7 Vehicular Violations of Proper English

7 Vehicular Violations of Proper English 7 Vehicular Violations of Proper English 7 Vehicular Violations of Proper English By Mark Nichol Advertising in the form of signage printed on vehicles is a road hazard when exasperating errors and extraneous elements in the mobile messaging distract motorists. Here are photographs of seven moving violations, with commentary. The motto painted on this truck not only commits a quintuple-overkill foul but also is flatly incorrect. The worst infraction, beyond the extraneous quotation marks framing the message, appears to be the placement for emphasis of an additional set of quotation marks around only. (If one wishes to employ one set of quotation marks inside another, the interior ones in American English, at least should be single; in British English, the order is reversed. But here, neither set is necessary.) But that’s still not enough the word is also placed at a jaunty, pseudo-italicized angle, underlined, and printed in a different font and color than the rest of the slogan. Just one or two forms of accentuation would have been sufficient. The worst error, however, is that the company is not the â€Å"only† overhead-door professional (note the insertion of a missing hyphen in the previous phrase); it may be the sole provider of overhead-door services in its home city, but then the motto should close with â€Å"in town.† But why not simply say, without quotation marks or any other emphasis, â€Å"Our overhead-door service rises above the rest!† Was that motto already taken? This sign sports merely mild mistakes, but they’re insistently irritating, like a small burr in one’s sock. Note the extra letter spaces between the (unnecessary) open and close quotation marks bracketing â€Å"We’re Affordable.† The hyphen in â€Å"Clean-Outs† (which should be â€Å"Cleanouts†) also hangs in midair, as do the hyphens separating the elements of the phone number. There is so much wrong with this superficially satisfying vehicle signage. First, too many fonts compete with each other. Then, the letters in the slogan â€Å"Quality Is Our Main Ingredient† are too widely spread, while those in the next line are too compact and then the elements of the phone number are nearly segregated into different time zones. The middle word in the phrase after Flik, strictly speaking, shouldn’t start with an uppercase letter; of is one of the â€Å"little words† that doesn’t merit capitalization in display type. (However, capitalizing it is a defensible style choice.) But the inexcusable error is the misspelling of member. Nobody at the sign shop and nobody at the client company noticed that? Really? Busy, busy, busy. Too many colors, too many fonts, too many words. The key crime, however, is the common error of mistakenly styling a plural construction as if it were a plural one. This sign implies that love flowers belong to Mom. The message, however, should read, â€Å"Moms Love Flowers.† No job is too small, but sometimes words are to should be too. This asininely assertive window panel proves that everyone has the right to appear stupid, too. The oddly inconsistent swelling treatment of the letters in each line notice how the characters in the lines beginning with everyone and to grow and recede in size from left to right, but the words in the third and fourth lines are uniformly sized might distract viewers from the unfortunate fact that but is amusingly misspelled and the wrong spelling of you’re is employed. Write English correctly, or . . . . This fortunately ephemeral expression is head-slappingly hilarious. One hopes (and presumes) that the â€Å"sineor† girl who sprayed this signage a couple of years ago assuming she graduated is not employed in the wordsmithing world. These images are from the websites Apostrophe Abuse, English Fail Blog, Funnies.com, The Great Typo Hunt, and The â€Å"Blog† of â€Å"Unnecessary† Quotation Marks. 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 Spelling category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Telling a Good Poem from a Bad One50 Musical Terms Used in Nonmusical Senses

The Assassination of Beatles Legend John Lennon

The Assassination of Beatles Legend John Lennon John Lennon - a founding member of the Beatles, and one of the most beloved and famous music legends of all time - died on December 8, 1980, after being shot four times by a crazed fan in the carriageway of his New York City apartment building. Many of the events that led to his tragic and untimely death remain unclear and decades after his murder, people still struggle to understand what motivated his killer, 25-year-old Mark David Chapman, to pull the trigger on that fateful night.   Lennon in the 1970s The Beatles were arguably the most successful and influential group of the 1960s, perhaps of all time. Nevertheless, after spending a decade at the top of the charts, producing hit after hit, the band called it quits in 1970, and all four of its members – John Lennon, Paul McCartney, George Harrison, and Ringo Starr moved on to launch solo careers. Throughout the early ‘70s, Lennon recorded several albums and produced hits like the instant classic Imagine. He had moved permanently to New York City with his wife Yoko Ono and taken up residence at the Dakota, a fancy, old apartment building located at the northwest corner of 72nd Street and Central Park West. The Dakota was known for housing many celebrities. By the mid-1970s, however, Lennon had given up music. And though he claimed he did so to become a stay-at-home dad to his newborn son, Sean, many of his fans, as well as the media, speculated the singer might have sunk into a creative slump. Several articles published during this period painted the former Beatle as a recluse and a has-been, who seemed more interested in managing his millions and holing up in his decadent New York apartment than in writing songs. One of these articles, published in Esquire in 1980, would prompt a pudgy, disturbed young man from Hawaii, to travel to New York City and commit murder. Mark David Chapman: From Drugs to Jesus Mark David Chapman was born in Fort Worth, Texas on May 10, 1955, but lived in Decatur, Georgia from the age of seven. Mark’s dad, David Chapman, was in the Air Force, and his mom, Diane Chapman, was a nurse. A sister was born seven years after Mark. From the outside, the Chapmans looked like a typical American family; however, inside, there was trouble. Mark’s dad, David, was an emotionally distant man, not showing his emotions even to his son.   Worse, David would often hit Diane. Mark could often hear his mom screaming, but was unable to stop his dad.   In school, Mark, who was a bit pudgy and not good at sports, was picked on and called names. All these feelings of helplessness led to Mark having strange fantasies, starting very early on in his childhood. By the age of 10, he was imagining and interacting with an entire civilization of tiny people he believed lived inside the walls of his bedroom. He would have imaginary interactions with these little people and later came to see them as his subjects and himself as their king. This fantasy continued until Chapman was 25, the same year he gunned down John Lennon. Chapman managed to keep such strange tendencies to himself, however, and seemed like a normal youngster to those who knew him. Like many who grew up in the 1960s, Chapman was swept up in the spirit of the times and by age 14, was even using heavy drugs like LSD on a regular basis. At age 17, however, Chapman suddenly proclaimed himself a born-again Christian. He renounced drugs and the hippie lifestyle and began attending prayer meetings and going to religious retreats.   Many of his friends at the time claimed the change came so suddenly they saw it as a type of personality split.    