Sexual Enlightenment :: Essays Papers

Sexual Enlightenment Introduction Throughout human history, there has always been a wide range of conflicts with nature. The earliest humans had to learn survival techniques in the wilderness, we have always felt the threat of the devastating forces of the earth like volcanoes, earthquakes, and hurricanes, and in recent decades have even ventured into the vast wonders of outer space. The issue we are focusing on here deals with various advances in the nature of human sexuality. Sexual enlightenment produced profound changes in human society. The aspects of sexual enlightenment covered in our web site are homosexuality, pre-marital sex, sexual disease, marriage and birth control. Homosexuality has been around for a long time. We know it has been around in some form or another for most of history. It reared its head in ancient societies like the Roman Empire and has survived to make its way into our present day world. Homosexuality has experienced many changes and different levels of acceptance depending on time and place. In the past few decades, this alternative form of sexuality has seen a huge growth in popularity. Though it is not fully accepted in today's societies, advocates are always fighting for homosexual rights. It remains a topic of varying acceptance. Our second aspect of sexual enlightenment is pre-marital sex. Of the cultures, past and present, who treasure the bond of marriage (for whatever reasons), pre-marital sex has been generally looked down upon within the society. Nonetheless, we know that it has still been a frequent occurrence in many societies. People just didn't want to wait until marriage, and they sure don't want to now. Pre-marital sex remains a popular occurrence in today's societies. Thirdly, we have the enlightenment in sexually transmitted diseases. Because of relatively recent advances in science, we have been able to study diseases much more thoroughly. We can understand how they work and even find treatments for them. These diseases have been around since people have been having sexual intercourse with multiple partners (probably all of human history) since that's how they are spread. We have records of prostitution dating back to ancient times, so sexual disease must be very old.

Fantasy Story on crazy teachers

It was I who first came up with the thought that teachers at Pemberton High are crazy. In fact, some of them might not even be human! It wouldn't surprise me if I walked into the teacher's lounge one day and saw them slouching in large leather recliners peeling off their faces and talking in some strange alien language. For a start, there's my maths teacher Mr Henman. His real name is Jim Davidson, but due to his love of tennis he calls himself Mr Henman after Tim Henman. Call her anything but Mr Henman and watch out. His face goes all red and he looks like a six-foot brick wall with a bad attitude. His ring finger is about a foot long and when he wags it at you it's as though you're looking at a withering garden snake. He's over six feet tall and towers above the other teachers, even Mr Jones, our P.E teacher: And he's a big old lump! Mr Henman is a retired, yes you guessed it, tennis player! He'll pick you up by your ears and drop you on your head if you talk about Tim Henman or tennis in a bad way. As I said he's a retired tennis player. For sixteen years he tortured other tennis players and umpires alike with his skill and bad attitude. Now he spends his days torturing us. Mr Henman is pure crazy! Last week he asked the class if there was anyone who had not handed in their money for the school trip. No one raised their hand, but, I knew that my friend Timmy Anderson had not. He lives alone with his mum and sister and they sadly can't afford the trip. Mr Henman knew it too! I knew he was trying to make fun of Tim. â€Å"You'd better raise your hand,† I whispered, leaning close to Tim. â€Å"I'm not going,† he said. â€Å"Why?† Tim didn't answer but I knew. â€Å"Don't let him find out,† I said out of the corner of my mouth. â€Å"Otherwise, you know what he's like he'll say something to the whole school!† I could tell that Tim got nervous after that. He shifted in his seat and wouldn't look up front. Mr Henman goggled at Tim in the way a hungry lion would look at a raw steak. I could tell he had some diabolical plan brewing in his head. As the bell rang everyone went for lunch. I was walking with Tim and as we passed the teacher's lounge I noticed that the door was left partially open. This was it this was what I had been waiting for! This was my opportunity, I had to take it. I could sneak inside and listen to the teachers talking. I could prove that they were aliens or something worse. â€Å"Go on I'll catch up,† I told Tim. He jogged and caught up with my sister Nicole. I checked the hallway to make sure no one was coming. When I was certain it was safe, I strolled over to the door. I pulled it back a little and stuck my head inside. I couldn't hear anyone so I quickly slipped in and pulled the door to behind me. A walled coat rack separated me from the actual lounge. Still, it was quiet and I guessed that all of the teachers were down eating their lunch, peered around the corner and saw an empty room. As it was empty I decided that I would try again