students

Why College Athletes Should Be Paid Essay For some people, sports games are just the activities that they can enjoy watching them. For others, it is a lifestyle. Students can choose any profession for studying. However, some of them are going in for sports. Education costs a lot of money and scholarships are good options for covering those expenses. Other students may envy them. However, not many of them know how it is difficult for to combine studying process and sport. They also write essays, term papers, thesis statements, etc. For now, there are many articles about whether college athletes should be paid and all of them provide their arguments. One of them is that the possibility to earn while playing sports makes young generation focused only on money. Today, the young generation has a lot of different interests and stuff to do. Not all of them can play sports games only for self-improvement and reaching high goals. Everyone is different. Some students need to take care of their brothers and sisters or help parents. To be rewarded for your efforts, it is what everyone wants. It is common knowledge that money can be as a great means for motivation. It helps athletes to practice harder. Every student knows that if you do not lose anything depending on the results of their efforts then it is not so valuable. By knowing that you may lose the possibility to earn some money, helps to encourage yourself and do everything you can to win. It becomes a personal responsibility everyone. We will write a custom essay on Why College Athletes Should Be Paid specifically for you for only $16.38 $13.9/page Order now Another argument is that students are too young and do not know how to spend money wisely, so they should not receive them for playing sports. It sounds very persuasive for some people, but there are always pros and cons to such questions. From one side students may buy cigarettes, alcohol or even drugs. However, from another side there much more pluses. Students can spend money on buying healthy food, new sneakers or training equipment, medicine for injuries and other things that can help to improve themselves. The ways of how they are going to spend money depend on their upbringing and surrounding. That is why it is important to teach young generation how to spend earnings properly. As an example, many famous athletes have become famous and rich. Nevertheless, some of them do not know what to do with their wealth and they are starting with large parties, alcohol and then try drugs. The reason is that all of them have received a lot of money too rapidly. Sport students do not need t o receive the millions of dollars, but they must be financially rewarded. Money that is generated on their accounts can be gradually given them out. As a result, they can prioritize their needs and spend earning rationally. For the last point, it is that it may not seem honest, when athletes keep the development of sports industry of the country and do not receive rewards for that. They may not be as famous as professional leagues, but organizers of matches earn a lot of money on marketing, selling tickets, food, t-shirts and other different stuff. As athletes are the vital parts of such events, it is not fair that they do not receive financial reward. Everyone deserves to be paid for their efforts, especially for athletes. They work a lot and make it real to conduct exciting sports events. If not to start to support them financially at least in small ways, there will not be future for college sport. It will just fade away, because of student-athletes shortage. .u2ddec1e06b5966051adfae61418bc066 , .u2ddec1e06b5966051adfae61418bc066 .postImageUrl , .u2ddec1e06b5966051adfae61418bc066 .centered-text-area { min-height: 80px; position: relative; } .u2ddec1e06b5966051adfae61418bc066 , .u2ddec1e06b5966051adfae61418bc066:hover , .u2ddec1e06b5966051adfae61418bc066:visited , .u2ddec1e06b5966051adfae61418bc066:active { border:0!important; } .u2ddec1e06b5966051adfae61418bc066 .clearfix:after { content: ""; display: table; clear: both; } .u2ddec1e06b5966051adfae61418bc066 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2ddec1e06b5966051adfae61418bc066:active , .u2ddec1e06b5966051adfae61418bc066:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2ddec1e06b5966051adfae61418bc066 .centered-text-area { width: 100%; position: relative ; } .u2ddec1e06b5966051adfae61418bc066 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2ddec1e06b5966051adfae61418bc066 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2ddec1e06b5966051adfae61418bc066 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2ddec1e06b5966051adfae61418bc066:hover .ctaButton { background-color: #34495E!important; } .u2ddec1e06b5966051adfae61418bc066 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2ddec1e06b5966051adfae61418bc066 .u2ddec1e06b5966051adfae61418bc066-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2ddec1e06b5966051adfae61418bc066:after { content: ""; display: block; clear: both; } READ: How to Write a Diagnostic Essay

Top 10 Online Tools for Writers