Soon after, Chapman became a counselor at the YMCA- a job he relished with fervent devotion- and would remain there into his twenties. He was highly popular with the kids in his care; he dreamed of becoming a YMCA director and working abroad as a Christian missionary. Problems Despite his successes, Chapman was undisciplined and lacking in ambition. He briefly attended community college in Decatur but soon dropped out due to the pressures of academic work. He subsequently traveled to Beirut, Lebanon as a YMCA counselor, only to be forced to leave when war broke out in that country. And after a brief stint at a camp for Vietnamese refugees in Arkansas, Chapman decided to give school another try. In 1976, Chapman enrolled at a religious college under the encouragement of his girlfriend, Jessica Blankenship, who was very devout and whom he had known since the second grade. However, he lasted only one semester before dropping out once more. Chapman’s failures at school caused his personality to undergo yet another drastic change. He began to question his purpose in life and his devotion to his faith.   His changing moods also put a strain on his relationship with Jessica  and they broke up soon after. Chapman became increasingly despondent about these events in his life. He saw himself as a failure at everything he tried and frequently spoke of suicide. His friends were concerned for him, but could never have anticipated what this shift in Chapman’s temperament portended. Down a Dark Path Chapman was looking for a change and at the encouragement of his friend Dana Reeves- an aspiring policeman- decided to take shooting lessons and obtain a license to carry firearms. Soon after, Reeves managed to find Chapman a job as a security guard. But Chapman’s dark moods continued. He decided he needed to change his surroundings and moved to Hawaii in 1977, where he did attempt suicide but failed, ending up at a psychiatric facility. After two weeks as an outpatient there, he obtained a job in the hospital’s print shop and even volunteered on occasion in the psych ward. On a whim, Chapman decided to take a trip around the world. He fell in love with Gloria Abe, the travel agent who helped book his round-the-world trip. The two frequently corresponded through letters and upon returning to Hawaii, Chapman asked Abe to become his wife. The couple married in the summer of 1979. Although Chapman’s life seemed to be improving, his downward spiral continued and his increasingly erratic behavior concerned his new wife. Abe claimed Chapman began drinking heavily, was abusive towards her and would frequently make threatening phone calls to complete strangers. His temper was short and he was prone to violent outbursts and would engage in screaming matches with his coworkers. Abe also noticed Chapman became increasingly obsessed with JD Salinger’s seminal 1951 novel The Catcher in the Rye. The Catcher in the Rye It is unclear when exactly Chapman discovered Salinger’s novel, The Catcher in the Rye, but one thing is for certain, by the late ‘70s it was beginning to have a profound effect on him. He identified deeply with the book’s protagonist, Holden Caulfield, an adolescent who railed against the seeming phoniness of the adults around him. In the book, Caulfield identified with children and saw himself as their savior from adulthood. Chapman came to see himself as a real-life Holden Caulfield. He even told his wife he wanted to change his name to Holden Caulfield and would rage about the phoniness of people and of celebrities in particular. Hatred of John Lennon In October of 1980, Esquire magazine published a profile on John Lennon, which portrayed the former Beatle as a drug-addled millionaire recluse who had lost touch with his fans and his music. Chapman read the article with increasing anger and came to see Lennon as the ultimate hypocrite and a â€Å"phony† of the very type described in Salinger’s novel. He began reading everything he could about John Lennon, even making tapes of Beatles’ songs, which he would play over and over for his wife, changing the tapes’ speed and direction. He would listen to them while sitting nude in the dark, chanting, â€Å"John Lennon, I’m going to kill you, you phony bastard!† When Chapman discovered Lennon was planning to release a new album- his first in five years- his mind was made up. He would fly to New York City and shoot the singer. Preparing for the Assassination Chapman quit his job and bought a .38-caliber revolver from a gun shop in Honolulu. He then bought a one-way ticket to New York, told his wife goodbye, and departed, arriving in New York City on October 30, 1980. Chapman checked into the Waldorf Astoria, the same hotel Holden Caulfield stayed at in The Catcher in the Rye, and set about seeing some sights. He frequently stopped at the Dakota to ask the doormen there about John Lennon’s whereabouts, without luck. The employees at the Dakota were used to fans asking such questions and generally refused to divulge any information about the various celebrities who resided in the building. Chapman had brought his revolver to New York but figured he would buy bullets once he arrived. He now learned only residents of the city could legally purchase bullets there. Chapman thus flew down to his former home in Georgia for the weekend, where his old buddy Dana Reeves- by now a sheriff’s deputy- could help him procure what he needed.    Chapman told Reeves he had been staying in New York, was concerned for his safety, and needed five hollow-nosed bullets, known for causing immense damage to their target. Now armed with gun and bullets, Chapman returned to New York; however, after all this time, Chapman’s resolve had diminished. He later claimed that he had a type of religious experience that convinced him what he was planning was wrong. He called his wife and told her, for the first time, what he had planned to do. Gloria Abe was frightened by Chapman’s confession. However, she did not call the police but simply implored her husband to return home to Hawaii. He did so on Nov. 12. Chapman’s change of heart did not last long. His strange behavior continued and on Dec. 5, 1980, he once again departed for New York. This time, he would not be back. Second Trip to New York Upon his second trip to New York, Chapman checked into a local YMCA, because it was cheaper than a regular hotel room. However, he was not comfortable there and checked into the Sheraton Hotel on December 7. He made daily trips to the Dakota building, where he befriended several other John Lennon fans, as well as the building’s doorman, Jose Perdomo, whom he would pepper with questions about Lennon’s whereabouts. At the Dakota, Chapman also befriended an amateur photographer from New Jersey named Paul Goresh, who was a regular at the building and well known to the Lennons. Goresh chatted with Chapman and would later comment how little Chapman seemed to know about John Lennon and the Beatles, considering he had claimed to be such an avid fan. Chapman would visit the Dakota regularly over the next two days, hoping each time to run into Lennon and commit his crime. Dec. 8, 1980 On the morning of Dec. 8, Chapman dressed warmly. Before leaving his room he carefully arranged some of his most treasured belongings on a table. Among these items was a copy of the New Testament in which he had written the name â€Å"Holden Caulfield† as well as the name â€Å"Lennon† after the words â€Å"Gospel According to John.†Ã‚   He arranged the items for maximum effect, expecting the police to come looking through his room after his arrest. After leaving the hotel, he bought a fresh copy of The Catcher in the Rye and wrote the words â€Å"This is my statement† on its title page. Chapman’s plan had been to say nothing to police after the shooting, but to simply hand them a copy of the book by way of explaining his actions. Carrying the book and a copy of Lennon’s latest album Double Fantasy, Chapman then made his way to the Dakota where he stood chatting with Paul Goresh. At one point, a Lennon associate, Helen Seaman, arrived with Lennon’s five-year-old son Sean in tow. Goresh introduced Chapman to them as a fan who had come all the way from Hawaii. Chapman seemed elated and gushed about how cute the boy was. John Lennon, meanwhile, was having a busy day inside the Dakota. After posing with Yoko Ono for famous photographer Annie Leibovitz, Lennon got a haircut and gave his last ever interview, which was to Dave Sholin, a DJ from San Francisco. By 5 p.m. Lennon realized he was running late and needed to get over to the recording studio. Sholin offered the Lennons a ride in his limo since their own car had not yet arrived. Upon exiting the Dakota, Lennon was met by Paul Goresh, who introduced him to Chapman. Chapman handed over his copy of Double Fantasy for Lennon to sign. The star took the album, scribbled his signature, and handed it back.   