later and turned to go back out. That's when I heard someone coming. I was almost hysterical as I raced around looking for someplace to hide. I saw a door across the room and hoped it was another way out. I was still thinking when I heard the door open. I sprang across the room like a rabbit and in no time I was on the other side of the door. I pulled it shut and quickly realised that I was in a closet. It wasn't a solid door but one with wooden slats that ran across it. I could see out the door and hoped that whoever had come in wouldn't notice me. I almost fainted when the Headmaster and Mr Henman ambled into the room. Mr Henman sat at the little table and the head poured each of them a cup of coffee. They were only a few feet in front of me. The head sat opposite Mr Henman â€Å"Have you finished collecting for the school trip?† the head enquired. Mr Henman looked at him for a minute and then said, â€Å"Yes. All done. Everyone is going this year.† The principle took a sip of his coffee and said, â€Å"I hope this is not like last year. You can't keep paying for your kids to attend these things.† â€Å"It's not like that at all,† he said. â€Å"The kids raised money this year to help each other out. They're all paid up.† â€Å"You're sure?† he pressed her. â€Å"Last year you paid out of your pocket for almost ten kids, Jim.† â€Å"I'm sure,† he said. The head said, â€Å"Good.† He finished his coffee and left the room. Now I was really curious. What was he trying to pull? Was he trying to set Tim up for something? My ears were burning red. Mr Henman took something from his pocket and put it on the table. I squinted and saw that it was a small calculator, then he pulled out a pencil and a piece of paper. He worked something out on the calculator, wrote it on the paper and then replaced it back in his pocket. Then he pulled out his mobile. Mr Henman dialled a number and I was able to listen in on his call. â€Å"This is Jim Davidson,† he said. He looked around the room as if he was expecting someone. â€Å"Yes, I'm calling about my car payment this month. I'm afraid I won't be able to make it.† There was a long pause and then she spoke again. â€Å"I guess you could come get it at Pemberton High.† That evening as I rode the bus home, I saw Mr Henman walking from school. Earlier, I watched a man tow his car from the car park. And I noticed other things that I guess I just never paid attention to. He didn't have a nice coat like the rest of the teachers. Mrs. Bailey had a real nice pair of suede boots. Mr Henman sported a pair of old tennis shoes. He didn't look mad though, In fact, he had a smile on his face. I don't know if I'd ever seen him smile before. Maybe he was one of those people who weren't concerned about the number of possessions he owned? Maybe he was one of those people who was just happy to be living in such a prosperous area and working to help further children? Or maybe he was just a man with happy thoughts in his mind? I arrived home amazed by the look that had shone from Mr. Henman's face, as I saw him walking from school. Had that been nearly any other human being, but especially the adults that I know, they would have been in tears. Boy did I learn something about teachers that day. Especially Mr Henman. I learnt that he's not as crazy as I first thought he was, but a happy, contented man who was often misunderstood. I don't think I'll tell Tim, though. Sir wouldn't like that very much. He's not crazy, but neither am I!

Essay about Assessment of Descartes Claims About the...

Assessment of Descartes Claims About the Existence of God While reading Descartes book â€Å"meditations on the first philosophy† I noticed some fatal flaws in his reasoning in his 3rd mediation, so I shall start from the start of this chapter and assess his reasoning’s as I read through the chapter. Descartes assesses that he is certain he is a thinking thing, as I think therefore I am is self-evident, he then tries to go on to see whatever else he can be certain about! He notices with â€Å"I am a thinking thing† he has a â€Å"clear and distinct perception of what he is asserting†, He then turns this around and states that things that he clearly and distinctly perceives are true, and if anything he†¦show more content†¦Thus these ideas could be his own, or innate. He also states that an infinite god has more objective reality in it than a finite being. Well this would be true, if god existed because we’d be limited in comparison to god because god is perfect and he contains infinite qualities, which makes infinite qualities perfect then infinite would be a higher/greater quality than finite, but Descartes has not proved god exists, and so cannot infer from gods existence that infinity is of greater perfection than the finite. Descartes claims ideas regress from one another till they reach absolute perfection, and Descartes suspects that if ideas are too perfect for him, then they must had originated from something more perfect that him. He uses these ideas to ‘prove’ the existence of god, Descartes states that god has various qualities he’s infinite, independent, supremely intelligent, supremely powerful and which created both myself and everything else, these ideas are so perfect he claims that the more he concentrates on them, the less possible it seems that they