Top 10 Online Tools for Writers Top 10 Online Tools for Writers Top 10 Online Tools for Writers By Ali Hale All writers need a helping hand now and again – and having the best tools at your fingertips can make a huge difference. I’ve picked my favourite tools that will work for almost all writers – whether you’re a blogger, a novelist, a freelancer, or (like me) a bit of everything. We’ll take a look at: Four tools to help you focus when you’re writing – for many writers, this is the biggest challenge! Four tools to help you store your writing safely (and collaborate with others, too). Two nifty tools you’ve almost certainly not come across before. Of course, I’d love to hear about your favourite tools too – feel free to leave a comment below. Note: I’ve tried to avoid having much overlap with my list of tools to help you write the perfect essay, so you might want to take a look at that too (particularly for suggestions of tools that’ll help you edit). Tools to Help You Focus These four tools are all ones that’ll help you stay on task with your writing. In a world of distractions, it can be surprisingly difficult to just sit down and write. #1: Noisli (free), from Noisli While I generally like listening to Metallica while I write, sometimes I want a slightly more chilled-out vibe. Nosili is a great online tool that allows you to create your own combinations of background noise to help you focus. I like a combination of â€Å"wind† and â€Å"leaves† but you might prefer something else entirely. (Just don’t get so distracted experimenting that you forget to actually write!) Tip: If you’re really into the coffee shop sounds, try Coffitivity, an online tool that â€Å"recreates the ambient sounds of a cafe to boost your creativity and help you work better.† #2: Zen Pen (free), from Tim Holman Most writing apps come with lots of extra options, in menu bars or sidebars. There are plenty of online tools, though, that offer a â€Å"distraction-free† writing environment – and Zen Pen is one of the best options. In Zen Pen, you can do some minimal formatting (bold and italic text, and links) by highlighting text and clicking a button on the tiny menu that pops up. If you’re writing, say, a blog post, this is very handy but non-intrusive. You can save your work (in HTML, plain text, or Markdown), or you can simply copy and paste it into a wordprocessing program or your blog editor – the formatting should remain intact. Tip: If you prefer to write offline, try Dark Room (for Windows): I used it to draft the whole of my first novel. It’s a distraction-free plain text writing environment, and comes in a fetchingly retro green-on-black – you can change the colour scheme under Edit Preferences, though, if you prefer something different. #3: RescueTime (free), from RescueTime I’ve tried a bunch of different time-trackers over the years, and RescueTime is the one I keep coming back to. As well as the online interface, you’ll need to install the app on your computer (or other devices, if you want to track your time in multiple places). It’ll record exactly how long you spend on different activities – including tracking specific websites, so you can see where your time is going. If you’re a bit prone to getting distracted, or if you can’t quite figure out why you’re not getting more writing done when you’re at your desk, RescueTime is a great app to try out. You might be surprised or even a bit dismayed by how you’re actually using your time. (I’m tend to find that I spend less time writing in Word than I think and rather more time in my web browser than I’d have estimated!) Tip: The premium version of RescueTime gives you a lot more features – for instance, it allows you to track and label time you’ve spent away from the computer. For most writers, though, the free version is a great way to become more aware of your habits and how you’re spending your time. #4: Write or Die (free), Dr Horrible If you spend too much time staring at the screen, trying to come up with the perfect sentence, then Write or Die is for you! If you stop writing for too long, your screen turns red and it plays a horrible squeaking/screeching noise – a great incentive to start typing again. There a definite gamification vibe going on here, with a â€Å"Leaderboard† of top writers (each identified only by their auto-generated username). You can even set Write or Die to â€Å"Kamikaze† mode, where it’ll start deleting your words if you stop typing for more than a few seconds (don’t worry, it deletes them quite slowly and it stops as soon as you begin typing again). The homepage of the Write or Die website has a lot going on: all you need to do to get going with your writing, though, is to click the â€Å"Ready† button on the bottom left. Tip: If horrible noises and a bright red screen are more terrifying than motivating for you, you can also use Write or Die in â€Å"reward† mode, where you get regular pictures of kittens and encouraging purrs. Places to Keep Your Writing There are plenty of online tools that you can use to store your writing or even to publish it. These are a few of my favourites. #5: Google Docs (free), Google As a freelancer, I use Google Docs a lot: several of the blog editors I work with want my posts as a Google Doc. This allows them to work on the post as a team – often, one person will do edits, another will source images and format the post, and so on. Even if you won’t be working collaboratively with others, Google Docs can be a great tool. It means you can access your work from anywhere with an internet connection – very handy if you might sometimes be writing, say, during your lunch hour at work, or at a computer in