The moment was captured by Paul Goresh and the resulting photograph- one of the last ever taken of John Lennon- shows a profile of the Beatle as he signs Chapman’s album, with the killer’s shadowy, deadpan face looming in the background. With that, Lennon entered the limo and headed for the studio. It is unclear why Chapman did not take that opportunity to kill John Lennon. He later recalled he was waging an inner battle. However, his obsession with killing Lennon did not abate. Shooting John Lennon Despite Chapman’s inner misgivings, the urge to shoot the singer was too overwhelming.   Chapman remained at the Dakota well after Lennon and most of the fans had left, waiting for the Beatle to return.    The limo carrying Lennon and Yoko Ono arrived back at the Dakota around 10:50 p.m. Yoko exited the vehicle first, followed by John. Chapman greeted Ono with a simple â€Å"Hello† as she passed. As Lennon passed him, Chapman heard a voice inside his head urging him on: â€Å"Do it! Do it! Do it!† Chapman stepped into the carriageway of the Dakota, dropped to his knees, and fired two shots into John Lennon’s back. Lennon reeled. Chapman then pulled the trigger three more times. Two of those bullets landed in Lennon’s shoulder. The third went astray. Lennon managed to run into the Dakota’s lobby and clamber up the few steps leading to the building’s office, where he finally collapsed. Yoko Ono followed Lennon inside, screaming he’d been shot. The Dakota’s night man thought it was all a joke until he saw the blood pouring from Lennon’s mouth and chest. The night man promptly called 911 and covered Lennon with his uniform jacket. John Lennon Dies When the police arrived, they found Chapman sitting beneath the gate’s lantern calmly reading Catcher in the Rye. The killer made no attempt to escape and repeatedly apologized to the officers for the trouble he had caused. They promptly handcuffed Chapman and placed him in a nearby patrol car. The officers did not know the victim was the famous John Lennon. They simply determined his wounds were too serious to wait for an ambulance. They placed Lennon in the backseat of one of their patrol cars and drove him to the emergency room at Roosevelt Hospital. Lennon was still alive but barely able to respond to the officers’ questions. The hospital was made aware of Lennon’s arrival and had a trauma team at the ready. They worked diligently to save Lennon’s life, but to no avail. Two of the bullets had pierced his lungs, while a third had hit his shoulder and then ricocheted inside his chest where it had damaged the aorta and cut his windpipe. John Lennon died at 11:07 pm on the night of December 8, due to massive internal hemorrhaging. Aftermath The news of Lennon’s death broke during ABC’s televised Monday night football game when sportscaster Howard Cosell announced the tragedy in the middle of a play. Soon after, fans from all over the city arrived at the Dakota, where they held vigil for the slain singer. As the news spread around the world, the public was shocked. It seemed a brutal, bloody end to the ‘60s. Mark David Chapman’s trial was short, as he had pled guilty to second-degree murder, claiming God had told him to do so.  When asked at his sentencing if he wanted to make a final statement, Chapman stood up and read a passage from Catcher in the Rye. The judge sentenced him to 20-years-to-life and Chapman remains imprisoned to this day, having lost several appeals for his parole.

Can teachers support creativity and imagination in children Essay

Can teachers support creativity and imagination in children - Essay Example Therefore, teachers play a huge role in moulding the personality and character of the child and hence make substantial contributions in encouraging imagination and creativity in a child. Though, the substance of this prose will examine as to how teachers can spur creativity and imagination young children. Creativity is a highly important aspect of a child’s educational endeavours because through creativity the child helps to identify himself as a unique person and is conducive to a healthy personality development of the child. Creativity is the process of innovating and focuses on how people use new methods and ideas in order to find alternative and fresh solutions to a particular problem. The United Kingdom National Advisory Committee’s report in 1999 focuses a great deal on the importance of creativity. (Morris, 2006) The report describes and defines creativity as, â€Å"First, they (the characteristics of creativity) always involve thinking or behaving imaginatively . Second, overall this imaginative activity is purposeful: that is, it is directed to achieving an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective.† Their definition of creativity clearly demonstrates the strong association with the imaginative and creative process within a child. (Morris, 2006) In simplistic terms, creativity embodies imagination, purposefulness, originality and the outcome must be of immense value and opens up the world to new opportunities and experiences. It is important to know the role of creativity in the society that focuses so much on creativity therefore, the process of learning greatly involves the child thinking in a lateral manner. Creativity is good for the child’s self-image and his identity so that he knows how to set himself apart from the crowd and make his own mark in this dynamic world. Creativity and imagination has become a highly important aspect in the educational sector and there are number of programs that are designed to help teachers out in order to encourage their students to become more creative and imaginative. The United States creative classroom is another example of how people from all around the world understand the need for the child to be creative and imaginative. The project was developed by Project Zero in collaboration with Disney Worldwide Outreach and together they worked to develop materials and a variety of methods to help the child become more creative. Their main objective was not only to help the teachers understand the importance of spurring creativity and imagination in the child. (Mayer, 2005) The American project further added to the definition of creativity given by UK National Advisory Committee report, they stated, â€Å"Although most people might look for signs of creativity in the appearance of the bulletin boards, student made projects, centres and displays in the classroom, I feel the tru ly creative classroom goes way beyond what can be seen with the eyes. It is a place where bodies and minds actively pursue new knowledge. Having a creative classroom means that the teacher takes risks on a daily basis and encourages his/her students to do the same.†

The Law of Torts, Product and Service Liability Law Assignment