could have originated from him alone. He thus concludes god exists! Descartes is supposing that the idea of god necessarily comes because of the regression of ideas must go down to perfection and because God is perfection and perfection isShow MoreRelatedLogic, Metaphysics, Epistemology, And The Value Theory1244 Words   |  5 Pagesworld is actually real ⠁Æ' what something really is ⠁Æ' how we come to understand what something is ⠁Æ' why something is what it is ⠁Æ' Ontology answers questions of: ⠁Æ' existence ⠁Æ' being ⠁Æ' how actuals are essentially existing †¢ The division of epistemology is the branch of Philosophy that determines how we came about knowledge we ve obtained, the restrictions humans have when obtaining knowledge, and the way we as humans know how to group our knowledge as truth or falsity. This part of PhilosophyRead MoreA Review Of Protagoras Epistemology1399 Words   |  6 Pagesalso makes a connection between Theaetetus’ answer and the answer of an earlier Sophist: Well, you have delivered yourself of a very important doctrine about knowledge; it is indeed the opinion of Protagoras, who has another way of expressing it. Man, he says, is the measure of all things, of the existence of things that are, and of the non-existence of things that are not.2 1 Plato, Theaetetus, 151d. 2 Plato, Theaetetus,, 151d. Phillips !2 Socrates, never a fan of the Sophists, sought to address theRead More The Free Will in Meditations on First Philosophy by Descartes3767 Words   |  16 PagesFree Will in Meditations on First Philosophy by Descartes I In Meditations on First Philosophy, Descartes takes the reader through a methodological exercise in philosophical enquiry. 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Through assessing these epistemological (theory of knowledge) arguments I will conclude that in o rder to obtain new perceptionsRead MoreModernity and Nietzsche Essay1994 Words   |  8 Pagescenturies philosophers have tried to explain the nature of reality and the order that exists within the universe around us. The purpose of this paper is to first trace the developments that led up to modernity. Next I will react to the claim made by Fredrick Nietzsche that â€Å"God is dead† from a Biblical perspective. nbsp;nbsp;nbsp;nbsp;nbsp;Philosophers have attempted to answer that question of what reality is and how to answer the questions that everyone faced. The first philosopher Thales held thatRead More Comparing Saint Augustine and Charles Taylors Ideas of Authenticity5579 Words   |  23 Pagesimportance of some moral measurement system. Taylor claims that St. Augustine initiated a concept of inwardness, a turning towards the inner self to find truth and the idea of authenticity is simply a further development of Augustine’s inwardness. In this paper I will discuss in detail Taylor’s idea of authenticity: the pros and cons. I will lay out some of his arguments as to why he thinks this idea originated with Augustine. I will talk about Augustine’s view on the inner man and how this is connectedRead MoreCharles Taylor, Augustine and the Ethics of Authenticity5646 Words   |  23 Pagesimportance of some moral measurement system. Taylor claims that St. Augustine initiated a concept of inwardness, a turning towards the inner self to find truth and the idea of authenticity is simply a further development of Augustines inwardness. In this paper I will discuss in detail Taylors idea of authenticity: the pros and cons. I will lay out some of his arguments as to why he thinks this idea originated with Augustine. I will talk about Augustines view on the inner man and how this is connectedRead More The Limits of Science Essays3754 Words   |  16 PagesScientists say no. Philosophers are divided in their response. The humanities say that science is not humanitarian, and thus not metaphysically deep. In response, scientists and some philosophers contend that science is the best knowledge we have about the world. I argue that science is limited by its form. Science has no object that derives from the human form. Everything that is incomparable to the dimension of the human body is reducible to notions that are com mensurable to that body. This phenomenologicallyRead MoreMental Health Counseling6134 Words   |  25 Pagestechniques used within both forms of this type of counseling. Psychology did not emerge as a separate discipline until the late 1800’s; this discipline can be traced back to its earliest history of the early Greeks (Kendra). During the 17th century Rene Descartes, a French Philosopher, introduced the idea of dualism, which asserted that the mind and the body were two separate entities that interact to form the human experience and psychology was born (Kendra). Mental health counseling and community counselingRead MoreHow Fa Has the Use of English Language Enriched or Disrupted Life and Culture in Mauritius15928 Words   |  64 Pagesads not by this site [pic] [pic] ENGL 103A: American Literature 1789-1900 (Archived) Dept of English, UC Santa Barbara (Summer 2011) †¢ ABOUT †¢ ASSIGNMENTS †¢ SYLLABUS †¢ DISCUSSION †¢ CLOSE READINGS CLOSE READINGS Post your close reading posts here. Share this: †¢ Twitter †¢ Facebook †¢ Like this: Like Loading... [pic] 26 Comments on â€Å"CLOSE READINGS† 1. [pic]John Cooper says: July 13, 2011 at 3:36 pm Emily Dickenson’s poem â€Å"Because