your local library. Tip: Chances are, you already have a Google account (maybe you created it to use for Chrome or YouTube, or your Android phone). If you don’t, you can create one here. #6: Evernote (free), Evernote Corporation If you have a lot of different writing ideas, plans, checklists, and so on Evernote is a great place to store them. I use it for almost everything: my blogging content calendar, lists of blog post ideas, the next steps I need to take with marketing my novel, writing my short newsletter articles, and more! With Evernote, you can create multiple â€Å"notebooks† to hold your content (though the search feature is very helpful and I don’t tend to bother filing my notes very assiduously). Notes can include all the formatting you’re likely to want – and you can even include images or video. You can sign into Evernote from any device using the web interface, and you can install the Evernote app on your computer / tablet / phone so you can read and write notes offline. You can also share notes with other Evernote users – or email them to anybody, direct from Evernote. Tip: If you want to use the Evernote app on more than two devices, you’ll need to pay to upgrade to a premium account. However, if you’re happy using the web interface, you can login from as many extra devices as you want for free! #7: Dropbox (free), Dropbox, Inc. Dropbox lets you store your files on your computer and in the cloud, painlessly syncing them whenever you save anything into your Dropbox folder. It’s a really easy system to use – and you can share Dropbox folders with other people. It works with any type of file – I keep all sorts in my Dropbox folder, from baby photos (.jpgs) to blog posts (.docx) to Scrivener files (.scriv). Obviously, you’ll need the right software on your computer/device to actually open the files. You can access Dropbox from any computer by signing in on the web, so even if you’re travelling, you can still get all your files. Plus, if your computer suddenly dies on you – you won’t lose all your files. Tip: If you install the Dropbox app on your computer, saving your files to Dropbox is very simple: just save them as normal, into the Dropbox folder. (You can create as many subfolders as you want.) Dropbox is basically the equivalent of a â€Å"My Documents† folder for me. #8: WordPress (free), WordPress Foundation You’ve probably heard of WordPress and it’s a great tool for many different writers. You don’t necessarily have to be a blogger in order to use WordPress: you might want to use it to create a simple one-page website, for instance. I rarely write straight into WordPress – I prefer to draft in Word or Evernote – but there’s no reason not to. If you’re working from several different computers, you can easily login to WordPress and carry on with a draft post wherever you left off. There are plenty of other blogging platforms out there, of course – but having tried a few, I definitely feel that WordPress is the best. Tip: There are two types of WordPress: hosted (WordPress.com) and self-hosted (WordPress.org). If you don’t want to register a domain name and pay for your own hosting, WordPress.com will suit you best; if you want lots of features and full control, go with WordPress.org. Other Handy Tools Finally, I wanted to share two nifty little tools that you almost certainly won’t have heard of – but that you might find yourself growing to love. #9: Texthandler (free), Mykhailo Dovzhyk Texthandler is a simple tool that can help with some common and frustrating editing tasks, particularly if you’re preparing lengthy documents – like a book manuscript – for publication. Do you put two spaces after each period by habit (even though you know it’s not the accepted modern style)? If so, just write in the way that comes naturally, then use Texthandler to strip out all those double spaces and replace them with single spaces. It’s super-fast! (The main drawback here is that Texthandler uses plain text only, so if you copy and paste your beautifully formatted blog post, you’ll lose all your subheadings, bold text, and so on.) Texthandler can do a lot more, too, like removing line breaks that have appeared in the middle of paragraphs – a very common issue when you’re trying to copy and paste from a .pdf. Tip: Texthandler is a fairly bare-bones tool, and it may take you a few minutes to figure out the right options to use for what you’re trying to do. If you don’t get the results you expected the first time round, try selecting / checking different options beneath the box where you paste your text. #10:   Ã¢â‚¬Å"Take Three Nouns† Writing Prompt (free), WritingExercises.co.uk I co-ordinate a (rather sporadic) writing group, and quite often, we use this tool for group writing exercises. It’s a fun way to come up with writing prompts, and it works easily on my phone, so I don’t need to prepare anything in advance. Simply click the button, and use the three nouns you get to write a story – or a poem, a blog post, or whatever else you want to work on. If the words you get don’t inspire you at all, click the button again to get fresh ones. Which of these tools do you need in your writing life? Give them a go today! If there’s a different tool you love, just let us know in the comments below. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†The Six Spellings of "Long E"Ebook, eBook, ebook or e-book?