The Law of Torts, Product and Service Liability Law - Assignment Example Against this background, this essay seeks to critically analyse the cases of Haimes v Temple University Hospital [1981] and the Vandevender v Sheetz, INC [1998]. Based on the law of torts and product and service liability laws, the essay seeks to compare and contrast the facts, law, and merits of the two lawsuits. The paper will also evaluate aspects related to the facts, issues, judgment, as well as ethical issue related to the two cases. A summary of the main points discussed will be given at the end of the essay. In the case of Haimes v. Temple University Hospital [1981] it can be noted that much of the plaintiff's testimony concerned her psychic activities and her inability to practice these activities following the CT scan. To read an aura, according to plaintiff, it is necessary to go into an altered state, a state of deep concentration. She complains that her psychic activities have been negatively impacted and she can no longer perform the tasks she used to do. It can be seen that this affected the occupation of the plaintiff and this is the reason why she got a favourable judgement. The jury gave the verdict in the amount of $600Â  000 which included Dr. Haimes loss of a consortium. In view of the Pennsylvania Rule of Civil Procedure 238, the verdict was molded to include delay damages of $386,465.75 and this brought the total award to $986,465.75. However, the motion for a new trial of the hospital and the doctor was granted given that the verdict was considered as grossly excessive as to shock the court’s sense of justice. In the case of Vandevender v Sheetz, INC [1997], the employee sustained a back injury at work and she was not permitted to return to work by the employer as a result of specific restrictions. She then appealed and punitive damages were awarded as a result of the unlawful termination of her employment. However, the punitive damages were found to be excessive since they did not corroborate with the actual harm as well as term ination of employment suffered by the plaintiff. A closer analysis of the case shows that the appellee was treated badly by the appellant, and that the appellant should have to pay her a fair amount of damages. In this case, the appelle was awarded $ 293,866.00 in compensatory and noneconomic damages for missing essentially four weeks of work as well as other related ill-treatment she received. However, an award of $ 2,232,740 is considered as too much. From the above cases, it can be noted that in order to prove the existence of day care duty, some conditions should prevail where a defendant can be taken to court if this duty is breached. Thus, the case of Capiro Industries vs. Dickman (1990), suggests that the following conditions should prevail in order for the plaintiff to win the case and these include: foreseeability, proximity as well as reasonability. Terry & Giugni (2009) concurs with this notion when he says that the following elements should be proved by the plaintiff in order to be successful in winning the claim. There is need to show that the defendant owed the plaintiff a duty of care, this duty has been breached by falling below expected standards, the defendant’s conduct caused the plaintiff to suffer physical or economic harm (causation) and the injury suffered was remote or foreseeable. However, it is not always easy to prove that the

Scarlet Letter - Pearl as a symbol Essays -- English Literature Essays

Scarlet Letter - Pearl as a symbol Pearl is a symbol of Hester’s transgressions and even has similar qualities as the sin which she represents. Pearl’s life and behavior directly reflects the unacceptable and abnormal nature of Hester’s adulterous sin. Hester is plagued with more than just a letter â€Å"A†; she is given a child from her affair who is just as much a reminder of her sin as the scarlet letter. Ultimately Hester overcomes the shame associated the scarlet letter and creates a sense of family for herself and Pearl. This relationship is integral to the theme of this novel and the development of its characters. Pearls behavior could be described as abnormal, disrespectful, undignified, or altogether opposite of most Puritan customs. â€Å"The child could not be made amenable to rules† (p42); she will not conform to the Puritan view of what a child should be like. Pearl’s enduring disobedience is representative of Hester’s disobedient act. Pearl should be constant reminder of personal sin to everyone that meets her; however, as it would be, she only reminds others of Hester’s sin. Around strangers, and at certain times at home, this poor child becomes merely an â€Å"unpremeditated offshoot of a passionate moment." (p52) Pearl may be Hester’s only hope of a â€Å"successful† life after she is convicted of adultery. "' I will not lose the child! '" Pearl says, "'†¦thou knowest what is in my heart, and what are a mother's rights, and how much the stronger they are, when that mot...

Collecting Theories About Motivation And Attitudes Education Essay

In this survey, the research worker discoveries and collects theories about motive and attitudes from many beginnings such as libraries, text editions, alumnus research, theses, Thai and foreign web sites, and diaries. They can be categorized into five classs as follows: 2.1 Background and principle of the Thai topic 2.2 Theory of Motivation 2.3 Theory of Attitude 2.4 Some jobs about larning and learning Thai as L1 2.5 Related research2.1 Background and principle of the Thai topicRattana Lucharit ( 2546 ) indicates that the Thai topic began in the Sukhothai period. It was one of four parts of the instruction system ; larning about ethical motives and virtuousness, larning about physical instruction ( for males merely ) , larning about house-work ( for females ) ; and larning about general cognition. ( some foreign linguistic communications and besides Thai ) The old manner of Thai linguistic communication instruction is non standardized. Even standard text editions were non provided for pupils as learning media. Teachers would make textbooks themselves. In the Ayutthaya period, King Narai the Great realized the importance of instruction. He ordered Pra-Horatibodee to compose the first Thai text edition called â€Å" Jin Da Ma Nee † . This text edition was used for larning Thai. Students started with reading pattern, retrieving concluding consonants, and significance of words until they can compose a verse form by themselves. As this text edition brought troubles to pupils in acquisition ; Jin Da Ma Nee was merely used from the Ayutthaya period until the early Rattanakosin period. Suriya Rattanakul ( 2540: 11 ) provinces that ‘Jin Da Ma Nee ‘ is the oldest Thai text edition of Thailand. After that, many Thai text editions were written to learn Tai pupils. Nowadays, the Thai topic is besides portion of the course of study of the Ministry of Education. Rattana Lucharit ( 2546: 184 ) provinces that the aims of Thai acquisition and instruction are as follows: – To develop Thai linguistic communication in four accomplishments ; listening, speech production, reading and authorship. – To understand the rudimentss of the Thai linguistic communication. – To utilize the Thai linguistic communication for listening and pass oning accurately. – To utilize the Thai linguistic communication suitably. – To carry Thai pupils about reading wonts. – To utilize the Thai linguistic communication for doing determinations. – To obtain a good attitude towards the Thai linguistic communication and Thai literature larning in the context of Thai civilization. Recently, The Ministry of Education realized the importance of the Thai topic, so it announced the Development of Quality in Thai Teaching and Thai Using Scheme. Janjira Parethongkam ( 2549: 342 ) provinces that there are seven policies as follows: – To develop Thai instruction and acquisition in schools so pupils can to the full larn, both Thai linguistic communication and Thai literature. Furthermore, pupils have good reading/writing wonts, researching new cognition and bettering wisdom that correlates with Thai society and Thai civilization. – To back up and develop Thai instructors, other staffs, and decision makers recognizing the importance of the Thai topic and besides being a good theoretical account for pupils in utilizing Thai linguistic communication accurately. Consequently, Thai instructors should frequently larn new learning methods. – The Institute of Thai Teachers ‘ Production chooses people who would wish to construct their calling as Thai instructors, and supports them to go specializer in the Thai linguistic communication. Consequently, they will go a qualified Thai instructor in the hereafter. – To develop Thai learning AIDSs and other learning media used to assist pupils in their acquisition procedure. Enough instruction AIDSs and media should be widely distributed and their monetary value should be reduced so that more schools will be able to afford teaching resources. – To back up schoolroom research, Thai instruction and learning invention for planing