The Theater Of The Absurd - 1937 Words

The theatre of the absurd is a term formulated by Martin Esslin during the 1950s and 1960s. Essentially, it is derived from Albert Camus, the French author, in his Myth of Sisyphus. The origins of the absurd theatre are in the hard experiments in the art during the 1920s and 1930s. The absurd drama is not determined to solve any problem on the modern stage. Absurd drama excludes language as a resource for communication. Language has become meaningless exchanges. In fact, it fails to reflect the importance of human experience; it is restricted to the surface meaning and never penetrates beyond its depth. The language which is used in absurd drama is specifically conventionalized speech, clichà ©s and slogans that have become very common to many writers. The critics conclude that life is basically meaningless and, later, miserable, with no hope because of the unavoidable futility of man’s exertions. In these dramas, realism is intolerable, so there are illusions. There is no discernible plot. Conversations are repeated. In these dramas, there is no certain purpose or reason because it does not solve any problem. The main theme in absurd drama is a failure of communication and the mingling of comic and serious elements. Also, theatre of the absurd appears to react broadly against the impact of religion and its dimension in contemporary life. In other words, we can say that it is an attempt to restore the necessity of myth and ritual in the modern age, by making the individualShow MoreRelatedThe Theater Of The Absurd1285 Words   |  6 PagesThe Theater Of The Absurd is popular movement of dramas that started in the European countries. The time span of these films were from the 1940s to around 1989. Albert Camus was the one who contrived the philosophy of the absurd. In the philosophy he discusses the man s meaning of life and how each man can have their own perspective on life. Albert Camus is a French-Algerian philosopher who published The Myth of Sisyphus in the early 1940’s. In this story, Sisyphus chains deaths in order to avoidRead More Samuel Beckett’s Waiting For Godot and The Theater of The Absurd1424 Words   |  6 Pagesthe Theater of the Absurd. His contribution to this particular type of theater movement allows us to refer to him as the father of the genre. While other dramatists, such as Tom Stoppard, have also contributed to this genre, Beckett remains its single, most lofty figure. It is this type of theater that deals with the absurd aspects of life, to stress upon its native meaninglessness. It is the time and identity of characters that are usually vague or ambiguous in such plays from the theater of absurdRead MoreTheme Of Tragedy In Waiting For Godot1048 Words   |  5 PagesThis study of the theater of the absurd will define the theme of metaphysical anguish and the meaninglessness of life in Waiting for Godot by Samuel Beckett. 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When Pam denies her growing feelings for her coworkerRead MoreTok Essay Art Is a Lie That Brings Us Nearer to the Truth (Pablo Picasso)900 Words   |  4 Pagesonly be perceived with one’s certain opinion or belief. There is a certain philosophy that lies beyond the understanding of the audience, but can be deciphered by the artist or creator. â€Å"All of the arts, poetry, music, ritual, the visible arts, the theater, must singly and together create the most comprehensive art of all, a humanized society, and its masterpiece, free man† (Bernason, Bernard). The quote shows an ethical perspective on all of the areas involving the arts. Perception is one of theRead MoreSummary Of The Room And Waiting For Godot 952 Words   |  4 PagesLaurin Neely Professor Matthew Byrge English 2030-14 22 September 2015 Samuel Beckett and Harold Pinter Absurd Influences in Theatre There are a wide variety of theatrical movements that have occurred over time. One of these includes the theatre of the absurd. 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Articulates the Cr ises of Contemporary Western Civilization867 Words   |  4 Pagescondemnation of complacency, cruelty, and emasculation and vacuity, a stand against the fiction that everything in this slipping land of ours is peachy-keen. Secondly Albee deploys techniques of Theater of Absurd. Albee often begins with a seemingly realistic circumstance that is abruptly interrupted by an absurd or surreal element or event. As for example in Whos Afraid Of Virginia Woolf? incidents such as the moon that goes down and soon comes up again and the hysterical pregnancy of Honey. ThereforeRead More George Orwells Writing Essay examples899 Words   |  4 Pagesofficers in enforcing roles that did. The entire shooting of the elephant in itself is a symbol. It demonstrates the irony that was Orwell?s position. Even though he had to impose strict laws and he had to shoot the elephant Orwell was ?only an absurd puppet pushed to and fro by the will of those yellow faces behind.? He who was the most powerful, ironically, held the least power. The elephant is a symbol of Orwell?s guilt. As much as he feels guilty about oppressing the Burmese and shootingRead MoreWaiting For Godot Essay1533 Words   |  7 PagesAlexandria Abbrat October 24, 2017 Professor Joines What it is to Be and Beckett’s Absurd Existentialist Frame of the World Desert. Dazzling light (37). A bright barren wasteland of nothing in which there is a man, completely alone trying to decide what to do next, reflecting upon his situation is the beginning of Act Without Words I, the man is in a hopeless setting and all help or comfort he might have is stripped away from him. We see much the same in the tragicomedy Waiting for Godot but with