Cave Hyena Facts and Figures

Cave Hyena Facts and Figures Name: Cave Hyena; also known as Crocuta crocuta spelaea Habitat: Plains of Eurasia Historical Period: Pleistocene-Modern (2 million-10,000 years ago) Size and Weight: About five feet long and 200-250 pounds Diet: Meat Distinguishing Characteristics: Long hind legs; strong jaws with sharp teeth About the Cave Hyena (Crocuta crocuta spelaea) Its not quite as well known as the Cave Bear or the Cave Lion, but the Cave Hyena (Crocuta crocuta spelaea) must have been a common sight in Pleistocene Europe and Asia, to judge by this megafauna mammals numerous fossil remains. As you can guess from its name, this hyena liked to drag its kill (or, more often, the kill of other predators) back to its den, for which purpose it was equipped with longer, more muscular hind legs than contemporary hyenas (of which the Cave Hyena is now classified as a subspecies, rather than a separate species as had previously been thought). One network of caves in Europe has yielded tantalizing evidence about the Cave Hyenas favorite prey animals, with Przewalskis Horse and the Woolly Rhino ranking high up on the dinner menu. Like most opportunistic predators of the Pleistocene epoch, Cave Hyenas occasionally preyed on early humans and hominids, and they werent shy about stealing the hard-earned kill of packs of Neanderthals (which might well doom them to starvation). Where Crocuta crocuta spelaea and the ancestors of modern humans really mixed it up was in the competition for habitable space: paleontologists have identified caves that bear evidence of alternating populations of Cave Hyenas and Neanderthals, a pattern that evidently repeated itself over thousands of years. In fact, the Cave Hyena may have been doomed by the encroachment of early humans on its rapidly dwindling caves, which grew even scarcer after the last Ice Age, about 12,000 years ago. Like many other animals with which our ancestors shared their hard-won territory, the Cave Hyena has been immortalized in primitive cave paintings. One cartoon-like representation can be found in the Chauvet Cave in France, dating to about 20,000 years ago, and a small sculpture (carved from the ivory of a Woolly Mammoth!) was created a few thousand years after that. Its likely that both early humans and Neanderthals memorialized the Cave Hyena as a kind of demigod, and also painted it on the walls of their caves in order to capture its essence and facilitate success in the hunt. (Its unlikely that early Homo sapiens targeted the Cave Hyena for its stringy meat, but its pelt would have been valuable in winter, and anyway it was a good idea to eliminate the competition!).

Arbitration Process Versus Litigation Essay Example | Topics and Well Written Essays - 3500 words

Arbitration Process Versus Litigation - Essay Example The law that regulates actual arbitration procedure, next to the specific law or rules that arbitral tribunal has to use in the matter and finally law for recognition and enforcement of the decision of the arbitral tribunal, known as an arbitration award. The laws governing arbitration proceedings may be same but it is not necessarily so always. Since most of the international arbitration take place in a neutral country to which neither the arbitrating parties belong. So the law of the proceedings, as applied to the matter of the case and known as substantive or applied law, may be different from the law of enforcement of the award. For example, an arbitral tribunal sitting in England will have English law for a place of arbitration but may need to apply New York law as substantive law1. Compared to the courts of law, arbitration is a â€Å"primitive’ way to resolve the issues which is simple because of less formality and expense. The person deciding the dispute has the qualification that he is accepted for arbitration by two parties.2 For example, two merchants disputing over damage to their goods would turn to and accept the judgment of a third, fellow merchant. Actually such had been a community practice to maintain peace and harmony among members of business community3. Why International Arbitration? The answer may come from the fact that sometimes the national law is not sufficient to resolve disputes between warring parties. For e.g. A corporation based in the USA contracts another in Germany. The contract is for setting up a power plant in Egypt with any disputes to be arbitrated in London. Now, if a dispute arises and one of the party refuses to arbitrate or the losing party refuses to carry out the award. No national law can resolve the dispute in such case and is an International treaty was necessary to link the national laws and respecting the award (see footnote 1 p. 4).