good-quality instruction and acquisition. – To give people an chance to larning the Thai linguistic communication and utilize the Thai linguistic communication accurately. – To collaborate with every parts of society to back up pupils and Thai people. There are four aims as follows: To develop pupils knowledge of Thai. To develop the cognition of Thai instructors. To do instructors recognize the importance of the Thai linguistic communication. To raise their concern in sustainable development of instruction and larning Thai. All of the inside informations above illustrate the importance of the Thai linguistic communication. Furthermore, the Ministry of Education continually develops the Thai topic by denoting new strategies sing Thai instruction. In contrast, larning and learning Thai in the course of study and in the schoolroom does non follow the strategy. This might be because Thai instructors, pupils or other decision makers do non recognize the of import of our first linguistic communication plenty. To study pupils ‘ motive and attitudes towards the Thai topic is the first measure to develop the Thai capable course of study in the hereafter. If this survey can place what are factors act uponing motive and attitudes towards the Thai topic, Thai instructors will so be able to use the research consequences to better their instruction methods.2.2 Theory of MotivationSing the theory of motive, there are some issues refering motive and larning motive that stated as follows: The definitions of motive. Learning motive. Understanding human motive. Promoting academic motive.The definitions of motiveMany psychologists and faculty members gave their definitions of motive as follows: McClelland, Atkinson, Clark, and Lowell ( 1953:28ff cited in Russell, William and Robert, 1984:243 ) say motive may be defined as the â€Å" ruddy integrating of a alteration in affect by a cue. † Jones ( 1955: seven cited in Weiner, 1992:2 ) say motive has to make with why behavior gets started, is energized, is sustained, is directed, is stopped, and what sort of subjective reaction is presented in the being when all this is traveling on. Young ( 1961: 24 cited in Weiner, 1992:1 ) defines the survey of motive loosely as a research for determiners ( all determiners ) of homo and animate being activity. Frymier ( 1974:6 ) indicates that motive is related to adult male ‘s interior urges and is closely associated with his values. Motivation gives way and strength to adult male ‘s behaviour. It significantly affects his abilities and his accomplishment. Buck ( 1976:5 ) says that traditionally, motive has been defined as the control of behaviour ; that is, the procedure by which behaviour is activated and directed toward some definable end. The specific nature of the control varies widely harmonizing to the behaviour. Thus the control mechanisms involved in simple physiological reactions, in feeding and imbibing, in fond regard and aggression, and in wonder and geographic expedition, are rather different from one another. Gardner ( 1985:10 ) says that motive refers to the combination of attempt plus desire to accomplish the end of larning the linguistic communication plus favorable attitudes toward larning the linguistic communication. William ( 1988:1 ) negotiations about motive in larning that it is a moment-to-moment procedure that must be recognized as such. New penetrations and thoughts that assist instructors in actuating pupils to larn must be continually available, because the ultimate day-to-day duty for pupil motive rests with them. Teachers and school decision makers must consciously endeavor to supply an heightening environment while assisting each pupil learns how to win academically. Weiner ( 1992:1 ) gives his sentiment that the most across-the-board definition of motive is concern about why human and subhuman beings think and behave as they do. In decision, the construct of motive is about a mental province or feeling that affects human behaviour. It is what we use when we describe the forces moving on or within an being to originate and direct behaviour. The construct of motive is besides used to explicate differences in the strength of behaviour. More intense behaviours are considered to be the consequence of higher degrees of motive. Additionally, we frequently use the construct of motive to bespeak the way of behaviour. As for this survey, William ‘s construct of motive in acquisition is used for determine pupils ‘ larning motive.Learning MotivationLearning motive is based on the thought as Gardner ( 1985: 10 ) mentioned that â€Å" the extent to which the person works or strives to larn the linguistic communication because of a desire to make so and the satisfaction experienced in this activity † . There are many positions about motive in larning. William ( 1988:2 ) references that â€Å" one time y ou motivate a pupil, that pupil is set for life † . In the same manner, one time any given pupil has been motivated to make something, he/she would maintain making that thing for the remainder of their life. Motivation is a daily and moment-to-moment committedness. It requires a assortment of supportive accomplishments and schemes. If pupils are ready to larn, they will. If non, they wo n't, and cipher can coerce them ( Gardner, 1985:10 ; William,1988:5 ) . Encouraging pupils ‘ involvements and engagement through a supportive attack, sincere concern, and attending can animate pupils ‘ motive. Furthermore, some efficient ways to actuate pupils is to allow them listen to a talker who can actuate pupils. Durable motive must be more than fugitive efforts to animate pupils. Motivation is best sustained through a reciprocally developed programs and advancement monitoring and rating. Besides that, William ( 1988:3 ) provinces that â€Å" attitude is 100 per centum of school success † . Several factors influence school success, including place influence, self-concept, assurance, basic accomplishments, experience infer to things happened in the yesteryear, future aspirations, available aid, sensible opportunity of success given current accomplishment degrees, attending, demands, feelings, and the sensed ability to act upon their fate given their best attempt. However, there is no charming solution to the job of pupil motive. But if instructors can actuate their pupils, larning will be accomplished. To cognize a pupil ‘s motive, the research worker has to study and observe foremost. Additionally, analyzing and reexamining human motive is the other manner to understand a pupil ‘s motive.Understanding Human MotivationChery ( 1992:4 ; Aree Panmanee 2546: 269 cited in Siripan Suwanchandee 2548:11 ) negotiations about motive in the schoolroom, divided from behaviour, and remarks that many theoreticians and research workers point to two generic types of motive: extrinsic and intrinsic. Extrinsic motive exists when persons are motivated by an result that is external or functionally unrelated to the activity in which they are engaged. For case, in the context of school, a pupil who works hard on a study because she needs an Angstrom in order to stay eligible to play playground ball, is extrinsically motivated to compose a good study. Alternatively, intrinsic motive exists when person works with an interior desire to carry through a undertaking successfully, whether it has some external value or non. Peoples who are per se motivated to prosecute in a specific activity do non hold to be enticed into take parting in that activity. Alternatively, they actively seek chances to take part. These two points are really of import for instructors to understand. They should cognize about the differences between extrinsic and intrinsic motive in order to place and further their pupils ‘ motive in the schoolroom.Promoting Academic MotivationGrossnickle Don R. and Thiel William B ( 1988 ) suggest that instructors may make extrinsic motive in order to assist their pupils achieve in acquisition. Some of the undermentioned statements help instructors promote their pupils ‘ motive. First, is puting a course of study that is concerned with single differences and the basic cognition of pupils. It will assist if they