School Related Anxiety Group Questions - 2750 Words

School Related Anxiety Group Kristi Colson Florida International University School Related Anxiety Group Introduction Anxiety is a healthy protective response to what our bodies perceive as a threat. In excess, anxiety can become harmful to our bodies, gradually breaking them down both physically and mentally. According to SAMHSA (2014), â€Å"Anxiety disorders are characterized by excessive fear or anxiety that is difficult to control and negatively and substantially impacts daily functioning†. Colleges and Universities are notorious for being high stress environments, thus, it is no surprise that anxiety is reported as the most predominant presenting concern among college students. According to the 2013 annual survey by The†¦show more content†¦Cognitive behavioural therapy (CBT) is the best, evidence based treatment for anxiety disorders and recommended by many leading mental health bodies such as the National Institute of Mental Health (NIMH) and the Anxiety and Depression Association of America (ADAA)(NIMH, 2014; ADAA, 2014). With increasing numbers of students who are sufferi ng from anxiety and tight budgets for mental health services on college campus’, a group format for anxiety treatment is the most cost effective way to treat the vast number of students. Group cognitive behavioral therapy (GCBT) can cut the cost of individual cognitive behavioral therapy (ICBT) by 40-50%. Not only is GCBT cost effective, but also according to recent studies it has treatment outcomes comparable to Group Proposal This group is for students who suffer from school related anxiety. The group will be a closed, counseling group for any student enrolled, full time, in their college or university program. This group will focus specifically on anxiety associated with school stressors. It will not focus on other sources of anxiety such as job, family and relationships, although these may be identified within the group as being affected by the school stressors. The goal of this group is to help members reduce their anxiety. Some of the objectives to meet this goal are to teach members how to identify and

Operation Management Tasmanian Salmon

Question: Discuss about the Operation Management for Tasmanian Salmon. Answer: Introduction Tasmanian primary industries are the room provides the economic growth of Australia, TASSAL Company is one of the operating company which has played a key role improving the economic growth. Operation management in the company has been used by the company to improve in their performance of producing seafood products which meets the customer demands However, operation management in the company is affecting by different factors which are embraced to limit the economic growth and development of the company. Sustainability is a pragmatic factor which affects the operation management of a company, it refers to the approaches which could be used by the management to create a long term operation strategies that will encouraged the achievement of set goal and objectives. Sustainability represent the business polies and related aspects which focuses on the interest of both local and international market Wide demand and related management of the seafood products considered as the primary factor affecting the operation management of the company. As the company increases in terms of production, customers tend to increase their demand forcing the company to strain in order to meet customer demands. Increase and improvement in market share reflects increases in customer demand, this makes the corporation to operate activities out of their operational management plan. Therefore compelling the company to use extra resources rather than utilizing the plan operational resources, this affect the operation management of the company. Aquaculture is the world fastest developing and growing source of animal proteins, the growth of the industry is estimated to have grown by 60% in the last decades. In relation to the report provided in the growing rate, TASSAL Company is the leading organization which produces large volume of seafood products. The consumers rising demand of 62% has been the company strength since it has the essential measures of meeting the growing demand of the consumers in the market. Reference list Akkerman, R., P, F., M, G. (2010). Quality, safety and sustainability in food distribution: a review of quantitative operations management approaches and challenges. Smith, A. D. (2008). Implementing effective fisheries-management systemsmanagement strategy evaluation and the Australian partnership approach. ICES Journal of Marine Science. Journal du Conseil, 56(6), 967-979 Wood, E. M. (2001). Collection of coral reef fish for aquaria: global trade, conservation issues and management strategies. Marine Conservation Society. Ross-on-Wye, UK.