Tourism development Essay Example | Topics and Well Written Essays - 1000 words

Tourism development - Essay Example In fact, there are many unique and new developments in tourism. This paper will examine three types of tourism developments that have changed in recent years. The first item we will examine is the rise of ‘green’ or eco-tourism. Next, we will examine World Heritage Site tourism, which is a branch of more traditional style historic destination travel. Finally, we will look at ‘pro-poor’ tourism, or travel set up to benefit local impoverished economies. In addition to examining these three types of tourism, we will see the advantages of each and the overall benefits of each as compared to more traditional tourism. The first area of change in regards development approaches to tourism is with green or eco-tourism. Uddhammar (2006, p. 659) defines eco-tourism as tourism that: (1) contributes actively to the conservation of natural and cultural heritage; (2) includes the local communities in it’s planning, development, operation, and well-being; (3) interprets the natural heritage of the destination to visitors; and (4) lends itself best to independent travelers or small size organized groups. (Uddhammar,2006, p.659). Eco-tourism would encompass more than random nature tourism. Mergg (2007, p. 3) gives key elements that would distinguish eco-tourism, such as minimizing the impact of various infrastructures. This includes limiting hotels and other buildings by using local materials that are safe, recyclable, and sensitive in design to the ecosystem. Also, Mergg emphasizes how education is a substantial part of the eco experience. Before the trip, the tourists should have read educational materials on the area and be trained on how to minimize their impact to the environment. A code of conduct should be in place along with well trained guides to make sure the vacation goes as intended. Finally, before the trip occurs, partial revenue streams involved such as plane fare would help benefit the area. Mergg goes on to

Comparison of Characters in Aphra Behn’s The Fair Jilt and Samuel Richardson’s Clarissa :: Compare Contrast Richardson Behn Essays

Comparison of Characters in Aphra Behn’s The Fair Jilt and Samuel Richardson’s Clarissa Superficially the characters Clarissa Harlowe and Miranda seem, not only to be extremely different, but complete opposites. Clarissa is an exemplary model of virtue and goodness. Samuel Richardson presents her as a chaste and innocent daughter. She is forced from her duty by a conniving brother into the arms of a manipulative man. She is the victim. Miranda is the villain of The Fair Jilt. Aphra Behn portrays her as a woman who knows what she wants and will do anything to get it, including murder. Miranda has no regard for family and is driven only by her desire for quality. On first reading, it seems that Miranda is manipulative and Clarissa is being manipulated. However, if one looks closely at these two characters, it becomes clear that they have a great deal in common. Both women are strong, intelligent and independent. Lack of parental control influences both of them, as do the inheritances they both receive from deceased family members. The characters of Clarissa Harlowe and Mi randa, although strikingly different, are also revealingly similar. Miranda and Clarissa both lack parents. Miranda’s parents pass away, leaving her an orphan and completely alone in the world, except for her sister. Her lack of a guardian gives her a large amount of personal control. Miranda must decide what to do with her life. â€Å"†¦the fair Miranda, whose parents being dead†¦ put herself into this enclosed religious house† (Behn 32). The phrase â€Å"put herself† is very important to both the story and the character. Miranda now has power over herself and this is both new and dangerous. Her freedom from parental control also has a heavy influence on her courtships and eventual marriage. If her father were still alive, Miranda would not have chosen her own husband. Her match with Prince Tarquin probably would not have come to pass. Although Prince Tarquin has a great name and â€Å"quality,† he does not have a lot of money. Miranda’s obsession with Henrick also would never occur because she wou ld never have entered the convent. Likewise, Clarissa suffers much from the absence of her parents. Her father is weakened by the gout. In his absence, James Harlowe Junior takes control of the family. Throughout the novel, Clarissa is asking her father to take control and tell her what to do.

SERVICE LEARNING IN ENGLISH LANGUAGE TEACHING

AbstractionThis research will analyze the evidences for implementing SL at University of Prishtina, by analysing the pupils ‘ attitude towards SL. It will concentrate in happening the most appropriate methods of how to implement SL in ESL and motivate instructors and pupils to be portion of it. The survey will be investigated through pupil ‘s questionnaire, teacher ‘s questionnaire, and concentrate group where pupils will be take parting. These methods will be used in order to analyze the pupils ‘ experience and sentiments on service acquisition in ESL, and teacher ‘s readiness and willingness to integrate Service Learning in their ESL instruction environment. The survey will reply the research inquiries and formalize the hypotheses. Analysis of consequences will be used in order to set up the evidences for implementing Service Learning into the bing course of study in ESL plans and giving the pupils an chance to use experience and cognition in existent life state of affairss.IntroductionService Learning isa new attack that merges the academic work with existent life state of affairss, this encourages the pupils to reflect on their ain experience in life and believe in a critical manner about it.Its chief constituents are reflection and experience. Service acquisition is built on squad work, it combines larning aims with service aims, Teachs duty to immature pupils and raises community demands awareness through instruction. The concluding end of Service Learning is run intoing class contents while prosecuting pupils in acquisition by making and reflecting upon their ain experience. The brooding action and the experience that is put frontwa rd in this type of larning develops pupil ‘s intelligence and forms their manner of larning while taking to organize their single course of study. Harmonizing to Dewey: â€Å" Education should promote engagement within the