are interested in larning. Second, instructors must larn aims and results that make pupils recognize the utility of survey and back up a good attitude towards larning. This can assist pupils carry through their survey. Third, instructors should offer chances to pupils to take part in be aftering lessons and inquire for pupils ‘ feedback. This may assist promote pupils. In add-on, the schoolroom environment should be attractive for pupils to larn new things, without force per unit area or restriction of freedom. Teachers should therefore actuate their pupils by utilizing attractive media, an interesting lead to lessons, a new instruction method, or utilizing teaching AIDSs and appropriate text editions.2.3 Theory of AttitudeThere are some points about theory of attitude analyzed for this survey. The research worker collected the chief points and gave inside informations in each instance. The definitions of attitude The constituents of attitude Attitude measuring Making attitude trialsThe definitions of attitudeMany psychologists and academic specializers have defined attitude as follows: The word â€Å" Attitude † derives from the Latin word: ‘Aptus ‘ . It means ‘fitness ‘ or ‘adaptedness ‘ ( Kanjana Makpoon, 2548:40 ) Droba ( 1933 ) says that attitude is a mental temperament of the human person to move for or against a definite object. In the lexicon of psychological science, Warren ( 1934 ) said that attitude is the specific mental temperament toward an entrance or originating experience, whereby that experience is modified ; or, a status of preparedness for a certain type of activity. Allport ( 1935: 19-20 ) says that attitude is a mental and nervous province of preparedness, organized through experience, exercising a directive or dynamic influence upon the person ‘s response to all objects and state of affairss with which it is related. Newcomb ( 1954: 128 cited in Wanpen, 2528:29 ) says that attitude is imparting of head with single experience. They are divided into two characters. They are positive attitude and negative attitude. Guilford ( 1959:223 ) says that attitude is a complicated emotion of people that is expressed in the manner of the recognized or unacceptable, love or detest. Vroom ( 1964:99 cited in Malinee, 2542:67 ) says that attitude and satisfaction can be used interchangeably, because those words mean the consequences from person to fall in some state of affairss and express positive attitude or negative attitude with it. Thurstone ( 1967: 20 ) provinces that attitude is the affect for or against a psychological object. Bem ( 1970: 14 ) says that attitude is like and dislike. Good ( 1973:48 ) says that attitude is the preparedness to show in whether manner, possibly support or against in some state of affairs with the individual or anything. Anastasi ( 1990:584 cited in Kanjana Makpoon, 2548:40 ) says that attitude means the reaction with support in similar or unlike such as state, usage, or institutes. It can non see in straight, but it can be inferred from linguistic communication and behaviour Raweewan Aungkanurakpan ( 2533:12 ) says that attitude is personal inner potency which intend to act in the positive/ negative ways. Aunchala Satsupap ( 2549:5 ) says that attitude is a belief in something which makes a positive reaction or negative reaction. In decision, attitude means satisfaction or dissactisfaction of a individual with something or person such as topographic points, people, things, or state of affairss. It can be used to foretell behaviour in the hereafter, because people tend to utilize their attitude when make up one's minding to show their behaviour. The research worker applies Thurstone ‘s and Bem ‘s attitude definition to this survey because it is accordant with the construct of attitude constituents which is stated in the following issue ( http: //www.blurtit.com/q720160.html, retrieved on 28 March 2008 ; Raweewan Aungkanurakpan, 2533:12-13 ; Wattana Srisatwaja, 2534:26 ) .The constituents of attitudeMany psychologists, such as Rosenberk, Hovland ( 1960 cited in Theeraporn Uwanno,2535:2 ) Kretch, Prutchfield, and Pallachey ( 1962, cited in Raweewan Aungkanurakpan, 2533:12 ) and Triandis ( 1971 cited in Raweewan Aungkanurakpan, 2533:12 ) , back up the construct that constituents of attitude are three as follows: 1. Cognitive constituent: It is a belief and perceptual experience of a individual towards something in a positive manner and negative manner. 2. Affectional constituent: It is a feeling, emotion and private values that are different in each individual. These make positive attitude or negative attitude. 3. Behavioral constituent: It is a individual ‘s preparedness to react behaviorally to the object. Harmonizing to this construct, it is believed that based on Plato ‘s construct, viz. human head consists of three constituents: idea, feelings, and conation ( Allport, 1985 cited in Theerapon Uwanno,2535:4 ) . On the other manus, late, the construct of constituent of attitude which is celebrated back uping by Thurstone ( 1959, Insko 1967, Bem 1970, Fishbein & A ; Ajzen 1975 cited in Raweewan Aungkanurakpan, 2533:13 ) province that attitude has merely one constituent like or dislike feelings towards psychological objects. The research worker applies this construct to this survey because many societal psychologists believe that it is the most of import portion of attitude which can take to understand and predict homo ‘s behaviours and they define the attitude definition as the affectional constituent ( Theerawut Akakul, 2549:8 ) .Attitude MeasurementSubin Yurarat ( hypertext transfer protocol: //www.student.chula.ac.th/~43846691/attitudetheory .doc: parity 50, retrieved on 25 Feb. 2007 ) observes that there are many ways to mensurate attitude. Each manner is developed by many psychologists. Some ways of mensurating attitude are as follows: At the beginning, observation is one manner to mensurate an attitude. It uses ears and eyes to detect another individual ‘s behaviour towards something, and to roll up that primary informations for analysis. It is divided into two types: direct observation and indirect observation ( Raweewan Aungkanurakpan, 2533: 17-18 ) . The consequences can bespeak a individual ‘s attitude. Furthermore, interview is besides an attitude measuring, where the interviewer should fix the inquiries before get downing the interview to acquire the clearest information. In some instances, nevertheless, we may non acquire the existent information. Therefore, interview should partially used as attitude measuring, along with other methods. Furthermore, there are some other ways to mensurating attitude. Self-reporting is ever designed in graduated tables such as Thurstone scales, Lickert scales, Osgood graduated tables, Bogardus scales, Guttman scales, and the smiling faces graduated tables. As a projective technique, it is attitude measuring that participant have to give sentiment about images they see. Likewise, making psychological undertakings can besides mensurate attitude. Social psychologists believe that human behaviour originates from attitudes or feelings in each individual. The last 1 is the physical reactions of worlds, such as reactions to electric daze, look intoing bosom round per minute, and iris expansion. The societal psychologists say survey consequences indicate the relationship between strength or appendage of attitude and physical reaction. They do non speak about good or bad attitude. Those methods are non recommended as the best manner to mensurate attitude, as it depends on the aim of what is being measured and what consequences you seek. For the method that the research worker uses in this survey is the observation, interviewings and self-reporting.Making attitude trialJittraporn ‘s survey ( 2543:38 and Theerawut Akakul, 2549:56 ) refers to making a Likert scale attitude trial as follows: – Considering whose attitude the research worker wants to mensurate, towards what, and clearly gives the definition of attitude and the aims what the research worker wants to mensurate. – Composing the obvious sentence structure covered in each point. The inquiries must inquire about respondents ‘ feelings or beliefs. Likert ( 1967: 90 ) suggests the building a questionnaire should be as follows: In the paragraph, it is non a fact, but it is written in the footings of feelings or purpose to make something. In the paragraph, to set both positive and negative statements every bit. In each point, it should be clear, short and easy to understand. So the creative activity of an instrumental attitude trial, all of the inside informations above should be considered. This instrument will be efficient and can be used in a existent state of affairs. For this survey, the research worker adopts those methods to make a questionnaire for mensurating attitude and motive.2.4 Some jobs about larning and learning Thai as L1Jantarat Anansantiporn ( 2548 ) and Amara Prasitrattasin ( 2548 ) province that Thai is a linguistic communication which we use to pass on in day-to-day life, but people are non really interested in it. There are some jobs about larning and learning Thai divided into three chief points. The first is Thai instructors ‘ jobs, the 2nd 1 is pupils ‘ jobs, and the last is involved in learning AIDSs. Mentioning to Thai instructors ‘ attitude job, Thai instructors do non hold adequate support from decision makers, such as a opportunity to analyze abroad. It makes Thai instructors less enthusiastic, due to the fact that they do non see hereafter in their calling. Sometimes the personality/appearance of Thai instructors besides looks uncomfortable or uneasy. Actually, instructors think that good instruction is to assist pupils to go through the test. They do non learn the pupils to use their cognition to utilize in the existent state of affairss. Particularly, the memorizing method is frequently used. From my experience, the pupils are bored and the instructors are besides bored to learn, in every bit much as many Thai instructors at each school have a heavy work load. Therefore, they are non motivated to develop their instruction accomplishments or new learning methods and this reduced their instruction quality. Tai instructors believes being a Thai instructor is non interesting for pupils, so it makes them less motivated in giving their attempt in learning. Some instructors besides lack Thai instruction accomplishments. Students, hence, may hold less regard for instructors. Some of instructors ddo non pattern truth in Thai plenty, but they have to learn Thai. They think anyone can learn Thai. Other instructors do non collaborate with Thai instructors when their pupils use Thai falsely. They ever think it is Thai instructor ‘s responsibility to learn pupils how to utilize Thai accurately. Not merely Thai instructors, but in fact all instructors should remind and rectify when their pupils use Thai falsely. Additionally, some Thai instructors have been learning for a long clip and do non desire to develop their accomplishments. Rangsan Klinkaew ( 2550: hypertext transfer protocol: //www.perfs pot.com/blog.asp? id=23CAA779-0ADF-4B2B-9D7D-BB3036156D6 & A ; BlogId=28732, retrieved on 29 March 2008 ) states that instructors who use the same method, makes pupils bored. Furthermore, instructors do non back up pupils in researching their sentiments, are unfriendly, and are excessively much reliant upon the regulations since they themselves lack experience and cognition in learning Thai. Besides, single differences of pupils are non taken into history. For illustration, smart pupils can be bored and weaker pupils may non maintain up with others. Besides, learning Thai is non unvarying, for illustration, teacher A Teachs Thai linguistic communication accomplishments and instructor B teaches Thai literature. In add-on, in learning Thai use, Thai instructors do non promote pupils to pattern all four accomplishments. In footings of the testing frequence: Teachers frequently test at the terminal of school twelvemonth or semester. This does non uncover the existent proficiency of pupils. The 2nd issue about pupils ‘ job, in the article of Panthanee Vihokto ( 2538 ) about learning and larning Thai jobs, indicates that pupils have a bad attitude towards the Thai topic. They do non hold duty. They do non hold involvement in larning Thai, nor do they recognize its importance as they think it is their female parent lingua. They do non believe it is necessary to larn because they can automatically use/speak Thai. Consequently, they focus on other topics such as Mathematicss, Science, or Foreign linguistic communications. In fact the Daily News ( 2550,12 November:20 ) points out that pupils ‘ deficiency Thai linguistic communication accomplishments, particularly composing. Possibly this is because they do n't frequently utilize and pattern it or they use it merely merely when they study at school. Cipher encourages them to rectify their errors. When they say something incorrect, instructors frequently blame or knock, but do non butencourage them. Furthermore, pupils who come from a rural country and usage idiom find that analyzing linguistic communication requires attempts. Therefore, they feel that the Thai topic is excessively hard. Although they work hard on larning Thai, their consequences are still worse than those of other topics. These consequences in pupils being bored, lack inspiration, and disregard the Thai topic. One of the solutions for the job is utilizing learning AIDSs. It is a tool that helps instructors to learn in a more effectual manner. However, there are besides some jobs with learning AIDSs which are summarized as follows: Jantarat Anansantiporn ( 2548 ) surveies about pupils ‘ satisfaction of larning Thai. She states that Thai instructors do n't utilize learning AIDSs decently. Though they are necessary, it is adequate if they have a chalkboard and chalk. When they can non utilize, or do non cognize how to use, learning AIDSs, they merely work out this job by non utilizing them. They think that Thai learning AIDSs are non interesting compared with learning AIDSs of other topics ; for case, a research lab is more interesting than word cards because pupils can use their hearing and composing accomplishments at the same clip. In fact, in wider society, the information is an importance portion of believing procedure. Many resources, for case, cyberspace, e-books, ocular stuffs ; are prompts for instructors, but so instructors gain the information merely from text editions ( Department of Curriculum and Development: 104 ) . Apart from the jobs already given, there are some general jobs, for case, the deficiency of learning AIDSs ( Thaipost 2007, 27 July: hypertext transfer protocol: //www.drkalaya. com/education.php? newsid=579, retrieved on 30 March 2008 ; Pantanee Vihokto 2538 ) , the deficiency of pupil suites, noise, deficiency of support by decision makers, and decision makers do non back up outside instruction, because they will hold to react to more undertakings. These jobs hamper efficient instruction.2.5 Related ResearchTo analyze pupils ‘ motive and attitude towards the Thai topic, the research worker reviewed related research which supports and proves the theory of motive and attitude. They are as follows: About larning attitude and motive, Rugsiri Sithdichoke ( 2531 ) studied the Relationship Between Attitude Towards Thai Subject and Achievement in Learning Thai Subject of Students in The Colleges of Physical Education. The intent of this research is to analyze attitude towards the Thai topic of pupils in the colleges of physical instruction and to analyze the relationship between attitude towards the Thai topic and accomplishment in larning the Thai topic of pupils in the colleges of physical instruction. The sample group consisted of 530 pupils, used bunch random trying from the colleges of physical instruction. The questionnaires about Attitude towards Thai Subject Test, Thai Grammar Test, and Thai Literature Test are the instruments. The consequences show that the pupils in the colleges of physical instruction had positive attitudes towards Thai Subject. Furthermore, Rattana Thinklao ( 2533 ) surveies of Thai instructors ‘ instruction behaviours, attitudes towards supervising, and the academic accomplishment of the pupils instructed