Literature review on Language Use

Literature Review In academic arena, English plays a very crucial role especially in institutions whereby it has been used for infinitely long period of time as a medium of instruction. Students are expected to not only communicate effectively in English language. They are also supposed to master its extensive usage so that they can be able to grasp full content in their various fields of study. According to Bacha and Bahous (2008), there is no possibility of excelling in institutions which use English as medium of communication.Advertising We will write a custom essay sample on Literature review on Language Use specifically for you for only $16.05 $11/page Learn More Therefore, tremendous effort geared towards learning English language both from the teacher and learner levels is relevant in order to help students overcome academic demands so as to excel in their respective disciplines. Additionally, the acquired skills will assist students in meeting th e demands of English language use in a professional context (Bacha Bahous, 2008). Ismail (2011) explicates that the academic context consign strenuous demands on students as they are required to complete numerous writing tasks in different genres such as essays, research papers and critical reviews. On the other hand, for learners to be able to decipher the different structure and language forms that are most suited for diverse form of texts, they ought to focus on learning the rules of the language that is being used for instruction. Furthermore, in his study on students’ perceptions on writing in ESL, Ismail found out that English plays vital role in initiating students to the wider academic community owing to their improved proficiency and also due to their ability to make distinctions between language activities used in specific genres. Further exploration of students’ perceptions indicated that the kind of attitudes that students held towards ESL either hindered or promoted their writing ability. On the same note, Bacha (2002) underscores that English has been elevated to a higher status around the world owing to the fact that it is the preferred language of use for various specific purposes. Needless to say, English is a preferred medium of instruction in many academic institutions across the globe bearing in mind that even the non-English speaking countries have adopted English in their academic curriculum. For this reason, English as a Foreign Language (EFL) learners in Arab world as well as from other parts of the globe have little alternative but to learn English despite the difficulties they encounter in the course of learning. In spite of the fact that L1 (Arabic) has a role to play in students life, it is imperative to mention that English for academic purposes is very crucial not just to outshine in academic field, but also to fit in the global arena whereby it is the main language of communication. Concurrently, this current resea rch offers an in-depth exploration on the use of English for purpose of academic learning and of course the acquisition of knowledge. In addition, it also highlights the difficulties Arabic speakers encounter in the course of switching between Arabic for social use and English for academic purposes.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Scholars interested in English for specific purposes (ESP) discipline tend to prefer the usage of two distinct subdivisions to distinguish between the use of English in academic (English for academic purposes (EAP) and the language use in occupational contexts (English for occupational purposes (EOP) (Gillett Wray, 2006). Besides, Gillett and Wray accentuate that the aspiration of ESP is to equip students with the necessary skills to communicate, write and read. Notwithstanding, the period of preparation is very short, but the skills are relevant to promote success in academics. However, success in mastery of ESP is only achieved if activities of ESP are demonstrated in the context as it is the case in academic institutions. Moreover, the materials for teaching ESP ought to be authentic to enable students to grasp vital skills for a smooth transition into the employment world. Similarly, Fender (2008) in his research unearthed several characteristics of ESP which includes ESP materials that are designed to meet specific learners’ needs such as academic. Conversely, the methodology for designing such materials is tailored towards the specialized purpose. Needless to say, the aim of EPS should be focused, not just on teaching the lexicon, grammar and registers in a particular discipline, but should also provide skills on the appropriate use of the above activities. English for Occupational Purposes (EOP) In yet another development of this language, EOP falls under three categories namely business English, professional English and vocational English. The importance of English in occupational fields has been accentuated via several studies. One such study is by Fender (2008) that emphasized the necessity for learning above average English skills to facilitate communication in every profession. Furthermore, the two aforementioned authors provide indisputable solutions that ESL students can employ to overcome communication barriers in their respective business and management professions. Likewise, Gilmore (2009) points out that many students find it extremely challenging to produce written texts in their language and the challenges worsens when they are required to write in a second language and specifically to EFL learners. He adds that the widely usage of English language in business and academic environment can be directly linked to the gradual revolution heightened by globalization. As a matter of fact, Huang (2008) study supported Gilmore observation by accentuating that the spread of English usage is like ly to be accelerated by its’ widespread usage in mass communication, internet and business dealings. He further emphasizes that on a day to day basis, thousands of deals in trade, journalism, politics etc are conducted in English whereas the parties involved are non-native speakers of English. As a result, the necessity to equip the users with the relevant English competence skills cannot be overemphasized of which this is the main concern of the current study.Advertising