community, develop accomplishments that will work out existent life jobs, and learn the pupils to go responsible citizens † ( Dewey, 1938 ) . This thought is implemented in US instruction system. In station communist states such as Kosovo community based undertakings were non portion of instruction. Education was led by an iron-fist methodological analysis that was implemented in national course of study, which glorified the communism as a perfect political orientation. There was no room for inventions or any sort of service other than Communist. However, this epoch came to an terminal and gave room to new epoch and political orientations that will convey productive methods and attacks in instruction. As a consequence of the stray policy that former Communist states experienced today the demand for Service Learning in the Balkans is bigger than of all time and the demand for its execution into national course of study is critical. The industrialisation, globalisation challenges and the new world in Kosovo require an advanced instruction, a manner that will put the focal point in existent life, in the community and the existent jobs, a manner based on acquisition by making. There is an inaugural about implementing Service Learning in the Balkans. Since this correlates with to day of the month democracy, and this being the primary focal point of the Balkan states the involvement grows every twenty-four hours. To exemplify the attempt for implementing SL in ESL I will advert some enterprises: Service Learning Conference, held in Bijela, Montenegro in June, 2006 under the subject: â€Å" Increasing Community Impact and Educational Outcomes in Higher Education † . This was a plan that was developed by the South – Eastern Europe Junior Faculty, and was supported by the American Councils. This was an enterprise for the Balkans and it continues to develop and spread out as a plan in the part. On schoolroom execution of SL it is valuable to advert the innovator of this method in FYROM, severally in the SEEU, Aida Koci. As a JFDP alumnus she modified her talks in order her pupils to understand the challenges that particular needs pupils face every twenty-four hours. This speaks loud that service Learning can be implemented in every class topic, in this peculiar one she used her â€Å" Needs Analysis † class to make and affect pupils in a meaningful seminar where they had the opportunity to personally hear the challenges of two handicapped pupils and the experts of that field. Ms Koci ‘s hope that the pupils will reflect on the experience and the cognition gained from this undertaking in their future employment as instructors marked this enterprise as a milepost in the huge see of SL chance.1.1 Research AimsThe general purpose of this research is to research instructor ‘s willingness to implement SL into ESL plan. At the same clip, the research will analyz e the pupils ‘ positions on SL as a undertaking oriented plan. The probe of this research will be done through a questionnaire and a focal point group.1.2 The major aims of this survey are:To place the possibilities of farther implementing SL at University of Prishtina. To analyse the pupils ‘ attitude towards SL. To urge the most appropriate methods of how to implement SL in the course of study and motivate instructors and pupils to be portion of it.Literature ReviewService acquisition is dedicated to implement alterations within an educational system by perpetrating to it with serious motive that derives from agent ‘s involvement, emotions and spirit. These tools make Service larning a device that will take towards a alteration that will ensue with higher thought accomplishments in scholars, improved ability to reflect on experience, better apprehension of existent life jobs, battle in the community where scholar lives, and readying for life outside of the schoolroom. A young person geared with such accomplishments will without any uncertainties pave the route to a brighter problem-solving hereafter. A peculiar topic that requires a particular involvement in my part and besides broader is the ESL plan and the debut of Service Learning in this plan. The common inquiries that ESL instructors ask are the undermentioned: 1. Have my pupils learned what they were taught? 2. Can they utilize what they were taught in existent life state of affairss? 3. Is at that place knowledge functioning them in category merely? 4. And eventually, can they be fluent in existent life state of affairss when utilizing English Language? Thankss to the work and theories of many research workers the first stairss are taken towards implementing positive alterations to current instruction and ESL. The pillar of this thought was installed by John Dewey, to whose work and accomplishments we must mention when talking about larning based on experience. In Experience and NatureDewey provinces that experiential acquisition has an impact on epistemology, ( quoted by Kolb 1984, p. 161 ) : â€Å" aˆÂ ¦the ways in which we believe and expect have a enormous consequence on what we believe and expect aˆÂ ¦ We discover that we believe many things non because the things are so but because we have become habituated ( to them ) through the weight of authorization, by imitation, prestigiousness, establishment, and unconscious consequence of linguistic communication † . These two impressions that Dewey emphasized: the connexion of the pupils with acquisition, and how pupils know what they know is in fact believed to ease 2nd linguistic communication acquisition at best because is self- goaded manner and non imposed by another party, authorization, or a instructor. Besides experience, contemplation is another important constituent of the learning rhythm. Harmonizing to David Kolb: â€Å" The scholar is straight in touch with the worlds being studiedaˆÂ ¦ ( He or she has a direct brush with the phenomenon being studied ) , instead simply believing about the brush or merely sing the possibility of making something with it † . This construct is non new, and it is a really of import 1 for ESL categories excessively. Language scholars need a context that they understand and which is meaningful excessively. Here is what Mary Ann Christison, in â€Å" Applications of Brain-Based Research for Second Language Teaching and Learning † ( 1999 ) , inferred about the meaningful context in Language Learning ( quoted by Minor 2001 ) : â€Å" Facts and accomplishments that are taught in isolation and non connected to something