by the instructor who were supervised in equal clinical and peer concentional supervising in Cholburi secondary school. The sample group is 18 Thai instructors and 564 pupils from Matthayom Suksa 3, divided into 2 groups: an experimental group ( 9 Thai instructors and 290 pupils ) and a control group ( 9 Thai instructors and 274 pupils ) .The instrumental research is by questionnaire and observation. The consequences show that Thai instructors ‘ behaviour in the experiment group has higher than the control group. Students ‘ accomplishments in experiment group and control group had no difference. In add-on, Khachornsri Jatikananda ( 2533 ) surveies of the relationship between larning accomplishment and attitudes towards the methods of learning Thai linguistic communication of Matthayom Suksa 2 pupils through mini-course and the instructor ‘s manual of the educational techniques section. The sample group is 80 pupils at the secondary presentation school of Srinakaharinwirot University in Bangkok, is divided into two groups of 40 pupils each. The experimental group is taught by mini-course and the control group is taught by utilizing instructor ‘s manual. The consequence shows that the experimental group has higher larning accomplishment than the control group but the attitude of pupils between the experimental group and the control group are non different. Besides, Jittraporn Duangjumpol ( 2543 ) surveies the effects of utilizing reading workshop direction procedure on Thai linguistic communication reading comprehension ability and attitudes towards reading Thai linguistic communication of Mathayom Suksa two pupils in Bangkok Metropolis. The sample group is pupils in Matthayom 2, Prakanoung Pithayalai school and they are divided into two groups. One group used the normal method, and another group used the reading workshop direction procedure. The consequences show that pupils who are taught by utilizing the reading workshop direction procedure have a good attitude and accomplish higher mark than pupils who are taught by utilizing the normal method. Similarly, Patamathida Najaikong ( 2544 ) surveies about the effects of the mind-mapping and self-regulation on attitudes and Thai linguistic communication larning accomplishment of Mathayom Suksa 1 pupils. The sample group is 60 pupils in Matthayom Suksa 1, Borployratchadapisek school, was indiscriminately divided into four groups. Each group consists of 15 pupils. Group 1 is assigned to pattern utilizing head function technique. Group 2 is assigned to pattern utilizing self-regulation. Group 3 is assigned to pattern both of head function technique and self-regulation. Group 4 surveies in normal method. The consequences show that pupils who pattern utilizing the head function technique and self-regulation have a good attitude towards Thai topic. Furthermore, their tonss are besides higher than pupils who are taught the normal method. As for larning motive, Chonthon Ruamtham ( 2533 ) surveies Matthayom Suksa 2 pupil ‘s Thai linguistic communication accomplishment and motive the direction based on reply hunting activities and instructor ‘s manual activities. The sample group consists of 100 Buddhajak Wittaya school pupils who are every bit divided into two groups. The same content is taught to both groups for 16 periods of 50 proceedingss. The research design of the experiment is the pretest-posttest design. The consequence shows that the academic accomplishment of the experimental group is higher than the controlled group, but the learning motives in Thai linguistic communication of the two groups are non different. Then, Kanchana Makpoon ( 2548 ) surveies the effects of direction utilizing the plot line method on Thai linguistic communication larning accomplishment and attitude towards direction of Mathayom Suksa 2 pupils. The sample group consists of pupils in Mathayom Suksa 2, Cholburee Sukkhaboj school, is divided into two groups. Experimental group one consists of 47 pupils utilizing plot line and experimental group two consists of 47 pupils, utilizing the normal method. The consequences show that experimental group one, utilizing the plot line method have a good attitude and accomplish higher acquisition accomplishment than group two. Similarly, foreign research about larning attitude is studied by Colin Baker ( 1992 ) . He studied the attitude of the Welsh towards their linguistic communication. He compared his research over the old two old ages. The sample group is 11-14 old ages old pupils who studied in secondary school degree 1, 2 and 3. In another research, sample group is 13-16 old ages old pupils who studied in secondary school, degree 4, 5 and 6. The consequence shows that male ‘s positive attitude was somewhat lower than that of their female opposite numbers. Some research about larning motive are studied by Noppadol Buasai ( 2545 ) and Anchala Satsuphap ( 2549 ) . They besides study a comparing of Matthayom Suksa 1 and 3 pupils ‘ reading public presentation and motive in larning Thai by utilizing sketch lesson programme and the instructor ‘s manual. In the survey by Noppadol, he uses 80 pupils from Pasanusorn Bangkhae school as the sample group. Likewise, Anchala Satsuphap, uses 96 pupils from Matthayom Suksa 3 Srivikorn school. Each research besides divided into two groups: an experimental group, and a controlled group. Cartoon lessons are used to learn the experimental group, whereas instructors ‘ manual is used to learn the other 1. The consequence of Noppadol and Anchala shows that the ability of reading public presentation and motive in larning Thai between the experimental group and the control group are different, that is, pupils ‘ ability of reading and motive in larning Thai in the experimental group is h igher than the control group. Unless larning attitudes and motive, the surveies about Thai instruction and acquisition jobs are studied by Watcharee Srikham ( 2535 ) . She surveies jobs and learning demands of Thai III instructors. The sample group dwelling of 60 Thai instructors from Vocational and Technical College in four parts of Thailand is classified by learning experiences. The consequence shows that Thai instructors need the instruction techniques and supervising at the high degree. The same as Srichan Wichatong ( 2542 ) surveies on the analysis of Rajabhat Phranakhon pupils ‘ mistakes. The sample group consists of 1152 pupils who register in the Thai Usage class 1540201. They are assigned to compose the essay within 60 proceedingss. The consequence shows that pupils ‘ mistakes, harmonizing to the frequence of happening, are spelling, words use, word order, pauses, punctuation, the usage of etc. , abbreviations and figures. These are the related research on motive and attitude of pupils towards linguistic communication acquisition. However, cipher has researched the motive and attitudes of pupils towards the Thai topic. Therefore, the research worker thinks that my survey will be the first measure to assist instructors and decision makers develop and better the Thai capable course of study in the hereafter.

Medical Differences Between The Civil War And Spanish...

Nareg D Mr. Haveron Final Essay 16 March 2015 Medical Differences between the Civil War and Spanish-American War The nineteenth century held one of the most medically appalling wars, as well as one of the most medically innovative wars. The Civil war is considered a terrible time period for medical equipment as well as surgeons. Many soldiers who had been fighting in the Civil War were killed by sicknesses including diarrhea and pneumonia. Surgeons, who had minimum medical experience, were taking care of the wounded soldiers at the time. The idea of sanitizing and sterilizing equipment that was used on a patient beforehand was not known by the inexperienced surgeons. Only a few years later came the Spanish-American war, which showed a vast improvement in the medical field. During the Spanish-American War many important inventions were created. These include the invention of the x-ray, the discovery of the germ theory, and the discovery of the antiseptic method. 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