We will write a custom essay sample on Literature review on Language Use specifically for you for only $16.05 $11/page Learn More Additionally, Huang study revealed that test scores for tasks written in English varied between the ESL learners and native speakers of English, whereby native speakers scores higher than ESL learners. Huang attributed these findings to the fact that ESL learners’ performance was limited for reasons not explained in his study. However, his find ings positively indicate the concept of using ESP in academics poses tremendous hardship to ESL students. Moreover, Puvenesvary (2003) research revealed that poorly-written business letters caused grievous harm to a business. His study which was conducted in the banking sector in Malasyia further portrays that ESP is a valuable skill not just in academics but also in professional arena. Challenges in reading and speaking in ESP for academic learners Research among Arab students has indicated that they face similar or more adverse challenges while reading and speaking in ESP. Obviously, in academic institutions, students are expected to communicate with their fellow learners as well as participate in both oral and reading classroom presentations. Similarly, they are also expected to have above average reading skills to enhance performance in academic tasks. However, most ESP learners posses below average skills in reading and speaking as cited by Jdetawy (2011). The aim of his resear ch was to conduct a conceptual review of challenges faced by Arab learners while using ESP in academic setting. A thorough review of literature exposes the reality that Arab ESL students faced serious problems while using ESP in academics and the problems impacted on all areas of language skills, i.e. speaking, reading, writing and listening (Jdetawy, 2011). The above current study concurs with a prior study by Savas (2009). Although Savas’ study aimed at unearthing learners’ challenges as perceived by their teachers, the two studies arrived at similar findings. Savas (2009) highlights that L2 learners of English face serious challenges while using ESP in accomplishing academic tasks such as writing, speaking, reading and listening. Interesting though, this study partly blame inadequacy of teaching methods as having contributed to the acquisition of below average linguistic skills in English. Problems faced by Arabic speakers in ESL learning for academic purposes On th e same note, learners of L2 face many problems and Arab learners are no exception. Needless to say, these problems have caught the interest of various linguistic scholars due to their regular occurrences in both written and spoken English. As a result, numerous studies (Hisham, 2008; Rababbah, 2003; Kobayashi Rinnert, 2002) have been carried out to investigate some of the common and chronic problems faced by Arab learners in the process of acquiring L2 (English). To expound on the same, Kobayashi and Rinnert (2002) study attempted to investigate the effects of extensive and intensive L1 training in high school and how students transferred L1 knowledge while writing in L2. The study indicated that students tended to transfer knowledge in L1 to L2 and as a result committed weighty lexical errors during the writing process. However, errors in writing could be minimized if the students acquired the best writing strategy in L1 as they could transfer the same skills L2.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, Kobayashi and Rinnert explanation ignores the fact that most of the errors of writing in L2 arise not because of the acquired writing strategies, but also because the mastery of L2 is restricted. Rababah (2003) extended his study further to identify the various reasons that could be attributed to these EFL learning problems. First of all, he identified that the problems of EFL among Arab learners arose because English language teachers were native speakers of Arabic; hence their performance and competence in English was likely to be restricted. In addition, use of English was not a common experience among Arab speakers bearing in mind that they also had little interaction with native English speakers. Consequently, Hisham (2008) investigated business students at the University of Utara Malaysia and pointed out that EFL learner encounter problems in vocabulary register, grammar and referencing. As a matter of fact, Umair (2011) reinforces the above discourse by res tating that Arabic native speakers encountered many problems while undertaking writing courses in English. In deed, the composition of learners in academic institution is very diverse and as well their multilevel ability in writing also varied. As a result, the lack of uniformity further accelerated the problems of competent writing for both teachers and students (ibid). Umair further explains that the diversified composition of learners in terms of abilities made it impossible for teachers to meet the needs of every learner. Additionally, Bacha (2002) reviewed past literature that is highly relevant to the current study owing to the fact that it identified the major problems that L2 learners encountered while writing for academic purposes. Moreover, the study pointed out that writing skills among L2 learners were restricted following their limitation of lexical variety and lack of subordination elements. Consequently, the importance of employing the appropriate methodology while te aching ESP cannot be overstated. Having established that there are various and grievous problems in ESL learning, L2 practitioners have been a search of comprehensive theory that would be employed to teach L2 in an attempt to minimize or eliminate problems that originated from poor teaching methodologies. As a result three major theories have been proposed which can be employed to guide learners in the process of writing in order to promote mastery of skills among ESP learners for academic purposes. Integral theories applied in the teaching of ESP One of the most important theories is that which touches on rhetorical drills and syntax. It is referred to as product theory and they are all important in assisting the process of writing (Badger White, 2000). As the name suggests, this theory is concerned with the final written product and eschews from establishing how the writing skills are