Assessment on English for Cambodian Textbook Uses

Assessment on English for Cambodian Textbook Uses The fall of the Pol Pot regime in 1979 contributed to a new step toward introducing new foreign languages-Vietnamese, and Russian, in Cambodian education system. However, at the end of cold war in late 1989, French and English were reintroduced once again at lower secondary school education after a long period of prohibition of teaching the two languages toward the end of Lon Nol regime in 1975 (Igawa, 2008). Although French and English have been taught ever since that time, English has become the first foreign language owing to the fact that there has been a switching allocation of language resources from French to English (Clayton, 2006). Since English becomes more and more influential language in Cambodia, high attention has been drawn to make this language more and more communicable among school girls and boys at basic education level from grade 7 to grade 12. Meanwhile, the main the purpose of Lower Secondary School (LSS) is to have students fully participate in the society and become a productive citizen. In this regard, the objective of teaching foreign language at that level is set to serve basic communicative competence for the students (MoYES, 2004). To serve the above objective, in Lower and Upper Secondary school levels from grade 7 to grade 12, MoEYS employs the book series named English for Cambodia to teach students, which was initially piloted in 1996-1997 academic year (MoEYS, 1999). Before the publication of English for Cambodia (EFC) series, many textbook series such as Headway, English for Today, and streamline, to name but a few, were utilized to teach Cambodian Secondary School students. Shortly after several projects had been conducted to develop an appropriate English textbook for Cambodia, EFC textbook series were published with six levels in which one level is confined for the whole academic year of each grade at both Lower and Upper Secondary schools in Cambodia (Vira, 2002). In grade 7, students are to take the first level of the bo ok named â€Å"English for Cambodia: Book 1†. The book is written in English including the explanatory part in the first section. The textbook content is organized on the grammar basis containing a number of chapters which each is subdivided into 4 or 3 units to explain the target grammar, some drills using the grammar, short dialogues with questions to check for comprehension, and reading texts. From the content, each chapter subsequently orientates students towards communicative goal (MoEYS, 1999). English for Cambodia, book one, was developed in forms of teacher’s guide and student book in respect to MoEYS Textbook Master Plan (1996) and cooperated with Cambodian research institutions. This textbook was designed on the basis of MoEYS English Syllabus for grade 7 students and accompanied by the teaching methodology developed by teacher trainers during training course for Lower Secondary English trainees. In particular, the main features of teaching methodology in thi s book is characterized as: enhancing 4 language skill practices namely listening, speaking, reading, and writing; practicing grammatical structure and vocabulary and introducing systematic and appropriate means of communicative language function; various effective teaching and learning technique presented in each unit; and regular interaction between students and teachers (MoEYS, 1999).

AM Transmitter Circuit Assignment Example | Topics and Well Written Essays - 500 words

AM Transmitter Circuit - Assignment Example The amplitude modulation and transmission of modulated audio signal is carried out through AM Transmitter. Depending upon the type of application and level of operation, an AM Transmitter consists of following basic building blocks as shown in fig.1. Fig. 1 Block diagram of an AM Transmitter From fig.1 it is obvious that an AM Transmitter has following important building blocks. 1- Oscillator (OSC) 2- Buffer 3- Pre-Driver 4- Driver 5- Microphone Amplifier 6- Modulator 7- Power Amplifier 8- Transmitting Antenna For detail description of each block, the schematic diagram of a basic level AM Transmitter is given below in fig. 2. Fig. 2 Schematic circuit diagram of an AM Transmitter The circuit diagram given in fig. 2 can be broadly divided in two major sections namely; - The Oscillator section. - The audio amplifier section and The oscillator section (that comprises of an oscillator, buffer, pre-driver, driver and microphone amplifier and modulator) is built from the transistors Q1 (BC109) and biasing resistors (R1, R2, and R3). The components L1 and C1 constitutes the tank circuit that can be tuned in RF range of 500kHz to 1600KHz. The Q1 (BC109) that is the key component of oscillator circuit section is provided with regenerative feedback by connecting the base and collector of Q1 to opposite ends of the tank circuit.

Homicide Law within England and Wales Essay Example | Topics and Well Written Essays - 1000 words

Homicide Law within England and Wales - Essay Example In July 2005, government ordered for a review of homicide law, especially connecting to manslaughter in England and Wales2. It is stated that there are many problems in the existing law like it has confusing structure and shaky foundations. It does not reflect the degree of fault or provide right scope. There are areas that need regularisation by legislation because some of these areas are not conducive with the modern society. Two general offences of murder and manslaughter sometimes have a blurred demarcation. No doubt wilful killing of another person is murder and the rest come under manslaughter. Here again, demarcation is not very clear between gross negligence manslaughter, reckless manslaughter, voluntary manslaughter, involuntary manslaughter and unlawful and dangerous act manslaughter. Current definitions of each of them could be termed as confusing and misleading at times. Current definitions of these offences are mainly based on judicial law connected with precedent individual cases and they are not products of legislation. Most of them are behind time and do not have much legal base other than societal approval. Difference in intention of only harming and not killing, but killing by mistake is a terribly confusing legal field that could be manoeuvred by a clever lawyer in whichever way he likes. In present law culpability is too wide a field and need to be specified properly. Many reckless killers who kill with abandon are getting lightly punished under manslaughter while they deserve more stringent sentences. Law fraternity3 and police watch helplessly when the defendant goes away with hardly any punishment due to loopholes in law. Especially the police, who are aware of the committed crime and have seen the atrocity and effect of it, feel totally deceived and disowned by law. Law of manslaughter needs narrowing down urgently. It cannot be allowed to become bigger and bigger almost with every case. Some of the partial defences like concealed partial defences or self defences are set in unclear fields and need more coherence. Provocation is not clearly stated and the whole area is a confusing mixture of judge made law and rather unconnected legislation. Role of provocation in murder and manslaughter both is extremely difficult to grasp even by