meaningful can non be remembered without considerable pattern and dry run†¦ Second linguistic communication schoolroom activities that are meaningful create an ideal acquisition chance for 2nd linguistic communication pupils to larn more information in a shorter clip, with less attempt † . In an ESL category pupils ‘ cognitive accomplishments and acquisition enhances merely when they are exposed to context that relates to significance. Harmonizing to Laura Latulippe ( 1999 ) pupils ‘ proficiency in linguistic communication is in direct correlativity with the sum of their exposure to meaningful context and they should be exposed to it wheresoever and whenever possible. Another benefit for the pupils of ESL is the development of humane values ( Minor 2001 ) , and the true image about the society and its value. On this Howard Berry and Linda Chisholm ( 1999 ) , believe that: â€Å" Foremost among the intents ( of higher instruction ) is that of giving immature grownups the accomplishments and comprehensiveness of cognition to believe profoundly about the constructions of their society and to allow values which must regulate their personal and professional lives ( p.12 ) † . Service larning in ESL may travel out of their schoolroom and utilize what they have learned, reflect upon that experience and what they learned when they are back in category in order to heighten acquisition, and it promotes humanist values. Harmonizing to Kendall: an effectual plan is the 1 that has the undermentioned elements: Engages people in responsible and ambitious actions for the common good ; Provides structured chances for people to reflect on their service experience ; Articulates clear service and learning ends for everyone involved ; Clarifies the duty of each individual and organisation involved ; Includes preparation, supervising, monitoring, support, acknowledgment and rating to run into service and learning ends ; Is committed to plan engagement by and with diverse population ( Kendall, 1990, p.40 ) .Previous Studies and ResearchA reappraisal of the old surveies that are conducted in the field of SL in linguistic communication acquisition will supply the evidences for important replies to the inquiries being investigated. SL is instead a immature field and as a consequence of this the pool of researches that are conducted in this filed is non every bit deep as is the topic ‘s demand. Previous surveies and researches are conducted in order to light and clear up the importance and the positive consequence of Service larning in ESL in order to set up the development of this plan. Many establishments since 2000 have implemented Service larning in their Curricula. Sacred Heart University, to advert one, has successfully integrated SL in their ESL categories. Their ESL pupils go into the community on hebdomadal footing and they visit and serve to a local soup kitchen, an simple school, a tutoring bureau, a retirement community, a Habitat for Humanity building undertaking, etc. The services they offer are assorted, get downing from fixing and functioning nutrient, helping instructors, tutoring, etc. In category they reflect to legion feelings, ideas, experiences and observations they ‘ve had. They besides research and read about the issues they have observed in field ( homelessness, intervention of the aged, childhood instruction ) ( Minor, 2001 ) . Another interesting service larning undertaking is Mullaney ‘s which grouped Latino pupils of ESL with Spanish pupils whose native linguistic communication was English. This gave both groups an chance to hold a colloquial spouse and enabled a bipartisan information exchange and experience. To heighten their lingual development they were integrated into the community college, this was done with the purpose to do them experience as portion of the community and besides to give them the chance to pattern English linguistic communication while discoursing with native talkers. The pupils did non hold this opportunity to interact with native talkers in mundane life. In this undertaking they performed a service that was identified demand into the community, developed their sense of caring for others, their civic duty, and it enhanced their linguistic communication larning experience ( Hellebrandt, 1999 ) . Dawson ‘s ( 2006 ) service -learning undertaking engaged the Sitka Tribe in Alaska. The pupils ‘ service in this undertaking was to interview the seniors of the Sitka Tribe in order to document their verbal history into written. The pupils besides assisted them in interpreting from their Indigenous into English. This divine native American pupils to larn more about their cultural heritage and imposts and history while heightening their academic accomplishment in History. A similar service acquisition undertaking is integrated in the course of study of the University of Prishtina, Department of English Language and Literature. Junior pupils group comprised of 12 pupils were engaged to finish 30 hours of interlingual rendition for a local intelligence bureau â€Å" Kosova Live † . They had to interpret the intelligence, edit, save the interlingual rendition, and header with deadlines. On completion of this undertaking the pupils had to convey a file of their interlingual renditions to their instructor, for the portfolio appraisal. The educational goalsin this undertaking were: Career readying ; Students will better their Albanian- English interlingual rendition skills.Standards mete the followers: Students will understand and construe written linguistic communication on a assortment of subjects ; Students present information, constructs, and thoughts to an audience of readers on a assortment of reliable subjects ; Students demonstrate apprehension of the nature of linguistic communication through comparings of the linguistic communication studied and their ain ; Students use the linguistic communication both within and beyond the school scene. The spouse in this undertaking Kosova Live Agency benefited from this coaction from the translated intelligence into Albanian and the service was provided for free. The professor proofread the interlingual rendition work of the pupils and identified the grammatical or vocabulary constructs in which pupils need to better. Then the instructor created lessons to assist them learn/practice those constructs. Besides, the pupils received points in category for finishing the interlingual renditions accurately in the signifier of a undertaking o r