acquired. Badger and White also exemplifies that the written product is a clear indicator of the level of structure skills of the target language (TL) that the learner have mastered. Moreover, the written product indicates the level of imitated input since L2 learning is a matter of imitation. Badger and White also explains that if students are exposed to written model texts their level of errors is likely to subside and vice versa. This is because as students focus on model texts they also focus on form and structure out of which they imitate the ideal writing skills. In addition, the students should be exposed to various exercises based on the model texts, and concurrently their level of mastered should be evaluated based on replicated product. On the contrary, process theory approach focuses on the identification of procedure employed to arrive at the final written text without any consideration of the appearance of this final product (Hyland, 2003). This indicates that this theory is more concerned with teaching methods that learner of ESP is exposed to so as to acquire wr iting skills in the target language. The author expounds that the various elements in the learning of English language such as drafting, actual writing carrying out revision as well as assessment and evaluation are all related to the theory. Henceforth, instructors are supposed to introduce the students to techniques that enhance success in writing. Therefore, students are taken through rewriting, revision and editing until the instructor is satisfied with the final draft. On the same note, it important to acknowledge a more recent research that sought to highlight the meta-cognitive strategic that Arab students employed while reading comprehension both in Arabic and English that was doe by Alsheikh and Mokhtari (2011). The study indicates serious implications for teaching and assessment on academic institutions since the researchers established that participants were more concerned with strategies than end products. Therefore, the study further reinforces the process theory that st rategy or mechanisms employed in teaching writing determines the quality of end-product. Finally, genre theory approach was proposed in an attempt to provide mechanisms to promote successful learning of ESP in the academic arena especially in writing. According to Badger and White (2000), this approach largely deals with studying the social context in which writing materials are produced. Generally, this theory considers the communicative events where written materials are produced. In the academic context, the process whereby a lecturer interacts with his/her students in the process of teaching is considered to be relevant while teaching writing skills in target language. Flowerdew and Peacock (2001) also explained that in this context, students are free to choose their own topic and write on them, while ensuring that their written texts fulfill the intended communicative purpose. Concurrently, Flowerdew and Peacock (2001) perceive this approach as the most significant due to its d ynamic nature as well as varied characteristics across disciplines, time and instructors. However, the approach might not be successful since it requires collaboration between lecturers and students, a situation which may sometimes be unattainable. In this case, the teacher assumes an authoritative position as he/she guides learners towards an elevated performance level of ESP (Paltridge, 2001). References Alsheikh, N.O. Mokhtari, K. (2011). An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic. English Language Teaching, 4(2), 151-161. Bacha, N.N. (2002). Developing Learners’ Academic Writing Skills in Higher Education: A Study for Educational Reform. Language and Education, 16(3): 161-178. Bacha, N.N., Bahous, R. (2008). Contrasting views of business students’ writing needs in an EFL environment. English for Specific Purposes 27, 74-93. Badger, R. G. White. (2000). A process-genre approach to te aching writing. ELT Journal 54(2), 153-160. Fender, M. 2008. Spelling knowledge and reading development: Insights from Arab ESL learners, Reading in a foreign language, 20(2), 19-26. Flowerdew, J. Peacock, M. (Eds.) (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press. Gillett, A Wray, L. (2006). ‘EAP and Success’ in Assessing the Effectiveness of EAP Programmes, BALEAP. Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363-372. Hisham, D. (2008). Needs Analysis of Arab graduate students in the area of EAP: A case study of the ICT program at UUM. Unpublished minor thesis. Sintok: University Utara Malaysia Press. Huang, J. (2008).How Accurate are ESL students’ holistic writing scores on large-scale assessments? A generalizability theory approach. Assessing Writing, 13(3), 201- 218. Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journ al of Second Language Writing, 12: 17-29. Ismail, S. A. A. (2011). Exploring Students’ Perceptions of ESL Writing. English Language Teaching, 4(2): 73-84. Jdetawy, L. F. A. (2011). Problems encountered by Arab EFL learners. Language in India, 11(3), 19-28. Kobayash, H. Rinnert, C. (2002). High school perceptions of first language literacy instruction: Implications for second language writing. Journal of Second Language Writing, 11(2), 91-116 Paltridge, B. (2001). Genre, text type and the English for Academic Purposes (EAP) classroom. In A. M. Johns (Ed.), Genre in the Classroom. Mahwah: Erlbaum. Puvenesvary, M. (2003). A comparative study of the criteria employed by academics and workplace professionals in evaluating business correspondence. Unpublished Doctor of Philosophy, Thesis, Department of Linguistics and Applied Linguistics, The University of Melbourne, Melbourne, Australia. Rabab’ah, G. (2003). Communicating Problems Facing Arab Learners of English. Journal o f Language and Learning 3(1), 180-197. Savas, B. (2009). Role of Functional Academic Literacy In ESP teaching: ESP Teacher Training in Turkey for sustainable development. Journal of International Social research, 2(9), 396-408. Umair, N. (2011). Problems of Multi-ability Academic English Writing Classes in Arab Countries. Arab World English Journal, 2(2), 230-242. This essay on Literature review on Language Use was written and submitted by user Damian Houston to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.