assignment. This was the appraisal of the pupil larning ends.Research QuestionsQ1: Why should we advance service-learning? Q2: Why is it of import that service-learning be incorporated in the traditional course of study? Q3: How can service-learning be incorporated in linguistic communication larning course of study?Research HypothesissH1. Service acquisition is a cutting border methodological analysis that helps non merely the community but pedagogues and scholars besides it can be adapted to any class that is taught in the school. H2. Service larning helps pupils understand better the content of the class because they learn by making which fits in with the ends of the Bologna procedure. H3. Service larning gives pupils an chance to utilize their cognition in a socially meaningful context which improves the relevancy and pertinence of their cognition.Research Design and MethodologyData Gathering ProcedureThis present survey will do usage of implementing processs to accomplish the intent of the survey:4.1 ParticipantsParticipants in this research will be pupils of the English Language Department at SEEU in Tetovo, and Mechanical Engineering Faculty University of St. Cyril and Methodius in Skopje. The pupils will be chosen based on their experience and consequences, and besides based on their instructors ‘ mention.MethodologyThe research methodological analysis that will be used in this research is quantitative method that will be gathered through: pupils ‘ and instructors ‘ questionnaire and focal point group. The questionnaires will be distributed to the pupils at the SEEU and Mechanical Engineering Faculty. In both establishments Service Learning has been introduced since 2006, and the choice of the pupils will be done based on their 5 twelvemonth engagement in this plan. Teacher ‘s questionnaire will be used in order to measure instructors ‘ engagement in SL plans and their motive for SL undertakings. Focus group is a group activity for pupils ‘ development and the purpose of this method is to mensurate how they will run into the class content and the addition larning through SL undertakings. Finally, figures, charts, and tabular arraies will be included and analyzed in the research paper in order to hold a clear image of the survey.4.3 ProcedureA pupil ‘s questionnaire will be distributed in order to obtain informations related to pupil ‘s background and their perceptual experience of SL. Students will be given instructions and the research worker will explicate the intent of the questionnaire. Afterwards, a instructor ‘s questionnaire will be distributed in order to derive general information in relation to teacher ‘s attitude towards SL and the manner it is implemented in ESL schoolroom. Again, the intent of the survey will be explained in item. Finally, there will be a focal point group and the pupils will be given the chance to portion thoughts about SL undertakings that they will be assigned to, this will function as an appropriate tool of appraisal. The pupils will be exhaustively briefed firsthand about the plan, the undertaking that they will be assigned to and the expected results of it.Analysis of DatasSome instruments will be used in the probe portion of the research paper in order to roll up the information. It is expected the information analysis will ensue with the utility of SL plan execution as an advanced thought in instruction and its purpose to develop the pupils ‘ larning into something significant to them by offering custodies on instruction and acquisition by making exterior of the schoolroom. Quantitative method will be used in the research paper in order to exemplify the consequences obtained from both instructors and pupils.Interpretation of ConsequencesThe research will expose the scholars †˜ perceptual experiences about SL undertakings and demo its importance in linguistic communication acquisition. Additionally, the survey will demo the instructors ‘ attitude towards SL plan and the manner they tend to implement it in the course of study. Another portion of the research paper will include the replies from pupils ‘ and instructors ‘ questionnaires and the focal point group consequences.Master Thesis Content:Table OF CONTENTSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ACKNOWLEDGMENTSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ABSTRACTaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ Chapter I: INTRODUCTIONaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Background of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Significance of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Purposes and Aims of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ . Description of Thesis OrganizationaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ ConclusionaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . Chapter II: LITERATURE REVIEWaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦Chapter III: PREVIOUSSTUDIES ON SERVICE LEARNINGaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 3.1 aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ . 3.2.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ 3.3 aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ Chapter IV: RESEARCH METHODOLOGY 4.1 Purpose of StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 4.2 Research QuestionsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 4.3 Research Hypothesis†¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 4.4 Research Design and MethodologyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 4.4.1 ParticipantsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ 4.4.2 InstrumentsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ .. 4.4.3 ProceduresaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ . Chapter V: Analysis OF RESULTS AND DISCUSSIONSaˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.1 Students ‘ QuestionnaireaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.2 Teachers ‘ QuestionnaireaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.3 Focus GroupaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ 5.4 Comparison of ResultsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . Chapter VI: CONCLUSIONS AND RECOMMENDATIONSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ Chapter VII: Restriction OF STUDYaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ .. REFERENCESaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. APPENDICESaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ ..